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Abstract The COVID-19 pandemic had a profound impact on education, forcing many teachers and students who were not used to online education to adapt to an unanticipated reality by improvising new teaching and learning methods. Within the realm of virtual education, the evaluation methods underwent a transformation, with some assessments shifting towards multiple-choice tests while others attempted to replicate traditional pen-and-paper exams. This study conducts a comparative analysis of these two types of evaluations, utilizing real data from a virtual semester during the COVID-19 pandemic at an Ecuadorian institution. It aims to assess the impact of transitioning from one evaluation method to the other, revealing fundamental structural differences. These differences can lead to disparities that unfairly advantage or disadvantage certain student groups based on the evaluation method used. Beyond identifying the causes of these discrepancies, the study reveals that, for the specific case and dataset analyzed, the shift to virtual education led to a significant and abrupt increase in passing percentages. Moreover, under one specific type of evaluation, there is a possibility that a minimum of 21.1% of students may have passed a course due to cheating or other forms of academic dishonesty, while at least 5.5% could have failed that course despite possessing the necessary capabilities.

Abstract Background Active learning, on average, increases student performance in STEM courses. Yet, there is also large variation in the effectiveness of these implementations. A consistent goal of active learning is moving students towards becoming active constructors of their knowledge. This emphasis means student engagement is of central importance. Thus, variation in student engagement could help explain variation in outcomes from active learning. In this study, we employ Pekrun’s Control–Value Theory to examine the impact of four aspects of course social and cultural environments on student engagement. This theory posits that social and cultural features of the course environment influence students’ appraisals of their ability to control their academic outcomes from the course and the value they see in those outcomes. Control and value in turn influence the emotions students experience in the course and their behaviors. We selected four features of the course environment suggested in the literature to be important in active learning courses: course goal structure, relevance of course content, students’ trust in their instructor, and perceived course competition. Results We surveyed students in 13 introductory STEM courses. We used structural equation modeling to map how features of the course environment related to control, value, and academic emotions, as well as how control, value, and academic emotions influenced engagement. We found engagement was positively related to control and value as well as the emotion of curiosity. Engagement was negatively related to the emotion of boredom. Importantly, features of the course environment influenced these four variables. All features influenced control: goal structure, relevance, and instructor trust increased it, while competition decreased it. All features except competition were related positively to value. Relevance and instructor trust increased curiosity. Goal structure, relevance, and instructor trust all reduced boredom, while competition increased it. Conclusion Overall, our study suggests that the way instructors structure the social and cultural environment in active learning courses can impact engagement. Building positive instructor–student relationships, reducing course competition, emphasizing mastery and the relevance of the course to students can all increase engagement in course activities.

Abstract When talking about digital resources in secondary education classrooms in the 21st Century, we must mention tools such as Mixed Reality (MR). However, we must not only have in mind the perspective and training of teachers on their use, but we must consider that the ecologies of the classroom are becoming increasingly diverse, thus demanding an inclusive view of the entire teaching–learning process. The present article presents the opinions of a group of Spanish the Secondary Education teachers (N = 247), on Mixed Reality and inclusive education. Their opinion was collected through the use of a questionnaire composed of 15 items distributed into two dimensions, with 12 of them using a Likert-type response scale of 5 options. Among other aspects, the results showed that the female teachers were more prone on using MR in inclusive environments. As a conclusion, it was observed that even though the use of MR can promote inclusive education, whether or not they were more promising for their use in the learning of students with diverse disabilities, difficulties, or gifted, was dependent on the discipline of the professor (experiences and beliefs), as well as gender (views).

Abstract This research explores the impact of the unforeseen global crisis on education and assessment practices, investigating plagiarism rates through a comprehensive analysis of 25,864 written assignments from 42 academic institutions in 2019, 2020, and 2023 before, during, and after crises, such as pandemics. Utilising the theory of planned behaviour comparing undergraduate plagiarism rates before, during, and after the COVID-19 pandemic using an automated plagiarism detection tool (Originality). The comparison traverses academic fields, disciplines, institutional rankings, and written language assessments. Contextualising this phenomenon is crucial for a comprehensive understanding and targeted interventions against undesirable behaviour. The results show that before and after COVID-19, plagiarism rates were similar, while during COVID-19, plagiarism rates augmented. Furthermore, assignments written in English contained higher plagiarism rates than those in Arabic and Hebrew. We discuss post-pandemic plagiarism rates bounce-back in higher education on the one hand and concern about artificial intelligence writing tools on the other hand. We also discuss plagiarism among multilingual students. The study concludes with practical implications and suggestions for future research in the evolving landscape of academic integrity.

Abstract Background Even among women who persist in the gender-imbalanced engineering fields, women on engineering design teams tend to take on non-technical roles. Understanding the mechanisms that inform this phenomenon is important for encouraging more women in STEM in order to close the gender gap. Although factors such as self-efficacy, task allocation, and occupational prestige have previously been examined through a gender-based lens, this study considers all of these factors together in order to better understand the role of internal and external effects on role stereotype adherence in engineering design teams. A survey was administered to computer science and engineering students in the United States presenting a scenario in which they are members of an engineering design team. Participants reported their interest, self-efficacy, and anticipated contribution to the project. All participants were then assigned a documentation role by a teammate and asked the same questions again after a brief reflection. Results While all participants exhibited higher interest in a more socially impactful project, participants’ interest in the project decreased significantly after they were assigned the non-technical, feminine-stereotyped role of documentation. Women reported significantly higher experience, interest, and self-efficacy levels in documentation compared to men. After being assigned the documentation role, men anticipated that their contribution to the project would be significantly lower compared to women, indicating a decrease in interest or a devaluation of their role on the team. Perceived sexism may have also played a part in how women reacted to role allocation, as it is hypothesized that reactance theory led women’s interest in a mechanical design role to increase post-role allocation. Conclusions These results support existing literature related to the likelihood of (1) women taking on non-technical roles on engineering teams and (2) society devaluing work that is stereotypically associated with feminine stereotypes. Participants’ reactions to role allocation were most closely related to internal factors, such as self-efficacy and the implicit devaluation of femininity. Findings can be used to inform curriculum development in hands-on design project courses and management of design groups in industry.

