Proceedings of the International Conference on Education
ISSN 2424-6700 (Online) The Conference Proceedings of the International Conference of Education includes peer-reviewed papers from the International Conference of Education (ICEDU). Conference Proceedings is intended to share knowledge in the field of Education, Education Mobility, and Global trends in Education. Learn more about ICEDU Conference
STRATEGIES FOR DEEP LEARNING: ECONOMIC MANAGEMENT SCIENCES TEACHERS' VIEWS AND PRACTICES IN JOHANNESBURG
This study explores Economic and Management Sciences (EMS) teachers' perspectives on deep learning and how EMS classrooms create constructivist, student- centered learning opportunities. Grounded in cognitive and constructivist theoretical frameworks, the study examines how teachers' experiences, beliefs, and attitudes shape their instructional practices in fostering deep learning, emphasising content mastery, critical thinking, and real-world application. While cognitive theory explains how teachers' prior knowledge influences their teaching strategies, constructivist theory highlights how learners construct knowledge through engagement and problem-solving. A qualitative research approach was employed, utilising semi-structured telephone interviews with six purposively sampled EMS teachers from four public schools in Gauteng, South Africa. Purposive sampling ensured participants had at least five years of EMS teaching experience, providing rich insights into deep learning practices. Interview questions focused on teachers' understanding of deep learning, instructional strategies, and challenges in EMS classrooms. Narrative data analysis identified themes through coding and clustering of recurring insights, centring teachers' voices and lived experiences. Findings reveal that teachers perceive deep learning as fostering content mastery beyond memorisation, enabling learners to apply knowledge across contexts. However, limited resources, time constraints, and lack of EMS teacher training hinder its effectiveness. Strategies supporting deep learning include problem-based learning, critical thinking, collaboration, ICT integration, and mini-enterprise activities, aligning with constructivist principles. Despite a small sample size limiting generalizability, the in-depth narratives offer valuable insights. Telephone interviews addressed geographical constraints and teacher availability, ensuring data depth and accessibility. This study contributes to commerce education research by highlighting how a blended cognitive-constructivist approach can enhance EMS curriculum design, equipping learners for the dynamic business environment.
Copyright (c) 2025 Abelwe Maluleka https://creativecommons.org/licenses/by/4.0
ENHANCING THE TEACHING OF FUNCTIONS IN THE FET PHASE IN THE SOUTH AFRICAN CONTEXT: A CRITICAL REVIEW OF DIGITAL TOOLS AND AI-DRIVEN METHODS
This study critically reviews the integration of digital tools in the teaching of Functions within the Further Education and Training (FET) phase in high schools, in the context of the rapidly evolving, AI-driven digitalization era. The increasing influence of artificial intelligence (AI) in education, accelerated by the demands of the Fourth Industrial Revolution (4IR) presents new opportunities for transforming mathematics instruction through dynamic, interactive, and technology- enhanced pedagogies. Despite the availability of advanced digital tools such as GeoGebra, Desmos, and various mobile applications, their use in teaching the topic of Functions remains limited and inconsistently applied. Many teachers continue to face challenges in effectively leveraging these technologies to support students' conceptual understanding, thereby reducing the overall impact of digital innovation in the mathematics classroom. To address this gap, the study employs a qualitative case study approach through a systematic literature review, drawing on secondary data from academic databases such as Scopus and Web of Science. The review is framed by the SAMR model and the TPACK framework, which provide a conceptual basis for analysing how digital tools are currently being integrated and how they might be used more effectively. Descriptive and exploratory methods are applied to synthesize insights across the literature. The findings highlight the potential of digital tools and AI-enhanced strategies to improve learner engagement and conceptual mastery in the teaching of Functions. The study concludes by emphasizing the need for intentional, well-supported integration of digital technologies in mathematics education practices.
mathematics teachers and qualitative research
Copyright (c) 2025 Annie Mamoretsi Kgosi https://creativecommons.org/licenses/by/4.0
APPLICATION OF PROBLEM-BASED LEARNING BASED ON ETHNOMATHEMATICS CANDI IJO TO IMPROVE MATHEMATICS LEARNING OUTCOMES ON FLAT BUILDINGS MATERIAL STUDENTS OF MTSN 9 BANTUL
The application of ethnomathematics-based problem-based learning model has been found to improve student engagement and mathematics learning outcomes. The study aims to improve students' mathematics learning outcomes through the application of problem-based learning model based on ethnomathematics of candi ijo in class VIII C MTsN 9 Bantul in the 2024/2025 academic year. This research is a class action research conducted in 2 cycles. Each cycle consists of planning, action, observation, and reflection. The research subjects were 30 students of class VIII C MTsN 9 Bantul in the 2024/2025 academic year. Research data were obtained through tests, interviews, and documentation. Data analysis used descriptive qualitative analysis techniques. Data validation using method triangulation techniques. The results showed that there was an increase in the learning outcomes of VIII C MTsN 9 Bantul students in the 2024/2025 academic year through the application of the problem-based learning model based on candi ijo ethnomathematics. The increase in learning outcomes is indicated by the increase in the average percentage achievement of math learning outcomes from 65.74% in the pre-cycle to 73.25% in cycle 1, further increasing to 80.15% in cycle 2. Based on these results, it can be concluded that there is an increase in student learning outcomes in mathematics, especially in flat building material through the application of the problem-based learning model based on candi ijo ethnomathematics.
