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For students to be able to compete and overcome challenges in the future, critical thinking is essential. The study's descriptive methodology aims to describe the students' critical thinking abilities. Every high school in a South Sulawesi district made up the research population. Based on school accreditation, with the use of a proportionate stratified random sampling technique, 150 students were chosen to comprise the research sample. The test instrument used is an essay distributed online. The indicators for the description questions are interpretation, analysis, and interpretation thinking skills. According to the study's findings, students' critical thinking abilities in static fluid material have an average score in the medium category of 73.09. In terms of school accreditation, students' physics critical thinking abilities average 73.87 for schools with A accreditation, 72.43 for schools with B accreditation, and 68.47 for schools with C accreditation. The percentage of each indicator of critical thinking skills is 34.58 in inference, 33.70 in analysis, and 31.71 in interpretation. It is anticipated that this study will give a broad picture of students' critical thinking competencies for teachers to choose and implement the most suitable stimulus to aid students in developing their critical thinking abilities.

This research was conducted to see if using ChatGPT prompts students to think more deeply through reflection reports. The case study method and qualitative research methodology were used to carry out this study. Five graduate students in the Curriculum and Instruction department at Aksaray University's Social Sciences Institute who were teachers in various subjects and employed at various state school levels participated in the study. It was found that the majority of participants accepted all of the information presented by ChatGPT based on a citation as true, did not feel the need to control data reliability, and could be manipulated by ChatGPT while doing self-evaluation. Additionally, despite the fact that they prepared reflective reports in which they compared their essays with ChatGPT and included questions that prompted them to think critically and reflectively, as well as the fact that they had taken a graduate-level course on the teaching of higher order thinking skills, it was acknowledged that they could not demonstrate the expected performance in using higher order thinking skills other than to a limited extent. The onus should be on educators to pioneer positive examples of how to utilize ChatGPT and provide direction on how to harness its potential, supported by critical thinking, rather than to avoid using it and identify it as a tool to be avoided.

Designed by the Harvard University Project Zero team, Artful Thinking is basically a program that aims to improve students' awareness of art and increase their critical thinking skills by interpreting works of art and discussing them. In this way, students will acquire twenty-first century skills such as critical thinking and aesthetic understanding. The primary objective of this research was to investigate the impact of the Artful Thinking program on the development of critical thinking skills and attitudes towards art in 6th grade students, by implementing it as action research. This study was conducted in a middle school in Gaziantep, Turkey. 23 students and a Turkish teacher participated in the study. A total of twenty-four works of art (paintings, graffiti and ancient mosaics) were shown to students over eight weeks. Students expressed their opinions about each picture for 10-15 minutes. In order to make the students think in higher-order about art, the teacher asked questions prepared by the researcher. Thus, students were enabled to develop critical and higher order thoughts about the paintings. The findings from the students, teacher, and researcher indicated that the Artful Thinking program had a favorable impact on the students' perceptions of art, and that the students' cognitive abilities and capacity for articulation were enhanced by this program.

Are high school students ready for their postgraduate education or a career that may not have been invented yet? As teachers focus on career prep and the necessary future-ready skills in the classroom, teachers are using technology to hone skills necessary for students' future success. Success in higher education or career pursuits requires students to develop a combination of technology through student-centered, project-based learning around the 4Cs (critical thinking/problem solving, communication, collaboration, and creativity/innovation). The literature on technology skills and 4C skills has historically focused on one set of skills or the other in isolation. This research addresses this gap in the literature by comparing the acquisition of the two skill sets to each other in the same (1:1 technology) environment. This is a mixed methods study using survey data collected from pre-service teachers in an education course. The study aims to understand what technology and 4C skills pre-service teachers who graduated from a 1:1 technology high school possess. The findings of this study showed that the respondents are more prepared and comfortable using their 4C skills than their technology skills. The potential implications of technology and 4C skills deficiencies and strengths on future teaching practices are discussed. technology) environment.

Social studies have been marginalized in early childhood education amid the prevalence of standardized testing and political issues. However, a comprehensive approach to early education, including social studies, is gaining attention. This article emphasizes the significance of incorporating social studies into early childhood curriculum, illuminating its potential to enhance children's cognitive and social-emotional development. The second important aspect of this article focuses on the role of social studies in literacy skill development through building background knowledge, critical thinking, problem-solving, and communication skills of young children.

The burgeoning role of Artificial Intelligence (AI) in education prompts crucial discussions regarding its implications for teaching and learning. This qualitative study probes the argumentative perspectives of 118 teacher candidates from Igdir University on the integration of AI into educational practices. Employing Toulmin's (1958) model, we analyzed their arguments, which encompass claims, evidence, warrants, backings, rebuttals, and conclusions, to ascertain their stance on AI's pedagogical integration. Utilizing four distinct AI chatbots--GPT-4, Gemini AI, Claude 3 Haiku, and Mistral AI--the research deciphers thematic undercurrents within these dimensions. Moreover, a novel methodological contribution is made through 'negative space exploration', focusing on the unmentioned themes to identify latent biases and assumptions in the argumentation. The study's dual analytical approach, combining AI-driven theme identification and negative space exploration, resulted in an enriched understanding of the content. Key findings suggest a nuanced perception among participants: while AI chatbots are acknowledged for enhancing educational efficiency and enabling personalized learning, concerns regarding diminished human interaction, potential erosion of critical thinking skills, and ethical use persist. The analyses also highlight the need for a balanced AI implementation that supports, not supplants, traditional educational methods. This research contributes to the ongoing debate on effective AI integration in education and calls for responsible pedagogical adoption of AI technologies.