Abstract Background The purpose of this scoping review is to describe how the literature has discussed and studied disability in undergraduate-level STEM courses in the United States. A Critical Disability Studies lens informed our inclusion criteria. Results We considered extensive lists of disability types and diagnoses and concluded that “disability” as a search term best captured educational experiences rather than medical approaches. After screening nearly 9000 abstracts, we identified a final set of 409 dissertations, articles, conference papers, commentaries, briefs and news items. Sources appeared in discipline-based education research (DBER), STEM disciplinary and education journals as well as DBER conferences. Under 10% of sources included 2-year college settings. The largest groups of sources focused on disability writ large (39%, vs. specific categories) and across STEM (38%, vs. specific disciplines). Students were the main research participants (80%). Instructors were the main target of recommendations (84%). In terms of solutions, the largest group (n = 111) advocated for Universal Design, followed by accommodations (n = 94), and technology developed or tested with persons with disabilities (n = 90). Sources which the authors framed as empirical studies less frequently disclosed positionality as a person with a disability (16%) than non-empirical sources (21%). Quantitative (n = 125), qualitative (n = 99), and mixed methods (n = 64) approaches were well-represented. The most common data collection methods were surveys, assessments or task completions (n = 161 sources), followed by interviews (n = 109), observations (n = 44), document analyses (n = 18), and institutional student records (n = 14). Conclusions More research is needed that centers the experiences of students with disabilities, focuses on specific disability types, employs critical quantitative and qualitative methodologies, and otherwise avoids implicit deficit views of disabled students. Citations to the qualifying sources are available in a public Zotero library.

This study explored the emotions and coping strategies of 25 Bhutanese English teachers in response to student disruption. Thematic analysis of in-depth interviews revealed that the participants encountered a variety of students’ disruptive behaviours that elicited a wide range of emotions, both positive (e.g., compassion and pride) and negative (e.g., frustration, irritation, anger, sadness, anxiety, insult, guilt, and disappointment). Findings also indicated that teachers regulate their emotions using both antecedent-focused (e.g., situation selection, situation modification, attention deployment, and cognitive change) and response-focused (e.g., emotion suppression, deep breathing, journaling, talking with colleagues or students, listening to music, and watching movies) emotion regulation strategies. The study concludes with practical implications for policymakers, teachers, and teacher educators and recommendations for future research.

This exploratory study examines the link between emotions and teacher agency across different geographical contexts. Semi-structured interviews and life stories were used and analyzed through Hargreaves’ emotional geography framework. The findings reveal that emotions significantly influence the teachers’ ability to manage classroom dynamics and implement positive changes. The research underscores the importance of empathy, ethics, and conflict resolution in building strong student relationships and supportive learning environments. It advocates for integrating emotional intelligence, empathy, and ethical decision-making into language teacher education programs to enhance teacher development and promote more inclusive, effective educational settings.

This article reports the impact of an exploratory action research (EAR) project on developing teachers’ action research competencies. Through various face-to-face and online activities, the project facilitated four English language teachers to conduct EAR in their teaching contexts. Qualitative data were collected through reflective journals and WhatsApp group chats. Data reveal that each participating teacher critically reflected on the teaching context, selected a research question, collected and interpreted evidence, designed and evaluated an action, and disseminated their research. The findings imply that teachers’ participation in EAR can develop their action-research competencies and ability to integrate teaching and research for their continuing professional development.

This paper describes a case study of instructional strategies employed in a collaborative online international learning experience between students from Colombia and the US to increase their understanding of cultural tolerance. The study aimed to examine student perception of their intercultural skills development, particularly in recognizing both cultural similarities and differences, as previous research suggests that students struggle with identifying differences, focusing only on similarities in exchanges. Data were collected from transcriptions of student reflection recordings and their final presentations and were analyzed using the intercultural competence dimensions and subdimensions framework. The findings suggest that participants developed cultural awareness of differences, openness, and tolerance of their own and their partners’ cultures and increased their teamwork skills.

This article reports a mixed-methods case study on English language teachers’ evaluation of an online assessment course and their language assessment literacy. Our goal was to examine the teachers’ perceptions of the contents, activities, and the impact of the course on their professional development. For data collection, we used a questionnaire and a focus group interview. Results indicate that teachers welcomed all course contents, especially for assessing learners with special needs and integrated-skills assessment. Regarding activities, the teachers favored test analysis and construction while seeing statistics as irrelevant to their contexts. In terms of professional development, teachers reported reflection on prior assessments and improvements for future assessments. In conclusion, the online course contributed to teachers’ knowledge and skills in language assessment.

This qualitative ethnographic study investigates students’ agency of a language policy in a Colombian public university. Participants were 85 undergraduate students, and data collection involved document analysis, non-participatory observation, a questionnaire, and a portfolio. Three categories emerged from the analysis: acceptance, rejection, and ignoring. Regarding acceptance, the findings suggest that some students agreed with including English in the curriculum. Some other students expressed rejection related to the English class, the methodology, the evaluation proposal, and the course material. Other students ignored elements regarding their own role in the program, extra-class activities, and participation and attendance in class. Conclusions indicate that students are not passive recipients of language policies because they exercise agency differently at the micro level.

This study examines the application of corpus linguistics in English language teaching (ELT) in Colombia, where its practical adoption remains limited compared to many developed countries. Data were gathered through a survey of English instructors at Colombian universities to assess their familiarity with corpus linguistics. Findings indicate significant challenges, including lack of formal training, low awareness of corpus-based methodologies, and insufficient resources for implementing corpus linguistics applications. The study highlights the potential for enhancing corpus linguistics research and application in Colombia, emphasizing the necessity for improved training and collaborative practices, which could foster greater participation in global corpus linguistics initiatives and enhance the overall effectiveness of ELT.