Copyright (c) 2025 Dika Dwi Meilina; Agus Maman Abadi https://creativecommons.org/licenses/by/4.0
TRANSFORMING MATHEMATICS EDUCATION IN INDIGENOUS COMMUNITIES OF INDONESIA: INTEGRATING ETHNOMATHEMATICS AND REDUCING STUDENTS’ COGNITIVE LOAD
This study transforms mathematics education in indigenous communities by integrating ethnomathematics with modern teaching approaches. In this context, ethnomathematics connects mathematical concepts with Dayak culture, specifically through the Floating House (Huma Lanting), which reflects a local understanding of numeracy. The aim is to make mathematics learning more relevant to students' needs and easier for them to comprehend. Ethnomathematics links mathematical concepts with local cultural practices and indigenous knowledge, which can foster a deeper understanding of mathematics. However, the complexity of combining traditional knowledge with formal mathematics may increase the cognitive load on students, potentially hindering their learning process. This research employs a mixed-method approach to identify key strategies for effectively integrating ethnomathematics and reducing cognitive load. The methods used include the Worked Example, which provides concrete examples to ease comprehension difficulties; the Split-Attention Effect, which minimizes distractions by visually integrating information; and the Modality Effect, which uses a combination of visual and auditory modalities to enhance learning efficiency. The approach takes quantitative research, involving learning outcome tests, cognitive load assessments, and in-depth interviews. The research sample consists of 144 students who provide data for an in-depth analysis of the effectiveness of the applied strategies. The study's findings show that targeted teaching techniques can significantly reduce cognitive load, allowing students to engage more deeply with mathematical concepts and improve overall learning outcomes.
Copyright (c) 2025 Iskandar, Ali Mahmudi, Syukrul Hamdi, Yuliana https://creativecommons.org/licenses/by/4.0
UNVEILING DIVERSITY: PROFILING OF MARGINALIZED STUDENTS AT BATAAN PENINSULA STATE UNIVERSITY AS A FOUNDATION FOR INCLUSIVE POLICY DEVELOPMENT
This research examined enrolled university students from 11 marginalized sectors (children of solo parents, solo parents, differently-abled students, indigenous community members, students with OFW parents, working students, primary family caregivers, violence survivors, LGBTQI++ students, children of farmers, and children of fisherfolks) to assess their profiles for utilization in subsequent research, specifically gathering socio- demographic characteristics and identifying differential activities and problems encountered by sex to determine marginalization in specific contexts. The data reveals a complex landscape of challenges including economic hardship, discrimination, violence, mental health issues, and educational barriers among marginalized student populations who are predominantly young, single, and Catholic with some religious diversity, while showing relatively equal overall gender distribution but notable disparities within specific groups such as children of solo parents, working students, and students with OFW parents.These findings suggest the need for targeted interventions and support systems to address the diverse needs of these student populations and promote inclusivity, mental well-being, and access to education. Also, gender disparities requires tailored interventions and support systems that consider the diverse needs and experiences of both male and female students
Copyright (c) 2025 EDESSA FLORDELIZ, Marvin Ibabao, Rosemarie Farro, Maria Cristina Mirania, Digna De Guzman https://creativecommons.org/licenses/by/4.0
BRIDGING THE PARTICIPATORY GAP: DIGITAL LITERACY AND CIVIC ENGAGMENT AMONG INDONESIA’S GEN Z FROM CIVIC EDUCATOR’S PERSPECTIVE
This study aims to examine the relationship between digital literacy and civic engagement of 150 Gen Zs. The findings showed a moderate correlation (r = 0.340, p < 0.001), indicating a contribution of digital literacy to civic participation of 11.5%. Meanwhile, the results of interviews with 18 Civics lecturers illustrate three obstacles to Gen Z's involvement in pub lik issues, namely dominated by social media algorithms that emphasize entertainment content rather than policy discussions, a rigid Civics learning approach that has not responded to digital dynamics, and gaps in access and inequality in using digital technology. Not a few lecturers suggested strengthening the project-based learning model based on the value of Pancasila as the state ideology. Integration of critical algorithm literacy in Civics learning is needed. These findings provide an important contribution to the pedagogical reform agenda in education. Citizenship. Especially strengthening the capacity for participation of the younger generation in the digital era. There are limitations in scope, sampling, and test subjects in this study, which only focuses on the Indonesian context. This recommendation aligns with achieving Sustainable Development Goals (SDGs) related to quality education and resilient institutions
Copyright (c) 2025 Lisa Retnasari https://creativecommons.org/licenses/by/4.0
A QUANTITATIVE ANALYSIS OF FACTORS INFLUENCING STUDENT MOTIVATION IN PRIVATE SCHOOLS IN SHARJAH, UAE: TEACHERS’ PERSPECTIVES
This study investigates the primary factors influencing student motivation in private schools in Sharjah, UAE. Addressing the challenge of maintaining student engagement, the research aims to identify strategies to enhance motivation and improve academic outcomes. A quantitative research method was employed, utilizing a survey distributed among teachers to collect data on effective motivational practices. The findings indicate that strategies such as fostering strong teacher-student relationships, using relevant examples, offering specific and consistent praise, allowing student autonomy, incorporating technology, and implementing token or point systems significantly contribute to enhancing motivation. Internal factors influencing motivation include the learning environment, teacher behavior and responsibility, classroom layout, curriculum design, teaching methodologies, assessment practices, and peer relationships. External factors identified include family circumstances, student interest in learning, self-regulation, and intrinsic motivation driven by the aspiration for higher academic performance. The study concludes that applying targeted strategies while addressing internal and external factors can create a supportive learning environment that fosters greater student engagement. These findings offer valuable insights for educators and policymakers to develop interventions that enhance classroom participation, ultimately improving student performance and outcomes.