Children's picturebooks present meaningful opportunities for thinking through life's important questions. In this article, the authors outline the process and benefits of using picturebooks to support philosophical inquiry amongst preschool and elementary aged children. We discuss how philosophical inquiry can promote critical thinking in children, considerations in the use of culturally responsive and abolitionist feminist curriculum and pedagogy in teaching philosophy, and we highlight the utility of multiple stakeholder collaboration for successful philosophical inquiry projects in schools. The article closes by discussing key recommendations for the implementation of philosophical inquiry programs in preschool and elementary schools.

This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers' vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.

This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.

Convinced of the major advantages and effectiveness of an interdisciplinary approach in teaching, colleagues from American Studies, Economics, and Greek Studies offered a joint seminar for master's degree students on "Individual Goals and the Common Good: Perspectives on Utility Concepts from Ancient Greek Literature, American Studies, and Economics." We intended to expose the students to a new approach to significant texts and authors that address these key economic concepts and to integrate the perspectives from the three disciplines. In this essay, we describe the development of our methodological approach, the individual and common goals that guided us, the challenges that we encountered, and the extent to which we achieved our goals.

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

A new reading curriculum incorporating the principles of concept-based instruction and reading strategy instruction was designed and implemented for a previous study. Concept-based instruction was compared with reading strategy instruction to determine the impact of the new curriculum on language learners' reading and reflective thinking skills. The data revealed that the concept-based group performed better in reflective reading and thinking skills. The new curriculum involves the creation of a Schema of a Complete Orienting Basis of an Action (SCOBA) during reflection sessions. To explore the necessity of SCOBA creation, an experimental study with two groups was conducted, where only one group created a SCOBA. Both groups received concept-based reading instruction and were compared based on their reading, reflective reading, and reflective thinking skills. The data revealed that the groups performed similarly in reading and reflective reading skills, but the SCOBA group performed better in reflective thinking skills. The study sheds light on the importance of incorporating reflective thinking activities, such as SCOBA creation, in concept-based reading instruction.

This study introduces a novel learning management model aimed at enhancing Thai language proficiency in sixth-grade students. Confronting challenges such as inadequate teaching resources and a lack of student-centric, practical activities in current Thai language education, this model integrates six key components: foundational principles and theories, clear objectives, diverse learning processes, social systems, responsive teaching, and supportive resources. The approach emphasizes student engagement, self-directed learning, critical thinking, and applicability in real-life situations. Employing a rigorous research and development (R&D) methodology, the study involved analyzing existing educational conditions, developing the instructional model, assessing its impact, and seeking expert validation. The model demonstrated substantial improvements in students' knowledge, skills, and attributes, as evidenced by the effectiveness index (E.I.) and expert assessments. These evaluations confirmed the model's suitability, practicality, and beneficial impact on language proficiency. The results indicate that integrating self-directed learning, experiential activities, and collaborative techniques significantly enhances language skills. The study underscores the need for adaptive learning strategies, varied instructional media, and comprehensive assessment methods. The model's success in improving national test scores showcases its potential applicability and effectiveness in diverse educational settings. This research contributes a validated, effective framework for Thai language teaching, highlighting experiential learning, social collaboration, and the integration of ICT. Its successful application in Thai educational contexts suggests its potential for broader adoption in primary language education globally.

The research explores the potential of incorporating science, technology, engineering, and mathematics (STEM) education approach and critical thinking to enhance historical consciousness. The study employs an ex post facto quantitative method, specifically a correlational design to analyse the variables. The research population comprises 425 students from diverse backgrounds in Banten Province schools that have implemented the STEM approach. A sample size of 202 students is determined using a predefined error rate. Data collection involves tests and questionnaires assessing historical thinking skills, STEM approaches, and historical consciousness. Statistical analysis, including partial and simultaneous multiple correlation tests, reveals a significant and very strong positive relationship between STEM approach, historical thinking skills, and historical consciousness. This suggests that the interplay of these factors enhances history learning and encourages a deeper understanding of historical events, promoting critical thinking, and historical consciousness. The study emphasizes the importance of integrating STEM methodologies into history education to provide students with a holistic understanding of historical events and their societal implications. Such an approach bridges the gap between STEM and history, fostering interdisciplinary collaboration and promoting informed and empathetic citizens. Future research should explore diverse samples, employ qualitative methods, and investigate curriculum designs and teaching strategies that effectively integrate STEM and history education.