This mixed-methods study examined preservice teachers’ perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire and a semi-structured interview. Findings suggest that perceived linguistic competence improves as students advance academically. Although participants’ understanding of the C1 level was often fragmented, they acknowledged the difficulty of achieving it and the importance of mastering grammar by graduation. Despite challenges, participants held positive attitudes toward the C1 standard. These findings aim to help teacher education programs better support preservice teachers’ progress toward C1 proficiency.

In this article, we attempt to understand English teachers’ perceptions, practices, and challenges concerning social agency through an integrative literature review to build and draw an interpretative framework and generate new knowledge. To achieve this, 58 empirical studies published in a period of seventeen years—2006 to 2023—were selected from the Scopus and Web of Science databases. Results showed that English language teachers’ perceptions of agency were closely related to structural factors. Practices such as interactions with communities and humanistic approaches can make agency meaningful. Challenges in agency were more related to collective agency and reflections. In conclusion, English teachers’ agentic actions are not dampened by structural factors; on the contrary, this review confirms the potential of English educators to transform education.

This article presents a qualitative study exploring how eleventh-grade EFL students in a Colombian private school construct their linguistic identities through discursive positioning practices. In the context of language standardization, students negotiate their identities amid tensions between institutional frameworks and actual discursive practices. Drawing on discourse analysis, positioning theory, conversational analysis, and speech acts theory, the study reveals the struggle between an imagined ideal of English proficiency and learners’ lived experiences. Findings highlight how institutional discourses influence students’ perceptions of themselves and others, fostering both conformity and resistance. The implications emphasize the need for socially responsible language education practices that challenge hegemonic ideologies and empower learners to redefine their linguistic identities.

This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were collected through semi-structured interviews, classroom observations, and post-observation interviews with three educators at a public university in Vietnam. The findings highlight diverse functions of translanguaging, including checking comprehension, emphasizing content, and reducing English-speaking anxiety. Rooted in Vygotsky’s Zone of Proximal Development (ZPD), this research introduces Proximal Language Scaffolding to highlight a strategic approach to using L1 and L2 for language learning within students’ ZPD. This research provides new insights into the nuanced implementation of translanguaging in EFL contexts and offers significant implications for teacher development and educational practices.

Colombia is one of the most socioeconomically unequal countries worldwide, with rural regions facing severe poverty, under-resourced schools, precarious economic opportunities, and an unresolved armed conflict. These inequalities are often overlooked in ELT policies and social practices, as rural institutions and educational actors are expected to adhere to English teaching goals that are more aligned with an urban ideal. This misrecognition of the rural socioeconomic and cultural conditions, along with historical racial intersections from colonization, contribute to emerging forms of racialization. Drawing on our research to explore the linkages between L2 education and race, this article examines the racialization of rurality from an ELT angle and introduces a didactic proposal to foster critical consciousness and enact deracialization.

Abstract Modafinil is a prescription-only drug in most countries. It is mainly used to treat narcolepsy and sleep disorders, but it is also used, without a prescription, as a cognitive enhancer by ~ 10% of UK University students. Previous research has focused on the prevalence of, and motivations for, these behaviours. Here we focused specifically on determining whether students view this behaviour as cheating. We used a scenario-based approach to quantify, and qualitatively understand, student views on this topic. Most students did not view this behaviour as cheating, in part due to similarities with freely available stimulants such as caffeine, and a view that cognitive enhancement does not confer new knowledge or understanding. Although a minority of students did view it as cheating, they also expressed strong views, based in part on basic questions of fairness and access. Few students did not have a view either way. These views remained largely unchanged even when presented with considerations of other moderators of the ethics of cognitive enhancement with modafinil.

Professor Liu Haimin has long been committed to academic research on education quality and education system development. Following the introduction of the discourse on high-quality development in the field of economy, Professor Liu led his team to pioneer research on high-quality education development, and was successively approved fortwo major projects funded by the National Social Science Fund of China, namely"Research on the Paths and Countermeasures for the High-Quality Development of Chinese Education in the New Era"and "Research on the Connotation, Comparison, and Construction Paths of a High-Quality Education System". In recent years, he has produced a series of academic achievements centered around "high-quality education development". A high-quality teacher force is the key support for high-quality education development and the backbone of building a strong country in education. Professor Liu elaborated on the theoretical and practical design of a high-quality teacher education system in supporting the construction of a strong country in education. The value of a high-quality teacher education system for the construction is reflected both in its support for the construction of a high-quality education system and in addressing the practical needs of overcoming disciplines development dilemmas. The connotative features of a high-quality teacher education system should firmly hold three key points: "high quality", "systematization", and "autonomy". Currently, teacher education has supported China in establishing the world's largest education system, and continuous innovation in teacher education models has effectively promoted the overall improvement of teachers'qualities. The high-quality teacher education system is continuously enhancing China's international competitiveness in education. In the context of building a strong country in education, the construction of a high-quality teacher education system requires the guidance of an educationalist spirit, scientific and systematic institution design, as well as efficient and flexible education governance.

Teachers'occupational well-being is an important indicator of the quality of their educational life and the psychological state. To investigate the relationship between emotional labor and occupational well-being of kindergarten teachers and the effect of organizational climate in both, the Emotional Labor Scale, Occupational Well-Being Scale, and Organizational Climate Scale were used to conduct a survey on kindergarten teachers, and a total of 512 valid questionnaires were collected. The results are as follows.First, surface play strategies negatively impacted on the organizational climate and occupationalwell-being. Second, deep play strategies and natural strategies positively predicted kindergarten organizational climate and preschool teachers'well-being. Third, organizational climate partially mediated the relationship between kindergarten teachers' emotional labor dimensions and occupational well-being. To enhance the occupational well-being of kindergarten teachers, we should insist on both internal training and external shaping to improve the emotional literacy of kindergarten teachers; create a "teacher-friendly" organizational climate with both support and care; and with reduced burden and empowerment, build a multi-party collaboration mechanism to create an inexhaustible source of occupational well-being and lasting power for the development of kindergarten teachers.