Copyright (c) 2025 Manal Aljaberi https://creativecommons.org/licenses/by/4.0
NAVIGATING MISINFORMATION: THE CONTRIBUTION OF HIGHER EDUCATION TO CRITICAL THINKING DEVELOPMENT IN THE POST TRUTH ERA
The aim of this research is to analyze the role of higher education institutions in developing critical thinking skills in the post-truth era, where misinformation and difficulties in identifying objective truth pose significant challenges. Using bibliometric methods, this study explores academic publications related to the role of universities in countering the adverse effects of the post-truth era. The data analyzed includes journal articles, books, and conference proceedings published over the past decade, focusing on publication trends, author collaborations, and institutional contributions in this field. The analysis results indicate that research on the role of universities in the post-truth era began to be examined starting in 2017 and has continued to increase until now. The countries most extensively studying this theme are the United States and United Kingdom, with 56% of their studies originating from social sciences. This topic is highly intriguing and needs further exploration within other scientific fields such as psychology, health, and communication given that global societal challenges with technological advancements demand a more critical approach to receiving and processing information. Academics and scientists at universities are expected to strengthen their roles by providing scientific truths and raising public awareness for more critical information processing. Further studies are needed to explore these findings across various disciplines so that universities can maintain their role as academic centers for scientific truth into the future while translating anticipatory measures into policy actions.
Copyright (c) 2025 Widia Sri Ardias, Bagus Riyono, Sumaryono https://creativecommons.org/licenses/by/4.0
FROM CLASSROOM TO CAREER: STUDENT PERCEPTIONS OF WORKPLACE SIMULATION IN IT EDUCATION
Project-based learning (PBL), a methodology used in experiential learning, is a common approach to sustainable education intended to deliver quality education. PBL is a student-centred pedagogical approach that has shown effectiveness in addressing challenges found in traditional teacher-centric environments. In IT, students are often engaged with real-world problems that require a diverse set of competencies beyond foundational knowledge. Due to this reason, PBL has been practised in IT education mainly through final-year capstone projects. These capstone courses are based on projects that offer valuable real-world experience but often lack sufficient time for students to fully solidify their knowledge and skills. This is because these courses are typically offered in the final year of the degree programme. To overcome this challenge, we use a series of courses called “Studio” that immerse students in a simulated work environment from their first year. These courses gradually introduce students to real-world practices and technologies, allowing sufficient time to consolidate their learning. This study aimed to investigate the experiences and perceptions of the students towards this model. A semi-structured online survey was used to collect data from students enrolled in Studio courses. The sample consists of forty-five students enrolled as international students in the BIT programme. Descriptive and exploratory data analysis techniques were primarily applied to analyse their feedback while open-ended questions were examined to identify the emerging themes related to the student experience. While this study is still a work in progress students generally view the Studio courses positively and value the skills they have gained over time. Feedback highlights the importance of providing time for knowledge consolidation and shows that students appreciate the gradual exposure to technical topics. Integration of soft and technical skills over time seemed to have increased students’ confidence in managing real-world projects.
Copyright (c) 2025 Waruni Hewage, Asanthika Imbulpitiya https://creativecommons.org/licenses/by/4.0
CURRICULUM MODIFICATIONS TO CREATE AN INCLUSIVE LEARNING ENVIRONMENT IN A REGULAR CLASSROOM FOR STUDENTS WITH DYSTONIC CEREBRAL PALSY AND CHOREOATHETOSIS: A CASE STUDY
This case study investigates curriculum modifications designed to foster an inclusive learning environment for students with dystonic cerebral palsy and choreoathetosis, focusing on a 10-year-old student, "Ali" (a pseudonym), in a mainstream classroom in Sharjah, UAE. The study employs a qualitative methodology involving observations, interviews, and document analysis to understand how tailored educational strategies address Ali’s academic, social-emotional, and motor development needs. Key interventions include leveraging assistive technologies, adapting teaching methods, and implementing individualized educational plans (IEPs) aligned with the UAE's inclusive education policies. While Ali benefited from social inclusion and personalized learning support, challenges emerged, including teachers' limited training in inclusive practices, inconsistent curriculum adjustments, and resource constraints. Observations revealed that while technology integration in English and mathematics enhanced learning, activities requiring prolonged writing posed difficulties. Despite these hurdles, Ali progressed in social interaction, group participation, and specific academic tasks. The study emphasizes the need for professional development to equip teachers with the skills to deliver inclusive education effectively. Recommendations include further customization of curricula, increased use of assistive technology, and fostering collaborative partnerships among educators, parents, and inclusion specialists. This research underscores the importance of aligning educational practices with legal mandates and addressing the unique needs of students with disabilities to ensure equitable learning opportunities.