Student's critical thinking skills that are currently still low are important to develop because they affect the way students think in solving problems. The problem-based learning model with the inquiry method used to help improve student's critical thinking skills. The iSpring learning media used can help students understand the material. The research results were obtained from the output of the paired sample t-test, a significance value < 0.05, so it was concluded that there was a difference between before applying the learning model and after applying the learning model. The results of the questionnaire responses to the media also resulted in positive responses from students.

The research reported on in this article was mainly undertaken to determine the obstacles to the enhancement of critical thinking in the learning of history at Form 3 level in secondary schools in the Masvingo urban area of Zimbabwe, in terms of the rationale of developing the learners' critical thinking. The promotion of critical thinking abilities is vital in education, since doing so helps to improve the learners' academic performance, as well as aiding in producing graduates with a multiplicity of skills that are required in the 21st century job market and in society as a whole. We used semi-structured interviews and lesson observations to reach conclusions on what recommendations to make in addressing the research problem. Several factors were identified as hindering the learners' acquisition of critical thinking, including the learners' and teachers' lack of self-efficacy, motivation and the poor learning environment. In addition to reflecting on the possibility of improving the learning and teaching of critical thinking, we recommend that the Ministry of Primary and Secondary Education, Zimbabwe's Schools Examination Council, teacher training colleges and teachers should all work together to develop the learners' critical thinking skills within the parameters of the Zimbabwean education system.

This study investigates the way a kindergarten teacher implemented a three-stage project to support children's map understanding. The project, the Map and Play, was designed to help children understand the relationship between reality and its abstract representation. The guided play was adopted as the pedagogical approach because it empowers children to make independent decisions, encourages critical thinking, and offers opportunities for exploration. At the same time, adults take part in purposeful activities alongside the children. The research employed an ethnographic methodology involving classroom observations, video recordings, and interviews. Content analysis was used to explore the data sources. The results illustrated the stages taken to introduce children to the idea of map considering scientific research about how to foster map understanding. The data displays occasional mistakes made by the teacher, offering valuable insights into the dynamics of classrooms where similar activities might be introduced. The MPP was a promising experience for kindergarten children in enhancing their map reasoning and use of spatial language. Still, there is a need for teacher training to guide this complex learning process effectively.

Students have gravitated toward the convenience of artificial intelligence (AI) to generate text, music, and for entertainment. Faculty are also emerging as AI consumers. Given that faculty workloads have become increasingly difficult to manage, AI holds promise for assisting with teaching and research. In this article, a pedagogical case study is presented with findings from two courses where generative AI was implemented to facilitate graduate student learning through assignments created that aligned to course objectives and lessons. Findings and implications are discussed.

Critical writing seeks to enhance university students' ability to think causally and reason effectively, and this improvement should be evident in their language use in the assignments. An example of such language is interactional metadiscourse, the expression of attitudes and opinions in line with the intended audience. In pursuit of these objectives, this study investigated the textual characteristics of critical thinking by examining interactional metadiscourse markers (MDMs) in the critical response papers authored by English Language Teaching (ELT) undergraduate students throughout a semester at a Turkish state university. The findings revealed shifts in the use of interactional MDMs by the end of the semester. While markers for engagement, hedging, and boosting remained prevalent across various tasks, the utilization of self-mentions and attitude markers declined, indicating a transition from the students' sharing personal opinions and experiences to relying on evidence from research in academic texts to support their arguments. Additionally, the study highlighted the impact of topic selection on how students incorporated metadiscourse markers into their response papers.

The interrupted case study is a structured way to engage students in active learning. Interruptions, or pauses for reflection and discussion scheduled within the case-study presentation, provide students with a chance to collaborate and engage in critical thinking. Critical thinking style, which is a measure of how one tends to think critically, provides insight into how one tackles problem solving. This article describes a pilot project that combined critical-thinking style and an interrupted case study, delivered over a two-class-period time frame, to four college courses. The project's goals were to assess students' self-reported knowledge, self-reported ability, changes in thinking, and intentions to use their critical thinking style in the future. The University of Florida Critical Thinking Inventory and an end-of-session evaluation were administered online, and 110 students voluntarily responded. Results indicated that many students enjoyed the discussion-based and problem-solving structure of the interrupted case study. Results also showed increases in students' self-reported knowledge about critical thinking style and content covered in the case study. For teachers looking to pilot an interrupted case study with a critical thinking style component, two class sessions can have a positive effect on student learning and encourage critical thinking.

This study investigates the role of Yu Shuxi in the transmission and preservation of Pingdiao Sanxianshu, an intangible cultural heritage, within the context of literacy and education. By analyzing the cultural significance and pedagogical practices of Yu Shuxi's artistry, the research explores the impact of traditional folk arts on literacy development and cultural identity formation. Utilizing qualitative methods, including interviews with key informants and field observations in Baofeng County, Henan Province, the study captures the intricate relationship between individual biographies and broader educational practices. Data analysis reveals how Yu Shuxi's life story and teachings in Pingdiao Sanxianshu contribute to cultural preservation and literacy skills among learners, emphasizing the need for integration of traditional arts in modern education. The results indicate the potential of such arts to enhance critical thinking, linguistic abilities, and cultural literacy. Consequently, the research suggests collaborative measures across educational institutions, governmental policies, and community efforts to ensure the viability and relevance of traditional folk arts like Pingdiao Sanxianshu in contemporary society, maintaining their legacy for future generations.