Teachers exchange and rotation system is an important measure to optimize teacher allocation, narrow the urban-rural education gap, and promote the high-quality and balanced development of compulsory education. The current teacher exchange and rotation system follows the logical path of resource allocation, and faces challenges such as the inversion of goals and means under the orientation of "compensation", and the concealment of individual rationality of teachers under the instrumentalization of human resources. Since the compulsory education has entered a new stage of development, the value proposition of the teacher exchange and rotation system should transition from "changing position" to "providing shared high-quality education". It is argued that the original basis of the system of no longer meets the new needs of compulsory education. Exchange and rotation is essentially the cross-domain flow and proliferation of teachers' professional capital. And professional capital theory can provide new ideas for interpreting the teachers exchange and rotation system. Essence Based on the perspective of professional capital, taking the professional development of rotating teachers as an intermediate variable of the high-quality balance of the exchange and rotation system and the compulsory education system, this paper explores the logical turn of the system from the perspectives of value orientation, teacher positioning, equilibrium mode, and driving mechanism. On this basis, a knowledge creation support system should be established through the spread of human capital; it is to build a community of professional development through the accumulation of social capital; generate decision-making capital to ensure the professional autonomy of rotating teachers, and to further improve the implementation of the system.

Teacher job satisfaction is a significant factor affecting teacher work efficiency and promoting the sustainable development of teachers. Using the TALIS 2018 Teacher Questionnaire, a sample survey was conducted among primary and secondary school teachers in Yunnan, Guizhou, Sichuan, and Chongqing. Data analysis showed that teacher job satisfaction in these regions is at a relatively high level, yet there are significant differences among internal groups. Regression analysis indicated that the job satisfaction of primary and secondary school teachers in these regions is influenced by salary and other non-monetary factors. Comparative analysis showed that junior high school teachers in Yunnan, Guizhou, Sichuan, and Chongqing have a higher acceptance of salary compared to their counterparts in Shanghai, but their perceptions of non-monetary incentive factors such as social recognition and media attention is lower than that of teachers in Shanghai, resulting in an overall lower level of job satisfaction compared to Shanghai. To uphold the spirit of educationalist and enhance teacher job satisfaction, efforts should be made to not only improve salary levels but also address non-monetary factors such as optimizing teacher work experiences, facilitating pathways for teacher education and career promotion, and fostering a positive atmosphere that respects and values teachers. Meeting the intrinsic needs of teachers will provide strong support for accelerating education modernization, building a strong country in education, and delivering education that satisfies the people.

Traditional Chinese revolutionary works contain unique educational value, but they have not received the attention they deserve in teaching practice. To deeply explore and fully exert the educational potential of Chinese revolutionary works, Chinese teachers should take the guidance of Xi Jinping's Thought of Socialism with Chinese Characteristics for a New Era, follow national policies such as the "Guidelines for Introducing Revolutionary Traditions into Curriculum Materials for Primary and Secondary Schools, " adhere to the "Ordinary High School Chinese Curriculum Standards (2017 Edition, Revised in 2020), " rely on the unified high school Chinese textbooks, be oriented by the current situation of high school Chinese teaching, and fully tap into the potential of Chinese revolutionary words form four dimensions: moral education value, aesthetic education value, historical value, and cultural value. The four dimensions hold structural characteristics of integrity, hierarchy, interactivity, and generativity. They are interrelated, interdependent, and mutually generated, jointly stimulating the educational potential of traditional Chinese revolutionary works. Teachers should integrate text resources, create teaching scenarios, and orderly organize practical activities, in order to effectively realize the educational value of traditional Chinese revolutionary works, enhance students' recognition of the value of these works, and enable them to continue the red bloodline, practice the revolutionary spirit, and ultimately grow into socialist builders and successors with comprehensive development of morality, intelligence, physical fitness, aesthetics, and labor.

The revision of the writing section in the unified junior high school Chinese textbook aligns with the ideas, goals, and requirements of the new Chinese curriculum standard. It follows the principle of "adhering to tradition while innovating, and seeking progress while maintaining stability."Adjustments have been made to various aspects such as writing perspectives, writing types, topic setting, and writing guidance, retaining the strengths and characteristics of the original textbooks meanwhile. Specific revisions include adding five writing themes, merging some repeated content, removing outdated themes, improving writing topics, and further refining the writing guidance system. The new textbook particularly emphasizes new forms of writing, such as situational task writing, critical thinking writing, and creative writing, aiming to comprehensively enhance students' new writing skills. To adapt to the new textbook, it is recommended to recognize the importance of writing instruction and establish a specialized awareness; adhere to a competency-oriented approach and foster new writing concepts and teaching perspectives; enhance the professionalism of writing instruction with evidence-based practice; adopt corresponding teaching strategies based on different writing types; focus on writing process guidance, writing strategies, and writing scaffold design; and fully utilize the textbook as the primary channel for curriculum resources.

Research universities in the United States regard teacher academic entrepreneurship as an important way to extend the knowledge production chain, to promote the achievement transformation and to fulfill the social service function. However, teachers play a dual role as scholars and entrepreneurs in the process of academic entrepreneurship. Moreover, due to the cross-impact of academic culture and entrepreneurial culture, as well as the blurred boundary between traditional functions and academic entrepreneurship in research universities, teachers therefaces commitment conflicts in the process of academic entrepreneurship. The conflict of commitment is manifested in three aspects: teaching, research and social service. In addressing the commitment conflicts faced by teachers in academic entrepreneurship, Research universities in the United States adopt a comprehensive approach focusing on system construction, cultural atmosphere, role identity, duty boundaries, and distribution mechanisms. They establish a prior approval and post-disclosure system, foster a symbiotic environment where academic culture and entrepreneurial culture coexist, adhere to multiple norms of acade-mic and entrepreneurial work, and create a benefit-sharing and distribution mechanism. This approach aims to transform conflicts into mutual benefit and win-win outcomes, better balancing teachers' responsibilities and commitments in academic entrepreneurship, teaching and research, and social ser-vice, ultimately facilitating their transition into academic entrepreneurs.