Copyright (c) 2025 lubna alhafi https://creativecommons.org/licenses/by/4.0
EXPLORING THE RELATIONSHIP BETWEEN PEDAGOGICAL METHODS AND LEARNING OUTCOMES IN MUSIC EDUCATION
The pedagogical methods used in music education play a crucial role in students’ learning outcomes, including creativity and artistic expression, musical knowledge and theory, performance skills, technical proficiency, and more. A decline in these outcomes is often observed among music students, potentially due to the pedagogical methods engaged. This study explores the relationship between pedagogical methods and learning outcomes, focusing on the impact of traditional and modern approaches. Data was collected using mixed methods from 250 students (grades 6 to 11) and 20 teachers in the Western Province, through interviews, surveys, focus group discussions, and classroom observations. Comparative analysis of traditional methods, such as rote memorization and teacher-directed instruction, and modern techniques, including collaborative projects, experiential learning, and technological integration, revealed a significant relationship between active, student-centered teaching methods and improved learning outcomes. Quantitative data showed enhanced engagement and performance levels, while qualitative findings highlighted the importance of innovative, context-specific practices. However, insufficient resources and limited teacher training emerged as key barriers to fully realizing the benefits of innovative practices. The findings support a hybrid instructional model that combines traditional and modern techniques, preserving the cultural integrity of music while addressing the dynamic educational needs of learners. Recommendations for future research include strategies to address these barriers and further exploration of hybrid pedagogical models in diverse educational contexts.
Copyright (c) 2025 Hasari Bulathsinhala https://creativecommons.org/licenses/by/4.0
REFORMING UNIVERSITY TEACHING MANAGEMENT IN VIETNAM IN THE ERA OF INTERNATIONAL INTEGRATION AND THE FOURTH INDUSTRIAL
To achieve the goal of human resource development in line with globalization trends, Vietnam has identified strengthening international integration. Today’s students not only need specialized knowledge but also must possess soft skills such as communication, teamwork, creativity, and problem-solving abilities. On the other hand, modern technology has changed the teaching and learning methods in universities. Therefore, universities need to adjust their curricula to meet these requirements, as well as enhance international cooperation, student exchange, and integrate technology into teaching. Thus, reforming teaching management contributes to improving the quality of education, developing high-quality human resources, and increasing the competitiveness of Vietnamese universities on the international stage. Through teaching management reforms, universities can better prepare students, helping them adapt to the demands of the global labor market and international education standards. The method of theoretical analysis and synthesis is used to study, analyze, and evaluate relevant documents to better understand the nature of the research issue. Based on this, the theoretical system of the topic is formed, and data is analyzed and processed to assess the current situation, limitations, and challenges in the reform of teaching management in Vietnamese universities, such as digital transformation management, curricula and teaching methods, autonomy, improving the quality of lecturers, quality of graduates, infrastructure for teaching, and international cooperation. From there, solutions are proposed to contribute to reforming teaching management, improving training quality, and increasing international integration, helping students and universities in Vietnam to develop strongly and compete internationally
Copyright (c) 2025 THI HAI DUYEN NGUYEN, THI HIEN TRANG NGUYEN, THI THAM PHAM, THI HONG KHANH NGUYEN https://creativecommons.org/licenses/by/4.0
IMPROVING MATHEMATICS LEARNING OUTCOMES WITH PROBLEM-BASED LEARNING AND LIVEWORKSHEETS AT BUDI MULIA DUA VOCATIONAL HIGH SCHOOL
This research aims to progress students' mathematics learning achievement through the application of a problem-based learning model demonstrate helped by live worksheets in class XII of Budi Mulia Dua Vocational High School for the 2024/2025. This research is classroom action research carried out in 2 cycles. Each cycle consists of planning, action, observation, and reflection. The research subjects were 20 students in class XII of Budi Mulia Dua Vocational High School for the 2024/2025. Research data was obtained through tests, observation and documentation. Data analysis uses qualitative descriptive analysis techniques. Data validation uses triangulation method. The results of the research show that there is an increase in the learning outcomes of students at XII Budi Mulia Vocational High School for the 2024/2025 academic year through the application of the problem learning model assisted by live worksheets. The increase in learning outcomes is shown by an increase in the average percentage of achievement of mathematics learning outcomes from 44.5 in pre-cycle to 70.83 in cycle 1, then increasing to 76.9 in cycle 2. Based on these results it can be concluded that there is an increase in student learning achievement in mathematics lessons, especially statistics material with the problem-based learning model demonstrate helped by live worksheets. The integration of liveworksheets in syntax PB, can increase student enthusiasm and interests. The limitation of this study is the small sample size, which means there is potential for bias in data collection. In addition, this study is also limited to statistical material.