Southern Shaanxi, rich in folk song culture, faces significant challenges in preserving its musical heritage due to rapid modernization, technological advancements, and social changes. The primary objective is to investigate the educational literacy development and transmission processes of Chinese folk songs in Southern Shaanxi under contemporary status. The research site encompasses cities like Hanzhong and Ankang, with seven key informants, including folk song practitioners, educators, cultural experts, students, and community members, provided insights through interviews, observations, and document analysis. Thematic analysis was employed to identify patterns and themes related to educational literacy development, transmission processes, and cultural influences. The results indicate that integrating folk songs into educational curricula enhances language acquisition, critical thinking, emotional expression, and cognitive skills while revealing challenges such as the loss of traditional environments, the complexity of singing techniques, and economic constraints. The study suggests embracing technological innovations, fostering community involvement, and implementing supportive policies to sustain the transmission of Chinese folk songs and promote cultural literacy among younger generations.

Objectives: There are essentially three schools of thought regarding critical thinking--humanistic, cognitive, and behavioral. Given the disagreement among them, confusion continues about what critical thinking means, and how it can be taught to students. Methods: In this qualitative phenomenological study, researchers interviewed students and faculty in a distance education master of public health program about their perceptions and experiences of what critical thinking means and how it is developed in the online classroom. Results: Themes emerging from student interviews included (a) differing thoughts on the meaning of critical thinking; (b) learning and meeting course requirements as students' primary role; (c) technology as useful in learning; and (d) confidence in learning linked to engagement, feedback, and course alignment. Themes from faculty interviews included (a) how online classrooms promoted critical thinking; (b) critical thinking identified when students demonstrate the application of independent thought; (c) facilitating and keeping students on track as faculty's primary role; (d) promotion of critical thinking through questioning and student collaboration; (e) assessment of critical thinking through discussion posts; and (f) faculty facilitation and focus on application as essential to student learning. Conclusions: Students and faculty engaged in the online classroom agree in some ways that critical thinking skills are gained through practical applications. But this is where agreement ceases. Students believe they are developing critical thinking skills in their online environments, when in fact they are reproducing rote information in assignments. Implications: Engaging in activities has been shown to develop critical thinking more effectively when it is accompanied by mentoring, dialogue, and authentic instruction. Online educators who want to help students develop their critical thinking skills can use mentoring, dialogue, and authentic instruction alongside online activities.

This study aimed to gather middle school students' opinions on the utilization of cryptologic methods in education. Using a case study approach, data were collected through a semi-structured interview form developed with expert input. The focus was on the effects of integrating cryptologic methods within the Information Technologies and Software course. The study involved approximately 105 middle school students. Data analysis revealed that students generally viewed cryptologic methods positively, highlighting benefits such as enhanced long-term and rapid learning, improved problem-solving skills, and increased interest and motivation through diverse teaching techniques. However, some students reported difficulties in learning cryptologic methods and a lack of interest. The findings suggest that engaging, sustainable, and rapid learning captures students' attention and enhances their focus. Integrating cryptologic methods into the curriculum holds significant potential for developing 21st-century skills, including critical thinking, research, and problem-solving abilities, enabling students to connect clues and formulate solutions. The further integration of cryptologic methods promises to foster enjoyable and enduring cognitive gains in students' learning activities.

Detailed mathematical reasoning abilities can help students to understand higher mathematical abilities, including proving, problem-solving, and critical thinking. However, based on surveys and research, students' mathematical reasoning abilities are low and require significant attention. Therefore, this study aims to gain a detailed picture of the mathematical reasoning abilities of students who got the social cognitive learning (SCL) model and students who got the problem-based learning (PBL) model by considering the students' mathematical self-efficacy (MSE). The study used a quasi-experimental Nonequivalent post-test-only group design with 70 students from class 11 SMA in one school in Bandung. The data collection used a Mathematical Reasoning Ability test and a mathematical Self-efficacy Questionnaire to classify MSE levels as low, moderate, or high. The data were analyzed using two-way ANOVA and a 3x2 factorial design. According to the study results, students taught using the SCL model had better mathematical reasoning abilities than those taught using the PBL model. Moreover, students with high MSE levels exceed low MSE levels in math abilities. The SCL model enhances students' mathematical reasoning abilities and expands the range of social cognitive theory's applicability of mathematics.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

While examining the findings, this study concentrated on academic success, critical thinking, and motivation for demonstration. Secondary school students studying English are involved in digital story-telling research. A quasi-experimental approach was employed in the research with 48 11th grade students who took pretests and posttests. Teaching as DST in the experimental group and teaching as teaching in the control group were the two degrees of CT-integrated instruction that were used. Gather both quantitative and qualitative information, such as responses to academic questions and the outcomes of tests of English language and cognitive skills. Through the addition of unique cultural narratives with a Palestine focus, the work advances the DST tradition. This program sheds information on how learning outcomes for students are impacted by daylight saving time. Because ANCOVA yields effective and objective results, it was utilized in the data analysis process.