A high-quality professional teacher force is an important cornerstone for building a strong country in education, which are inseparable from the continuous learning of teachers. However, how to stimulate and promote the re-learning of proficient teachers is a difficult point in the construction of professional teacher force. Social construction theory, motivation theory, self-determination theory, adult learning theory, and teacher professional development theory are the main theoretical models to explain the influencing factors of teacher learning motivation. Integrating these models, based on the analysis framework of the interactive relationship between individuals, social relations, social environment and teachers' learning motivation, this study conducted in-depth interviews on the learning motivation of 7 proficient teachers, systematically analyzed the factors influencing the learning motivation. It was found that taking care of the growth needs of teachers of different genders, enhancing teachers' sense of efficacy and achievement through reform and resource support, and transforming teachers' teaching and learning concepts can improve teachers' learning motivation; Peer support, guidance and supervision are important factors in the learning motivation of these teachers; "For the growth of students", meeting their learning needs, receiving encouragement and recognition from students are the core motivations of proficient teachers' learning; Student parents' expectation and quality are the indirect driving force of learning; Growth of their own children is the thrust of their professional learning; Evaluation of professional titles is the dominant driving force of learning; Educational reform, "visible" leadership of principals, powerful professional platform, high-quality educational resources, and targeted learning activities can mobilize the learning atmosphere of teachers and promote their learning. In addition, the "face" issue and the "comity" culture caused by the interaction between the social environment and individuals are the covert factors that are restricting the learning motivation of proficient teachers.

Marxist humanism is a way of thinking and a theoretical doctrine based on the historical and practical activity of human beings, confirming the world of the human being and focusing on the emancipation and promotion of the subjectivity of human beings. It is deeply related to history and history teaching. The history under the Marxist humanism can be viewed from the perspectives of individual history and history as a whole. Individuals in history are the "real people" and "social people" in the past. The creation of history as a whole is based on "human needs" and its development depends on "human development". The Marxist humanist perspective on the individual in history and the collective whole of history provides the theoretical foundation and logical direction for history teaching practice. The normative logic of history teaching practice lies in: grasp the principle of individual understanding to construct historical scenarios; adhere to the principle of holistic cognition to present relevant historical materials in various aspects; attach importance to the principle of causal interpretation to clarify the historical causal relationships; and follow the principle of the historical perspective dominates to understand the development of history in a dialectical manner.

Teacher development emphasizes the holistic development of teachers as specific and rich individuals, aiming to refocus teacher education on the lives of teachers themselves. Arendt's action theory understands action based on human life itself, elucidating the core connotations of action from three dimensions: self-purpose, mutual refinement, and active exploration. It highlights the unique value of action in human growth and provides important insights for grasping the action implications of teacher development from the perspective of life itself. Teacher development that embodies the implications of action is a self-purposeful activity that aligns with teachers' spiritual instincts. It is a process of mutual refinement that fits environmental changes and an indispensable active exploration activity that constitutes daily educational life. In the past, constrained by instrumental rational educational thinking, programmed educational models, and modern educational theories, teacher development was often seen as an additional activity outside of daily educational life, and its action implications were obscured. In the current era of pursuing high-quality development in teacher education, it is necessary to rediscover the meaning of action to promote the return of teacher development to daily educational life. Therefore, we should focus on teachers' changes in daily educational life, highlighting the true state of teacher development; Strengthen interpersonal communication and interactions in daily educational life, expanding the temporal and spatial boundaries of teacher development; and focus on problem-solving in daily educational life, promoting teachers' development through educational research.

The professional development of the pre-service teachers is directly related to the stability of their future teaching and indirectly affects the quality of education. This study conducted a survey on the level of professional development of 3, 787 pre-service teachers from the comprehensive universities in five major regions nationwide. It was found that the overall professional development level of these pre-service teachers is relatively high, but the level of teacher professional competency is lower than the other dimensions, especially reflected in the need for further improvement indiscipline transformation capacity; The third-year pre-service teachers' development is rather difficult, with regards to the uncertainty of role identity and career planning. The study also found the imbalance of professional development level between urban and rural pre-service teachers. As the places of origins change from cities to rural areas, the pre-service teachers' performance may show different charactersitics in some aspects. To improve the professional development of pre-service teachers from comprehensive universities, it is necessary to integrate discipline courses to deepen their subject understanding, create teacher education culture to enhance teacher professional identity, and highlight regional characteristic of teacher education courses to promote the construction of a high-quality and balanced teaching force.

The level of supply of work resources can reflect the work status of employees to a certain extent.Through the data analysis of 24, 949 valid questionnaires of primary and secondary school teachers in city G, it was found that the working hours of primary and secondary school teachers far exceed the national mandatory requirements, and the workload is generally at a moderate level.Among various types of workloads, educational and teaching burden are relatively heavy. There are significant differences in the workload of primary and secondary school teachers under different conditions such as gender, education background, teaching experience, professional title level, and teaching stage.Both material resources and cognitive resources have predictive effects on teachers'workload.Based on this, the following suggestions are put forward for reducing the burden of teachers in big cities: establish a correct concept of teachers'workload; pay attention to the differences in teachers'workload under different conditions; coordinate the relationship between school management and education and teaching; and improve the professional quality and level of primary and secondary school teachers.

Pre-service teachers' cognition of subject teaching knowledge consists of teachers' cognition of subject knowledge and teaching practice. Based on 27 reflection reports from 9 pre-service teachers, this study applies the qualitative research method to analyze their interpretation, restructuring, and presentation of subject knowledge, with the purpose of investigating the relation between teachers' cognition of subject knowledge and teaching practice, as well as the cognitive dilemma of pre-service teachers' subject teaching knowledge and its reason. It was found that if pre-service teachers fail to recognize the independence and professionalism of subject knowledge, it would be difficult for them to appropriately incorporate subject knowledge into teaching practice, which would result in the deficiency of subject knowledge in teaching practice. Therefore, the teacher educators should supplement relevant subject knowledge to help pre-service teachers form a rational, holistic, and comprehensive understanding of the subject teaching knowledge, while pre-service teachers should deepen and reorganize their cognition of the subject knowledge, adjust the perspectives of examining teaching content, and appropriately present subject knowledge in teaching practice.