Copyright (c) 2025 Ika Septiana Handayani https://creativecommons.org/licenses/by/4.0
ETHNO-RME: A CONTEXTUAL APPROACH TO TEACHING ALGEBRA CONCEPT USING ICT
Development of technology cannot be avoided, so it will give an impact on all aspects of life, including the field of education. Learning using technology can make learning more effective and efficient. However, technological developments also have a negative impact on culture, because access to other cultures is easier. This makes it difficult to preserve one's own culture. Apart from that, technology also helps the process of learning mathematics, which is known to be abstract, to become more realistic with visualization and a more real approach. This research aims to analyze the Etno-RME approach to learning basic algebra concepts with the help of ICT. The approach used in this research is fenomenology qualitative. The data in this research was obtained using observation and interview techniques with class VII students who applied basic algebra concept learning using the Etno-RME approach. The data analysis used in this research uses the Miles & Huberman data analysis technique with stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the research show that the application of mathematics learning uses a contextual approach based on Borobudur temple culture. The learning process is designed in accordance with the learning obstacles experienced by students before, during, and after the implementation of instruction. Designed learning can create more effective and innovative learning situations to improve student’s conceptual understanding.
Copyright (c) 2025 Hanan Hanan, Sugiman Sugiman https://creativecommons.org/licenses/by/4.0
A COMPARATIVE STUDY OF ACADEMIC ADVISING SYSTEM IN FOUNDATION PROGRAMS AND THE DEVELOPMENT OF A WEB-BASED ADVISING INTERFACE FOR MALAYSIAN UNIVERSITIES
Academic advising plays a vital role in supporting student success, especially in foundation programs where clear and structured guidance helps students transition smoothly into higher education. In Malaysia, traditional advising methods face challenges such as limited accessibility, inefficient communication, and a lack of real-time monitoring. These obstacles can make it difficult for advisors to provide timely, personalized support to students who may need extra help. This study compares academic advising practices in Malaysia with those in the United States, United Kingdom, and Australia to identify key gaps and areas for improvement. The findings reveal several critical issues, including unstructured advising frameworks, limited advisor training, and low adoption of digital tools. To address these challenges, a web-based academic advising system was developed specifically for foundation students. This system enhances communication, enables real-time tracking of academic progress, and supports early intervention efforts to assist students who may be at risk. Key features include personalized dashboards for both students and advisors, structured advising checklists, and a centralized platform designed to efficiently manage student inquiries. The system’s interface and functions were carefully designed to align with international best practices while effectively addressing common advising problems found in local institutions. By integrating these elements, the proposed system offers a practical and flexible solution to improve advising services. Ultimately, it aims to boost student engagement, facilitate timely academic decisions, and contribute to better overall academic outcomes for foundation students.
Academic Advising, Foundation Programs, Web-Based System, Advising System Development, Malaysia, Student Tracking
Copyright (c) 2025 Aaishah Radziah Jamaludin, Dr. Humaira, Noor Hayati, Dr. Adrian, Dr. Rahmah https://creativecommons.org/licenses/by/4.0
IMPLEMENTATION OF EXPERIENTIAL LEARNING (EL) AS A LEARNING APPROACH IN EMPOWERING WOMEN FORMER MIGRANT WORKERS: A CASE STUDY OF THE DESBUMI COMMUNITY
Former women migrant workers have great potential from their work experience abroad, but it is often not utilized optimally. The existing empowerment tends to focus on technical training without considering their unique needs and experiences. As adult individuals with diverse experiences and knowledge, former migrant workers have the capacity to empower themselves if supported by an experiential learning approach. This research analyze the application of Experiential Learning (EL) in empowering former women migrant workers in the Desa Peduli Buruh Migran (DESBUMI) community. With a case study design, data were collected through observation, interviews, and documentation. The results show that experiential learning helps participants integrate personal experiences into a relevant and contextual learning process. This approach effectively enhances entrepreneurial skills, business management, financial decision-making, and strengthens community economic networks and social solidarity. Reflection and direct application are key in contextualizing knowledge. These findings offer a replicable experiential learning model and recommend the integration of the EL approach into empowerment programs to drive sustainable social transformation.
Copyright (c) 2025 Nurotul Wafiroh https://creativecommons.org/licenses/by/4.0
EXPLORING EFL TEACHERS’ PERSPECTIVES ON EXTRAMURAL ENGLISH IN INDONESIAN SCHOOLS: A PHENOMENOLOGICAL STUDY
In today’s digital age, students can easily learn English through immersive activities that extend beyond the confines of traditional classroom settings. Known as Extramural English (EE), this practice has been seen as useful for enhancing English proficiency development. Thus, integrating EE into English Language Teaching (ELT) has become a priority for teachers worldwide. Nonetheless, little exploration of EE has been conducted in Indonesian schools. To fill this gap, this phenomenological study aims to explore how Indonesian English as a Foreign Language (EFL) teachers perceive the role of EE in their students’ English learning. The data were collected through semi-structured interviews with six EFL teachers, selected purposively based on varying criteria, including diverse teaching levels, regions (i.e., Sulawesi, Java, Sumatra), types of schools (i.e., public and private schools), and teaching experiences. Through phenomenological analysis, it was found that teachers had positive attitudes toward EE since it helped them overcome traditional classroom limitations. From their views, EE offered various benefits, such as providing enjoyable learning and authentic input, increasing students' motivation and confidence, and improving vocabulary and English skills. Meanwhile, the challenges included the absence of objective assessment, a lack of technology assistance, parental concerns, and difficulty choosing appropriate learning materials. This study offers crucial insights into educational approaches that encourage EE practice in the teaching and learning process to increase students' English exposure and ease of learning.