This exploratory study focuses on the use of ChatGPT, a generative artificial intelligence (GAI) tool, by undergraduate engineering students in lab report writing in the major. Literature addressing the impact of ChatGPT and AI on student writing suggests that such technologies can both support and limit students' composing and learning processes. Acknowledging the history of writing with technologies and writing as technology, the development of GAI warrants attention to pedagogical and ethical implications in writing-intensive engineering classes. This pilot study investigates how the use of ChatGPT impacts students' lab writing outcomes in terms of rhetorical knowledge, critical thinking and composing, knowledge of conventions, and writing processes. A group of undergraduate volunteers (n = 7) used ChatGPT to revise their original engineering lab reports written without using ChatGPT. A comparative study was conducted between original lab report samples and revisions by directly assessing students' lab reports in gateway engineering lab courses. A focus group was conducted to learn their experiences and perspectives on ChatGPT in the context of engineering lab report writing. Implementing ChatGPT in the revision writing process could result in improving engineering students' lab report quality due to students' enhanced lab report genre understanding. At the same time, the use of ChatGPT also leads students to provide false claims, incorrect lab procedures, or extremely broad statements, which are not valued in the engineering lab report genre.

In an ever-changing world, we have been witnessing many developments in our lives. A way to keep up with these developments will be possible through necessary skills such as critical thinking. In the literature, art education is suggested specifically as a contributor for creative skill development and critical thinking skills. The objective of this study was to examine and evaluate students' critical thinking skills based on undergraduate subject area of study. Accordingly, students' critical thinking skills were examined within critical thinking sub-dimensions in addition to variables of gender, age, and year of study. The sample groups consisted of undergraduate freshman and senior students studying Art Education and History. The study was structured according to the relational screening model, and the "Cornell Critical Thinking Test Level Z" (CCTT-Z) was used to measure critical thinking skills. Results of the study revealed that, critical thinking skill levels of the students were low in both cohorts and there was no statistically significant difference according to study areas. The results also showed no meaningful difference in critical thinking skills of freshman and senior students within the group who are studying Art Education. Similarly, demographics such as gender and year of study made no particular difference in terms of students' critical thinking scores. The cohort of 25-30 age group showed a relatively positive difference in terms of age variable as compared to other cohorts. It was concluded that critical thinking skills could be supported by means of designing a curriculum that encourages and develops critical thinking skills and creative thinking through specific educational strategies.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

The study on "Educators' Academic Insights on Artificial Intelligence -- Challenges and Opportunities" was conducted to gain a deeper understanding of the rapidly evolving phenomenon of AI in education. This research serves multiple objectives. Firstly, it aims to foster awareness regarding the integration of AI into teaching and learning practices by providing clear definitions of AI and explaining key AI-related terms. It also seeks to illustrate AI's diverse applications within a broader context, with a special focus on AI-supported research and learning platforms. Additionally, the study delves into the current discourse surrounding chatbots, contributing to address the central research question. Lastly, this initiative aims to provide valuable recommendations for effectively harnessing AI in education, enhancing the teaching and learning experience. The researchers conducted a review of literature concerning artificial intelligence. They adopted a qualitative method, using open-ended questions to collect feedback from educators globally, including those from the University of Technology and Applied Sciences, Al Musannah, and participants in the online discussion forum at Oxford English Learning Exchange.com. The qualitative data was analysed, leading to the identification of key themes and subthemes derived from the responses of research participants. The study's findings incorporated a wide range of concerns expressed by educators, comprising ten key subthemes. These concerns ranged from doubts about AI's ability to replace human educators and fears of its potential to hinder student development to worries about its hyped popularity and its perceived futuristic nature. Educators stressed the importance of effective AI training while emphasizing the need to prioritize human expertise over excessive reliance on AI. They were also acutely aware of both the advantages and disadvantages of AI, viewing it as both a potential boon and a looming threat. Furthermore, educators recognized the potential for enjoyable experiences with AI and acknowledged the pivotal role of users in determining the extent of AI adoption. Content analysis revealed additional apprehensions, such as concerns about job displacement, AI's impact on critical thinking, teacher frustration in assessing AIassisted student writing, the use of AI-generated content for assessments, potential erosion of human services, stifling of user and learner creativity by AI, the risk of errors in AI-generated information, opportunities for cheating in exams, and concerns about the overreliance on and overrating of AI platforms. Positively, the findings included an array of opportunities that AI platforms offer. Study participants highlighted various aspects of these opportunities that surpassed their concerns and associated risks. The opportunities are categorized into twenty subthemes: enhancing learner motivation, facilitating template creation, utilizing AI as an educational aid, promoting proper training and fostering positive AI usage, harnessing AI for teaching challenging subjects, enabling personalized learning experiences, offering an interactive tutoring experience, supporting remote learning, facilitating self-study, providing comprehensive educational content overviews, giving instantaneous feedback and evaluation, functioning as search engines and chatbots, enabling content validation, efficiency in terms of cost and time, streamlining material preparation, facilitating skill and language enhancement, promoting familiarity with topics and vocabulary, enabling text-to-speech and speech-to-text conversions, editing multimedia elements, and facilitating content generation.