Abstract STEAM education is an educational approach of interdisciplinary teaching of science, technology, engineering, art, and mathematics. STEAM education, however, is often viewed as only including art elements into STEM teaching. Without true integration of the disciplines in STEAM curricula, students rarely are exposed to the connection among disciplines, and self-identify as solely scientists, artists, or technophiles. STEAM curricula also infrequently integrate design, which promotes creativity and innovation. Effective STEAM curriculum and practices are needed to prepare students to face 21st century challenges and work demands. We designed a high school STEAM educational module that integrated plant science, design, and emergent technologies through the creation of 3D models of plants and augmented and virtual reality (AVR) experiences and investigated its impact on students’ understanding of the intersection of art and design with science, learning and skills gains, and interests in STEAM subjects and careers. The module used a project-based learning approach that relied on student teamwork and facilitation by educators. In this 3D plant modeling module, students: (1) investigated plants under research at a plant science research center, (2) designed and created 3D models of those plants, (3) learned about the application of 3D modeling in AVR platforms, and (4) disseminated project results. We used qualitative and quantitative research methods both before and after the implementation of the model to assess the impact of the 3D modeling module. Student responses revealed that approximately half of the students had a good understanding of the intersection of art and design with science prior to the implementation of the module, while the other half gained this understanding after completing their projects. Students saw art and design playing a role in science mainly by facilitating communication and further understanding and fostering new ideas. They also reported that science influenced art and design through the artistic creation process. The most common learning gains were in plant science and 3D modeling, with 35% and 20% of the students reporting these themes only after completing their projects, respectively. The skill gains most cited were research, teamwork, and communication skills. Over 25% of the students reported these skill gains only after the completion of their projects. Paired comparisons of survey responses indicated a significant increase in students’ interest in science, mathematics, and design subjects after they completed their projects. At the end of the module, 40% of the students were more interested in STEAM careers. Another 13% of the students indicated they already had an interest in STEAM careers before beginning the module. Our findings indicate that our STEAM module effectively integrated science, art, design, and technology, enhancing student literacy in these fields, and providing students with essential 21st century skills. The module led to interdisciplinary learning and development of interest in STEAM subjects and careers. The combination of pedagogical strategies used in our module for active, collaborative, authentic, and meaningful learning exemplifies an effective STEAM curriculum with valuable instructional tools for educators, inspiring new ways of teaching and learning, contributing to the practice and applications in STEAM education.

Abstract This paper examines the concept of academic integrity. Drawing on Calhoun’s social perspective of integrity and on MacIntyre’s goods-based view of practice, we propose to understand acting with academic integrity as standing before others and with others, firmly but non-dogmatically, to protect the integrity of academic practice and, therefore, its internal goods –which are not readily specifiable but nevertheless related to growth, learning, and knowledge production and sharing. This view differs from others that take academic integrity as compliance with rules and procedures of academic institutions, or as a general virtue closely related to honesty, that simply happens to be applied in academic settings. Some implications of our view include the fact that not cheating or breaking rules of academic institutions is not enough for acting with academic integrity, the need to be aware of and collectively resist internal and external –including societal– pressures and threats, and the demands on academic institutions and organisations to promote democratic climates that allow all their members to speak up, and to favour democratic-educative over causal-objective approaches –such as incentive-based and cheating-proof designs– to protect the integrity of academic practice.

Abstract Background The demand for professionals with expertise in Science, Technology, Engineering, and Mathematics (STEM) continues to grow. To meet this demand, universities are actively seeking strategies to engage more students in STEM disciplines and improve their learning outcomes. One promising approach is gamification, specifically using leaderboards. This study investigates the impact of leaderboard-based gamification on the learning performance of 175 students in a calculus course, with a focus on the mediating roles of autonomous motivation and self-efficacy, as well as potential moderating factors such as gender and gaming experience. A mixed-method research approach was employed, combining a pretest–posttest quasi-experimental design with nine qualitative interviews. Results A significant improvement in learning performance for students in the gamified condition was observed. However, no significant effects were found related to the mediating variables. Qualitative analysis supported these findings, revealing that students did not perceive an increase in autonomy within the gamified condition, and instead, themes of controlled motivation were prevalent. While the leaderboard provided a sense of achievement for most participants, the quantitative analysis did not show a strong correlation between self-efficacy and learning performance. Conclusions This study suggests that leaderboard-based gamification can enhance learning performance in calculus courses at the university level. However, the findings highlight the importance of careful gamification design, particularly in how different game elements influence students' motivational aspects.

Abstract Gamification is a widely utilised educational tool designed to promote specific behaviours. An effective gamification design must consider users’ experiences and perceptions to enhance engagement and participation. This research is part of a broader study that develops gamified activities to teach primary school pupils about sustainable mobility. The study investigates the relationship between player profiles, as defined by the Hexad scale, and the use of the ClassCraft platform for learning sustainable mobility concepts. The Hexad scale serves as an instrument to analyse the various motivations exhibited by each student when interacting with the gamified application. Specifically, we examine the connection between player profiles, learning levels, the components of the ClassCraft platform, and the impact of gender on this relationship. An experiment was conducted with 75 fifth-grade primary school students (aged 10–12) who used the ClassCraft platform. Several linear regression models correlated various variables with the player profiles included in the Hexad scale. The results indicate a relationship between player profiles and the variables considered: final score on the platform, number of activities completed, number of connections made, player level achieved, student satisfaction level, and learning levels. Additionally, the high percentage of socialiser profiles found among the students is perfectly in line with some of the intrinsic characteristics of the ClassCraft platform. Furthermore, the analysis revealed minimal differences between male and female players across most profiles.