Copyright (c) 2025 Fakhruddin Zam Zam, Erna Andriyanti https://creativecommons.org/licenses/by/4.0
IMPACT OF GAMIFIED PLATFORMS AND SIMULATION WEBSITES ON TEACHING PROGRAMMING CONCEPTS IN THE IBDP COMPUTER SCIENCE
The International Baccalaureate Diploma Programme (IBDP) Computer Science curriculum poses various challenges in teaching computational thinking (programming) concepts. As learners are from a variety of backgrounds other than computer science, they fail to understand the abstract concepts. This research examines how the gamified platforms and simulation-based tools help learners gauge the programming concepts. Even though there are studies that show the usage of gamification in STEM education, it lacks application in the IBDP Computer Science. This study incorporates a single-group quasi-experimental design with a wide range of pre- and post-assessments. Various assessment methods were incorporated to balance by including quantitative and qualitative data. Based on the results, it is evident that there is a 46% increase in learners’ comprehension of the IBDP Computer Science programming concepts and a significant improvement in their engagement level. With the qualitative data gathered, it is confirmed that the gamified platforms and simulation-based tools are fun and engaging for learners throughout their learning journey. It also enhances 21st-century skills like problem-solving and critical thinking amongst learners. Teachers gain actionable recommendations for integrating gamified and simulation-based tools to improve engagement and conceptual understanding in programming.
international baccalaureate diploma programme (IBDP)
Copyright (c) 2025 Sakthipreya V https://creativecommons.org/licenses/by/4.0
TRENDS IN GENETICS EDUCATION RESEARCH IN INDONESIA: ENHANCING GENETIC LITERACY FOR SOCIETY
Genetics is a rapidly growing branch of biology, playing a crucial role across various disciplines, emphasizing the importance of genetic literacy for students. Like other forms of literacy, genetic literacy has emerged as a societal trend, highlighting the need for a foundational understanding of genetics among academics and the general public. However, students often perceive genetics as challenging due to its abstract molecular concepts, making effective teaching strategies essential. This study employed content analysis to analyze articles from Indonesian biology education journals indexed by SINTA from 2013 to 2024, focusing on efforts to enhance the quality and effectiveness of genetics instruction. The analysis reveals a general increase in publication numbers each year, with slight declines in 2017 and 2020. The most common research designs were R&D studies, which produced educational tools such as media, modules, and other instructional resources. Genetic materials, especially at the high school level, were the most frequently researched topic, as they provide essential foundational concepts for understanding biology. Descriptive analysis (percentage) was the most prevalent data analysis method, although it could have been more effective in generalizing findings. Digital media applications emerged as the most popular teaching strategy, reflecting the complexity of genetics, which benefits from visible aids. Recommendations for future research include employing more precise data analysis techniques and further exploration using qualitative or mixed-method approaches for a more comprehensive understanding of genetics instruction.
Copyright (c) 2025 Ahmad Soleh, Widi Purwianingsih , Riandi Riandi https://creativecommons.org/licenses/by/4.0
EXPLORING BEST PRACTICES IN TEACHING MANDARIN CHINESE ONLINE TO ADULT LEARNERS IN TRINIDAD AND TOBAGO
This exploratory study examines the current best practices in teaching Mandarin Chinese in an online environment in Trinidad & Tobago, a context where online language learning is relatively new and growing in importance. The growing cultural and economic connections between China and Trinidad & Tobago have increased the demand for Mandarin language skills, particularly in the virtual classroom. This study focuses on identifying effective strategies for engaging learners in a digital environment, integrating culturally relevant content, and utilising technology to enhance learning outcomes. The methodology involved surveying fifty (50) adult learners who studied Mandarin online for at least one semester (52 contact hours) at the Centre for Language Learning, The University of the West Indies, St. Augustine campus. Despite some challenges inherent to virtual learning such as connectivity issues, students expressed satisfaction with their classes due to effective practices adopted by their instructors. These included the use of ICT tools and the incorporation of culturally relevant material, which bridged the gap between Chinese and Caribbean contexts. This study intends to provide insights into the successful application of online teaching methods for Mandarin Chinese in Trinidad & Tobago. Although the study is limited by its small sample size, its findings offer recommendations for improving student engagement, autonomy, and proficiency in foreign language education across the Caribbean.