This research explores the innovative integration of OpenAI's GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. This model serves as the backbone of the course structure, ensuring a comprehensive educational experience. The incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework in this course facilitates the effective integration of GPT-3.5 by enabling instructors to align advanced AI capabilities with appropriate pedagogical strategies, thereby enhancing the learning experience. TPACK guides educators in applying GPT-3.5's features in a manner that is contextually relevant and pedagogically sound, ensuring the technology's use complements the course content. The findings from this research are significant. They reveal that GPT-3.5 addresses three fundamental challenges often encountered in academic writing courses. Firstly, it enhances efficiency by providing immediate feedback and generating content ideas, accelerating the writing process. Secondly, GPT-3.5 ensures cohesive organization within students' writing, guiding them to structure their thoughts more logically. Lastly, it serves as a reliable substitute for traditional peer reviewers, offering critical and objective feedback that students can use to refine their drafts. As students engage with AI, they enter a dynamic partnership. This collaboration with GPT-3.5 fosters critical thinking and empowers students to develop a distinctive writing voice. Through this interaction, students are not merely passive recipients of knowledge but active participants in a learning process that is augmented by cutting-edge technology. This study not only provides insight into the potential of AI-augmented academic writing but also highlights GPT-3.5's role in promoting writing proficiency. It demonstrates that the application of AI in education can enhance the learning experience without compromising the individuality of student expression.

The purpose of this study was to implement the Content and Language Integrated Learning (CLIL) approach employing online games for English as a Foreign Language (EFL) teaching and learning. The participants were 53 EFL Ecuadorian university students, 17 males and 36 females, who were enrolled in an English Major and a TEFL Master program. Their proficiency level corresponded to B2 according to the Common European Framework of Reference. The study followed a mixed-method approach, which involved the administration of a diagnostic survey, an online perceptions questionnaire, an interview, and an observation checklist. Games designed in Quizizz, Kahoot, Genially, and Socrative were implemented for 8 weeks so that the participants could access them to practice the content of each lesson. The findings revealed that the CLIL approach through games improves language learning and communication. Moreover, they foster students' confidence, knowledge retention, and comprehension of the subject matter, enhancing reasoning, problem-solving, critical thinking, and cultural awareness.

Developing media literacy has emerged as a key requirement in our rapidly evolving world. Particularly, the incorporation of media literacy into the secondary school curriculum in Kazakhstan is perceived to have a long-term impact on the employment prospects of graduates and aligns with the country's multi-vector policy. Consequently, teachers recognize the imperative to foster media literacy in their classrooms. The integration of media literacy into the existing school curriculum holds profound importance, challenging students' critical thinking skills, creativity, and functional literacy. This study aims to explore the development of media literacy within English as a Foreign Language (hereinafter, EFL) classrooms, concentrating on teachers' perceptions and challenges related to media literacy. Utilizing a qualitative approach, the research entails conducting semi-structured interviews with EFL teachers in Kazakhstan. This study is based on in-depth, semi-structured interviews with fifteen EFL teachers in schools in Kazakhstan. The findings reveal that, despite certain barriers, EFL teachers acknowledge the necessity of incorporating media literacy components into their classrooms. The tension associated with teaching media literacy manifests in decisions related to selecting appropriate resources, adopting effective approaches, and navigating the attitudes of other education stakeholders. The research outcomes contribute to filling the current gap in studies within this domain, offering practical insights for teachers working in similar environments.

This study aimed at testing the effectiveness of an e-module based on ProblemBased Learning combined with Socratic Dialogue on the topic of environmental change in improving school students' critical thinking skills. This research was a quasi-experimental study and used a non-randomised control group, pre-test/posttest design. The sampling technique was cluster random sampling. The sample in this study was two experimental classes (n = 72) and two control classes (n = 72). The data collection instruments included multiple-choice tests and a questionnaire. The test results were analysed using the t-test and the N-gain score test. The results showed significant difference in students' critical thinking skills between the experimental and control classes. Students who used the e-module showed better critical thinking skills. Students who used the e-module showed a greater increase in critical thinking skills after the learning process, compared to students who did not use the e-module. Thus, it can be concluded that the e-module based on PBL combined with Socratic Dialogue effectively improved students' critical thinking skills.

International students make significant contributions to UK higher education and studying in the UK brings various potential benefits to international students. An in-depth exploration of the academic journey of Chinese international master's students, the largest body of overseas students in the UK, is needed to provide better insight into how to best support this cohort. In this longitudinal study, interviews with 34 participants were conducted using a photo-elicitation technique and diagrams. Interpretative Phenomenological Analysis was employed for data analysis. Nine superordinate themes emerged which comprise academic, social, linguistic, and psychological aspects of students' experience. These themes were brought together in a model, adapted from Malow's Hierarchy of Needs, to provide a longitudinal representation of the student experience transitioning in, through, and out of their journey abroad. This study illustrates the various needs of this cohort by sequence and importance, and highlights English proficiency and social connections as two influential factors. [Note: The issue number (1) shown in the header on the PDF is incorrect. The correct issue number is 3.]