This study aims to identify effective forms of parental involvement in fostering teachers' emotional well-being and to explore its implications for educational policy. The research employs a qualitative approach with a case study method conducted at elementary schools at Lahore. Data collection techniques include in-depth interviews, participatory observations, and document analysis. The findings indicate that emotional support in parental involvement, contributions of parental involvement to enhancing teachers' job satisfaction, and parental participation in school activities as a support for teachers' emotional well-being play crucial roles in supporting teachers' emotional welfare. Recognition and appreciation of parental involvement were also found to be significant motivational factors. This research contributes by reinforcing the understanding of the importance of synergy between schools, parents, and the community in creating a positive and supportive learning environment. However, the study is limited to a single location and does not account for broader variations in gender and age. Therefore, further research is needed to obtain a more comprehensive perspective and to support more targeted educational policy-making.

This study aims to improve the quality of learning in madrasahs through the application of differentiated learning strategies. Differentiated learning is an approach that adapts teaching methods to the needs, interests, and learning styles of each student. This study is based on the application of strategies in madrasah which are expected to optimize the potential of diverse students and improve overall learning outcomes. This study uses a qualitative case study approach. Data collection techniques are carried out by means of interviews, observations and documentation. The data analysis technique for this study was carried out through three stages, namely data reduction, data presentation, and drawing conclusions. The results of the study indicate that monitoring and feedback in differentiated learning strategies in madrasahs are very important to improve the quality of learning. Routine monitoring by teachers and constructive feedback help students understand the material better. Aspects such as frequency of monitoring, quality of feedback, student participation, and parental involvement contribute to the effectiveness of the strategy, creating an inclusive learning environment for the development of each student. The findings are expected to contribute to the application of differentiated learning strategies which are a significant step in efforts to improve the quality of education in madrasah.

The phenomenon of social and technological development has brought significant changes in the world of education, particularly in teaching practices. However, in Tanzania, the adoption of innovative teaching methods in secondary schools is still limited. This study aims to explore teachers' awareness of innovative teaching methods and their application in the context of secondary education in Morogoro, Tanzania. The research approach used is qualitative, aimed at understanding the patterns of innovative method usage and the factors influencing them. The research results show that most teachers have theoretical awareness of innovative teaching methods, such as blended learning and mobile learning, but their implementation is still low due to infrastructure and training limitations. Students acknowledge that these methods enhance engagement and flexibility in learning, although their implementation is not yet uniform across all schools. Thus, it can be concluded that there is an urgency for the professional development of teachers through continuous training and the provision of adequate infrastructure to support the implementation of innovative teaching methods.

Modern teaching prioritizes student-centered learning, yet teacher-centered methods (TCM) still exist in many contexts, including Tanzanian colleges. This study investigates the factors that motivate the continued use of TCM in selected teacher training institutions in Tanzania. Using a quantitative approach, data were collected from 150 college teachers through structured questionnaires, analyzed with the Relative Importance Index (RII) to rank the motivational factors. The research findings reveal three main factors driving the use of TCM, which consist of teachers' belief in its effectiveness, poor student cooperation perception, and low student learning ability. Additional but less significant factors include class size, resource limitations, and standardized testing demands. This study concludes that deeply rooted teacher beliefs and contextual classroom challenges reinforce the use of TCM, despite policy changes advocating for student-centered methods. (LCM). This study recommends enhancing teacher training programs that focus on fostering student engagement and addressing student ability perceptions to align teaching practices with modern educational goals.

This research is based on a phenomenon seen in educational institutions at elementary, middle school, high school and even college levels, namely not being able to read the Al-Qur’an properly and correctly. This research is descriptive quantitative research with a correlation design that aims to find out how big the relationship is between literacy habits and the use of Al-Qur’an learning methods on students' ability to read the Al-Qur’an. The data analysis method is carried out using multiple linear regression analysis through the classic assumption test which consists of six tests on secondary data. The results of the research showed that the significance obtained was 0.000 so it was less than 0.05 (Sig.0.05) so there was no significant influence on the ability to read the Al-Qur’an.

This research aims to examine the understand of the transformation of the educational paradigm towards the inclusion of play for children with developmental disabilities, especially dyslexia, dysgraphia, and dyscalculia, in the context of early childhood education. This study uses a qualitative approach to explore how changes in inclusive teaching methodology affect the engagement and development of children with these disabilities. Data was collected through in-depth interviews with educators and parents and direct observation in classroom settings. Research findings show that implementing inclusive teaching methods significantly increases the active participation of children with dyslexia, dysgraphia, and dyscalculia, as well as their social skills. This intervention also positively impacted children's cognitive and emotional development, with essential contributions from family support and an adaptive learning environment. This research provides new insight into the importance of inclusive methodologies in supporting children with developmental disabilities. It emphasizes the need for collaboration between educators, families, and service providers to create more adaptive and supportive learning environments.

The rapid advancements in the digital era present educational institutions with increasingly complex challenges in maintaining curriculum relevance to the demands of the modern world. Traditional curricula, which predominantly focus on academic aspects, are increasingly viewed as insufficient in equipping graduates with the competencies required to navigate real-world challenges. Graduates are expected not only to excel academically but also to demonstrate adaptability, problem-solving capabilities, and interpersonal skills. This study investigates the potential of a multidimensional strategy to enhance curriculum design by integrating key elements, such as digital competencies, quality of learning materials, effective technology utilization, and active stakeholder involvement. Utilizing qualitative methods, the research collected data through interviews with students, educators, educational managers, and technology developers to gather insights on best practices and the inherent challenges in curriculum innovation. The research findings indicate that the implementation of multidimensional strategies in curriculum development includes the integration of social and emotional skills, enhancement of learning material quality, utilization of technology in learning, cross-sectoral collaboration, and the development of practical skills.

This research aims to understand the model of service quality based on Islamic values in Indonesia and Tunisia. The study is motivated by a lack of awareness regarding the importance of Islamic values in service, conflicts in values and cultures, insufficient resources and support, resistance from internal parties, consumer ignorance, differences in the interpretation of Islamic values, and the influence of political and economic contexts. The research employs a qualitative approach with a multisite design. To gather data in both countries, the researcher uses participant observation, in-depth interviews, and documentation. The collected data is analyzed using Miles, Huberman, and Saldana's data analysis techniques. The analysis shows that interpersonal interaction, empathy, and service reliability are essential in shaping students’ perceptions of service quality. The study identifies each university's challenges and strengths in providing quality service and highlights cultural differences that influence service experiences. The findings provide insight into how university administrators can improve service quality, emphasising the importance of listening to students’ voices and adapting service practices to needs.