Copyright (c) 2025 Janine Lutchman https://creativecommons.org/licenses/by/4.0
FOSTERING STUDENTS’ MATHEMATICAL LITERACY ABILITY THROUGH DIFFERENTIATED INSTRUCTION AND RME-APPROACH: AN ACTION RESEARCH
Indonesian students' low math literacy is evident from the stagnant PISA trends and classroom observations in a Junior High School (JHS) in Bantul, Yogyakarta. The observed low math literacy is due to a lack of innovative teaching methods that do not align with students' learning needs. Specifically, in algebra, students struggle because lessons often introduce formal elements and operations without clear explanations. This research aims to improve math literacy in this JHS through differentiated learning with the Realistic Mathematics Education (RME) approach. Using classroom action research and an embedded-RTI model, the study focused on providing teaching materials tailored to students' needs, improving their literacy skills. The study was conducted over two cycles with 32 students, with the first cycle focusing on mathematical modeling for one-variable linear equation and the second on the one-variable linear equation equivalent. Data were collected through math literacy tests and learning observation sheets to gather both quantitative and qualitative data. Quantitative data showed improvements in students' math literacy scores, while qualitative data provided insights into the effectiveness of the learning process. Results indicated that RME-based differentiated learning significantly improved students' math literacy on one-variable linear equation. Math literacy improved from 12.5% to 62.5% in first cycle and 62.5% to 78.125% in second cycle which measured by three components of mathematical literacy ability, such as formulate, employ, and evaluate. Learning implementation also improved, from 74% to 84% in the first cycle, and from 80% to 88% in the second cycle. These findings suggest that differentiated instruction using the RME approach can enhance math literacy in Indonesian JHS students. However, it should be considered that this study had several limitations such as limited subject was only in a class of a school and occurred in six meetings for the intervention. For future researchers can adapt their intervention setting with this consideration
Copyright (c) 2025 Adinda Salshabilla Yudha, Mathilda Susanti https://creativecommons.org/licenses/by/4.0
MAHASNEH TEACHING MODEL (MTM): A STUDENT-LECTURER APPROACH TO TEACHING EDUCATIONAL SPECIALIZATIONS
Modern educational theories have emphasized that the student is the focus of the educational process, and the faculty member is a guide and mentor. Given the importance of educational specializations in graduating competent teachers to work in the educational field, this study came to present a model of teaching excellence based on the student lecturer in educational specializations and the opinions of university students towards it. This model focuses on enabling the student in higher education to possess teaching competencies. The researcher used the qualitative approach through standardized interviews and the quasi-experimental approach by proposing a teaching model based on the student lecturer. The study consisted of 37 students registered in teaching methods and theoretical training for the Bachelor's program in vocational education for the second semester of the academic year 2023/2024. They were assigned to teach the course topics and interviews were conducted with them after the end of teaching to find out their opinions towards the teaching model. The study results showed that the proposed teaching model consisted of six stages: analysis, planning, preparation and design, preparation and equipment, implementation, follow-up and evaluation. The students’ opinions about the proposed model were positive and encouraged its use in various courses. One of the students said, “When a student explains the subject to others, he achieves a set of benefits: he learns more and enhances his understanding. He develops the student’s communication skills when he explains the concepts simply and clearly. The student feels confident and proud when he can help his colleagues understand. The student learns leadership and cooperation skills when he assumes the role of the teacher. The student becoming the teacher benefits everyone. It improves the student’s performance and encourages them. It improves the student’s personality. It gives the student the skill and experience to become a successful teacher in the future. The student provides himself with feedback by writing the presentation and explaining it to the students. It improves student interaction by using educational tools and presentations.” The researcher explains those interested in the higher education sector in applying the teaching model of improvement on a wider scale in educational programs.
Copyright (c) 2025 omar mahasneh https://creativecommons.org/licenses/by/4.0
COMPARATIVE STUDY IN PREDICTIVE ANALYTICS OF PERSONALIZED LEARNING AND TRADITIONAL CURRICULUM IN MEDICAL EDUCATION
Personalized education, known as Student-Selected Components (SSCs), empowers students to partially design their study plans, allowing for individualized learning experiences. In medical education, SSCs aim to provide self-directed learning, but evaluating student performance within such diverse curricula is challenging. Recently, an SSC-based curriculum was implemented at Ramathibodi Hospital, Mahidol University, Thailand. This study aims to assess the impact of the SSC curriculum on medical student performance by comparing failure rates on comprehensive exams with those of the traditional curriculum. Additionally, machine learning techniques were developed to identify key factors influencing learning outcomes and to predict the likelihood of fifth-year medical students passing or failing their exams. A dataset of 205 fifth-year medical students, encompassing 20 demographic and academic variables, was analyzed. The hypothesis testing and analysis were conducted by open-source tools including Python and Google Colab. The hypothesis testing result indicated that the SSC-based curriculum exhibited a slightly higher failure rate compared to traditional cohorts; however, this difference was not statistically significant. Support Vector Machine (SVM), Decision Tree, Random Forest, Adaptive Boosting, and Extreme Gradient Boosting were employed and tuned with various data-balancing techniques in order to get best results. Those models were evaluated based on F1-score. The SVM model outperformed with the highest F1-score of 84.8%. Key predictors included GPA of pre-clinical years, followed by grades in Neurology, Ophthalmology-Otolaryngology, Pediatrics, and Mother-Baby care. These findings suggest potential challenges in adapting to the increased self-directed nature of the SSC curriculum. Although the predictive models could effectively identify students at risk of failing, enabling targeted early interventions, it could be improved with additional data on student performance metrics. While the SSC curriculum offers greater flexibility and personalization, further refinements are necessary to optimize learning outcomes and ensure consistent quality in medical education.