Complex thinking competency enhances the high cognitive capacities necessary for the future of education. This study aimed to analyze these capacities through its sub-competencies (critical, systemic, and scientific thinking). We worked with the Cross Industry Standard Process for Data Mining methodology, with an original database of class data of 33,319 unique students, 46 different variables, and a random identification number. The variables were sociodemographic information, academic information, subject admission, competencies, and activities. Statistical analyses identified correlations between competency and sub-competencies. The findings show that (1) critical thinking is strategic in the development of complex thinking and its sub-competencies; (2) Development of Critical Thinking skills early in the curriculum can lead to a cascade effect, enhancing competence and sub-competence development; and (3) an overall performance encompasses the semester results. The study is of value to the academic, technological, and social communities to provide opportunities for the design and implementation of challenging scenarios for the future of education.

This study conducts a bibliometric analysis to map the research trends and intellectual landscape surrounding the development of scientific literacy assessments in educational contexts from 2019 to 2023. Scientific literacy, which encompasses the ability to comprehend, evaluate, and apply scientific knowledge, has emerged as a crucial competency in science education. However, existing assessment tools often prioritize factual recall over deeper conceptual understanding and critical thinking abilities. To address this gap, there is a need for innovative assessment approaches that holistically evaluate students' scientific literacy across multiple dimensions. Through a systematic analysis of 185 relevant publications from the Scopus database, this study investigates the numerical distribution of literature by year, document type, journal, author, institution, and country. Additionally, it explores the prominent themes, evolving topic trends, and emerging clusters within the scientific literacy assessment research domain. Bibliometric techniques, including citation analysis, coauthorship networks, and keyword co-occurrence mapping, are employed to provide a comprehensive perspective. The findings reveal a steady increase in publications focused on scientific literacy assessments, reflecting the growing recognition of this research area. The analysis identifies highly influential journals, articles, authors, and institutions actively shaping the field. Furthermore, it highlights key research themes, such as secondary education, teacher professional development, and information literacy. However, the integration of scientific literacy assessments with artificial intelligence remains an underexplored area, presenting opportunities for future research.

Education in the 21st century has experienced many advances that are adjusted to the demands of the times. Thinking skills are in high demand in the 21st century, especially critical thinking and creative thinking skills for students. This study aims to determine the effectiveness of POPBL model learning in improving critical and creative thinking skills of high school students. This type of quasi-experimental research was carried out with a nonequivalent control group design. The population of this study was students of class XI MIPA SMAN 1 Cluring with two classes XI MIPA 1 and XI MIPA 2 as samples. The data collection method is in the form of tests of critical thinking skills and creative thinking. The data analysis used is an analysis of covariance test. The results showed that POPBL was effective in improving the critical thinking and creative thinking skills of SMAN 1 Cluring students. The implementation of POPBL learning shows interaction between students at work as well.

The growing awareness of the increasingly complex environmental changes requires an educational approach that fosters critical thinking. Through the implementation of PBL, students will gain a deeper understanding and develop an attitude of environmental care, particularly towards their surroundings. This study aims to evaluate the effectiveness of PBL-based student worksheets on environmental change material to train critical thinking skills based on the completeness of learning outcomes and student responses. This research employs the 4D model of development, encompassing the stages of defining, designing, developing, and disseminating. Nonetheless, this study is confined to the third stage of development. The validation used includes material validation media validation. The data at the development stage is sourced from expert validators and subsequently analyzed using the descriptive analysis method. The validation results affirm that the developed worksheet is deemed suitable for implementation. Therefore, it is highly recommended to implement the learning process using this worksheet. Its utilization can significantly contribute to fostering student competency levels. Furthermore, disseminating its benefits widely would further amplify its positive impact across various educational settings.

This study describes the factors that enhanced students' construction of arguments when participating in culturally infused discussions at an undergraduate English as a foreign language British Culture course. The research was conducted at a university in Northwestern Colombia. This paper presents a section of the results of a larger project whose objective is to identify the elements that aid participants in building and elaborating arguments in culturally infused discussions. Socratic questioning was an integral element of the discussions. To attain the purpose of this study, a qualitative single-case design was employed. Findings show that the factors facilitating the construction of arguments could potentially be peer scaffolding, previous knowledge, connection to participants' reality, and curiosity and inquiry. This study makes important contributions to the field of critical thinking skills work in English as a foreign language setting, particularly argumentation, as it sheds light on relevant aspects to foster students' collaborative argumentation.