This study is aimed at finding out how the differences in sound inventory and syllable structures between Indonesian and Korean influence the phoneme realization of Korean learners studying Indonesian. It involves 14 Korean learners and data for this study was obtained through documentation. The syllabification analysis showed that there were several processes occurring in speech production, such as simplification of the syllable structure, the addition and deletion of sound, and the change of sound segments. The simplification of the syllable was shown in the pronunciation of the consonant cluster, which was pronounced as two separate syllables. The addition of sound was obvious in some words, which was observable at the final position of the first syllable. The deletion of sound was found in the word ending in /r/, in which the sound was dropped. The sound change was overtly seen in the pronunciation of consonants /v/ and /r/. These processes might result from the different sound inventory and syllable structures between Korean and Indonesian. Some of those issues need to be addressed significantly since phonological errors might seriously interfere with understanding.

Literary works have always been influenced by mythological traditions, which offer a wealth of symbolism and thematic complexity. The research aims to analyse the novel's characters, themes, and symbols. With an emphasis on how the incorporation of mythological themes enriches the novel's moral and spiritual aspects, this research explores the function of literary tradition and mythology in C.S. Lewis's The Lion, the Witch, and the Wardrobe. The research uses a descriptive qualitative method. The steps for collecting and analysing data are reading the novel, categorizing and identifying the characters, and then analyse them. The study identifies eleven mythological characters and analyse their symbolic roles. The characters are Mr. Tumnus, The White Witch, Ginnarbrik, Mr. and Mrs Beavers, Maugrim, Santa Claus, Aslan, Centaurs, Giants, Dryads and Naiads, and Werewolf. The benefit of the research is to provide a greater knowledge of how mythology continues to impact modern literature and our understanding of human nature by evaluating the ways in which Lewis creates the characters and shapes the plot by drawing on mythical traditions.

This research aims to further research in determining the formant parameters for tongue position in pronouncing phoneme /r/ trill correctly for people with dysarthria. Observation method was used in collecting data in the form of consonant and vowel sounds from 4 dysarthria samples and 4 non-dysarthria samples. The data were analyzed by using equivalent intralingual method. The result showed that dysarthria samples were found to have tongue position lower and more back compared to non-dysarthria samples. This condition caused difficulty for the tip of the tongue of dysarthria samples to reach the alveolar—the place of which the phoneme /r/ trill is produced. Based on the condition, formant range needed as parameter for people with dysarthria to estimate whether they have placed their tip of the tongue correctly during the therapy. Further, the range of formants proposed was F1 (height of tongue) at an average of 480 Hz and F2-F1 (backness of tongue) at an average of 1.651 Hz.

This study examines the impact of digital technology on language politeness among teenagers in Aceh Tamiang Regency, highlighting the dual effects of technology and the need for digital literacy. The objectives are twofold: (1) to explore the influence of digital literacy on language politeness among teenagers and (2) to identify the principles of language politeness observed in their interactions. Employing a qualitative approach with descriptive methods, the research was conducted in Seruway and Kejuruan Muda subdistricts. The subjects, aged 12 to 24 years, were selected based on WHO's classification of teenagers and proportional random sampling techniques. Data were derived from the speech of teenagers, collected through observation using a Non-Participant Observation Technique. Analysis involved (1) observing and monitoring relevant speech, (2) recording and noting language use, (3) classifying speech into categories of direct and indirect politeness, and (4) analyzing the classified data. Findings indicate that digital literacy plays a significant role in promoting polite language use among teenagers. It helps counter the growing use of impolite expressions, which can create negative communication habits and risk offending others. This study underscores the importance of digital literacy in fostering respectful and effective communication among the youth in a technologically driven era.

The introduction section of a thesis or research paper serves as a critical foundation, providing readers with a clear understanding of its objectives, context, and significance. This study aims to analyze the rhetorical structure of introduction sections in undergraduate theses to identify patterns and variations in their construction. Specifically, the research investigates the use of Swales’ revised Create-A-Research-Space (CARS) model in 10 undergraduate theses from two universities. This qualitative analysis uses a dataset randomly selected from a larger corpus, combining Swales’ CARS model with frequency analysis of moves and steps, as described by Kanoksilapatham (2005). The findings reveal consistent application of Moves 1, 2, and 3, although the frequency of specific steps varies. Moreover, all writers demonstrated appropriate sequencing of moves and steps, aligning with the CARS framework. These results aim to provide valuable insights for academic writing pedagogy, particularly for English as a Foreign Language (EFL) instructors, in helping students develop effective thesis introductions. Additionally, the findings contribute to enhancing EFL students' skills in writing well-structured introductions and increasing researchers’ competency in crafting coherent and impactful introductory sections.

Implicit compliments were one of the speech acts forms, often found in high-context cultures such as Indonesia, in which implicitly attributed credit to someone other than the speaker, conveying admiration indirectly. The study aimed to provide a new perspective that not only contributed to the existing literature on cross-cultural pragmatics and translation studies, but also addressed the possible challenges posed by implicit compliments in movie translation in terms of Indonesian cultural context. The data for this study were collected by watching the movie “Bumi Manusia” on Netflix, observing both the original Indonesian dialogue and the English subtitles. Through the analysis, the study identified two main types of implicit compliments, those referring to achievements and those involving comparisons based on Boyle's (2000) framework. From the 28 data collected, the findings indicated that translators employed several translation procedures proposed by Newmark (1988), such as modulation, transposition, transference, and cultural equivalence to convey the meaning of implicit compliments. Furthermore, this study also highlighted the inherent challenges associated with the translation of implicit compliments, particularly in terms of cultural and linguistic aspects, including symbolic cultural meaning, language structure, and culturally specific terms.