The purpose of this study was to describe the association between the learning strategy preference of the learners as identified by "Assessing The Learning Strategies of AdultS" (ATLAS) and the individual personality traits as defined by the Myers-Briggs Type Indicator (MBTI). The sample was 553 adults in Canada and the United States. Two types of analyses were used to investigate the association between learning strategy preferences and personality traits. First, discriminant analysis explored the interaction of personality traits with the learning strategy preference. Second, analysis of variance measured the association of each personality trait with the learning-strategy-preference groups separately. The findings provided several explicit personality traits associated with each learning-strategy-preference group. These findings support the conclusion that a strong association exists between personality traits and learning-strategy-preference characteristics. Learning strategy preferences and personality traits complement each other. Each clarifies and enriches the other. As a result, teachers have two indicators that can help them personalize the teaching-learning environment for each student. Teachers can use the learning-strategy-group descriptions as guides for organizing each learner's instructional activities and plans and as a cognitive framework for uncovering and monitoring student behaviors and alerting teachers to potential learning difficulties for some students. Students can apply the descriptions of the learning-strategy-preference groups to facilitate self-assessment and metacognition. Theory can be enhanced by considering the two concepts of learning strategy preferences and personality traits coupled and by conducting quantitative and qualitative research to test and expand the generalizability of the learning-strategy-group descriptions. (Permission is granted to use "Assessing The Learning Strategies of AdultS" and the "Personality Identity Estimator" in practice and research. Links to printable copies and online completion are appended.)

The qualitative research explored the perceptions toward evidence-based practice competency of nursing students in caring for older adults. Nine participants met the criteria using purposive sampling and were invited to join in the study of evidence-based practice experiences in nursing students. The data was analyzed using thematic analysis. Three main themes emerged: 1) Knowledge enhancing evidence-based practice with three sub-themes: implementing the nursing process, searching for trustworthy information, and selecting appropriate guidelines; 2) Skills driving evidence-based practice with three sub-themes including nursing practice skills, critical thinking skills, and language skills; and 3) Attitude fostering evidence-based practice with two sub-themes as well as increasing the quality of care for older adults and improving the nursing profession. Therefore, the following study should test component factors of evidence-based geriatric nursing competencies for nursing students, leading to developing the competency of nursing students in care for older adults in the future.

Learning activities related to students' real-life experiences may create meaningful learning. Integrating traditional games into the physics classroom can reconstruct local knowledge into scientific knowledge. The use of technology can affect student learning achievement. One of the technologies currently attracting attention is Augmented reality (AR). This study investigates the impact of AR-integrated traditional games Nglarak Blarak on students' critical thinking and graphical representation skills. In this study, a quasi-experimental design was used, consisting of 62 10th junior high school students. Class A completed the "work and energy" concept of their physics learning using AR technology, while class B used PowerPoint and textbooks. Class A students had higher critical thinking and graphical representation skills scores than those in class B. In addition, it was found that the critical thinking and graphical representation skills of students in class A who used AR technology showed a significant correlation. The results of this study can be used as a reference for integrating technology and indigenous knowledge in physics learning.

Qualified and compatible teaching materials are one of the most economical and practical instruments for developing critical thinking skills and scientific attitudes. This study aims to obtain a valid and effective Pancasila and Civic Education Basic Concept teaching material design to improve students' critical thinking skills and scientific attitudes. The materials developed are with the TEE pattern (T = Task, E = Explanation, E = Evaluation). The development followed ten stages: a preliminary study, planning, developing drafts, validating drafts, revising drafts, first field trial, revising based on the results of the first field trial, second field trial, revising based on results of the second field trial, and disseminating teaching materials. The research sample was determined through a random sampling technique. In testing the validity and effectiveness of the product, the trial design used was a quasi-experimental pretest-posttest with a nonequivalent control group design. Data were collected using critical thinking test instruments and questionnaires and were analyzed using inferential statistical analysis (independent sample t-test). The research findings show that: (1) Pancasila and Civic Education teaching materials with TEE pattern are effective in improving students' critical thinking skills and scientific attitudes; (2) there are significant differences in critical thinking skills and scientific attitudes between research subjects in the experimental class and the control class. Based on these findings, using teaching materials with the TEE pattern can improve students' critical thinking skills and scientific attitudes.

The current study aimed to examine the effects of creative drama on preservice teachers' teacher efficacy beliefs, critical thinking disposition, emphatic tendency and reflective thinking tendency. The present study was designed based on explanatory sequential mixed design research method. The preservice teachers participated in 8-week creative drama training. In the quantitative part of the study, one group pre-test-post-test experimental research design as one of the weak experimental designs, was used in order to examine the effects of creative drama on these variables. 42 preservice teachers were selected by convenience sampling strategy was conducted to Teacher Efficacy Belief Scale, Critical Thinking Disposition Scale, Emphatic Tendency Scale and Reflective Thinking Tendency Scale. The quantitative data were analyzed by applying paired samples t-test analysis. In the qualitative part of the study, the case study was used in order to investigate the effects of creative drama on the variables in detail. 42 preservice teachers were conducted semi-structured interviews in order to detail the quantitative findings. Their views about the effects of creative drama training on the explained variables were analyzed and reported. The qualitative data were collected through semi-structured interview form prepared by the researchers and analyzed by content analysis technique. To conclude, the preservice teachers' teacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency improved through creative drama training. The qualitative data collected through semi-structured interviews confirmed the quantitative findings and provided evidences for their development on these variables with the help of creative drama.