Copyright (c) 2025 Supawit Tangpanithandee, Satanat Kitsiranuwat, Marut Chantra, Pongtong Puranitee, Nuttanont Hongwarittorrn https://creativecommons.org/licenses/by/4.0
DEGREES OF ENTREPRENEURIAL INTENT AND ENTREPRENEURIAL ORIENTATION AT DIFFERENT STAGES OF ENTREPRENEURSHIP EDUCATION
Entrepreneurship has been popular among young population of every country. They want to be their own boss, independent from any control and self-made millionaires. Many universities offer entrepreneurship program either in the form of series of courses within an establish management programs or as a separate program/department. However, there was a lack of report on efficiency of such program on the graduates. At Bangkok University’s School of Entrepreneurship and Management (BUSEM), there is a separate entrepreneurship program comprising courses targeting business idea generation, business plan creating, business pitching and launching, and business review. In this research we evaluated the efficacy of the program by employing Entrepreneurial Intent (EI) and Entrepreneurial Orientation (EO) that were the indices usually used to understand degrees of desire and ability to be an entrepreneur. This research followed BU’s 1,500+ entrepreneurship students for 8 years (2016-2024) and found that years of study (Year) was the influential factor to both EI and EO among BUSEM students. However, among the EI scales, only reversed EI3 (wanting to work as employee in large organization) was significantly impacted by Year and FB separately. For EO, Year significantly influenced the scores of many EO scales; EOI2 (ready to run the project by new method), EOP1 (readiness to confront with the problem), EOP2 (ready to run the project by new method) and EOR2 (love to make bold investment of time and money); meanwhile, only EOI4 (solve the problem by new method) was significantly influenced by FB. Therefore, the BUSEM’s Entrepreneurship curriculum led to a gradual increase in Entrepreneurial Orientation toward the final years of the program. The challenges for the educators were to maintain the EI scores for the students and enhance EO level for the young entrepreneurs.
Copyright (c) 2025 Arthon Prompatanapak, Manorot Kusolasak , Duranee Sukchoksuwan, Teerasak Na Ranong, Panicha Prateepavanich, Sasithorn Tailee, Kannapon Lopetcharat https://creativecommons.org/licenses/by/4.0
FRAMEWORK ON CRITICAL THINKING IN THE TECHNOLOGICAL ASSESSMENT AND UTILIZATION ON EDUCATION FOR CITIZENS
The development of competencies has been emphasized globally, with critical thinking increasingly recognized as a key competency. The importance of it has been discussed in Japan, taking up such issues in judgment of technology assessment and control as the nuclear power plant accident. Such risk literacy questions the educational literacy for the use of the scientific and technological systems, and is considered to be an important contemporary issue concerning technological assessment and utilization handled in technology education. This study was extracted the characteristics of thinking included in the critical thinking process and analyzed the teaching contents for technological assessment and utilization and use based on the critical thinking processes. Using perspectives proposed by Ennis and Kusumi, this study extracted elements of critical thinking processes found within these contents and organized the thinking process in the teaching contents for technological assessment and utilization from the viewpoint of critical thinking processes. The results showed that the critical thinking processes were characterized the thinking to focus the discussion, to examine the information source as a premise for inference, to make inductive, deductive, and value judgments based on multiple facts and grounds and to derive the conclusion of the discussion from the process so far. Furthermore, it was suggested that it's important to teach decision-making based on the critical thinking process, combining forward thinking and reflective thinking for fostering the competencies of technological assessment and utilization. This study targets the important theme of how to deal with the technology of installing and operating artifacts such as the nuclear power plant accidents. It also shows significance that structurally demonstrates the critical thinking necessary for each citizen to assess and utilize technology in a future society where technology continues to develop by leaps and bounds.
Competences of Technological Assessment and Utilization
Copyright (c) 2025 Yosuke OBAYASHI, Tadashi Ohtani https://creativecommons.org/licenses/by/4.0
INTEGRATING GENERATIVE AI IN ARTS DESIGN EDUCATION: ENHANCING PBL FOR CRITICAL THINKING
Generative AI such as ChatGPT, Midjourney and Stable Diffusion are disrupting arts design education, providing tools to promote critical thought, creativity and collaboration. Despite the emergence of these tools, their use is still far from integrated into project-based learning (PBL) frameworks and very little guidance has been provided to educators on how they can use AI effectively to further pedagogical aims. This literature review thus fills this research gap by systematically reviewing the existing research on the application of generative AI in design education, specifically its potential to facilitate critical thinking, innovative problem-solving, and collaborative learning processes. By synthesizing relevant knowledge from various disciplines, the review highlights specific approaches that can make the integration of generative AI into crucial phases of the PBL cycle (including idea generation, design refinement and team dynamics) more feasible and actionable. Additionally, it addresses key challenges, such as ethical implications, intellectual property issues, and the dangers of over-reliance on AI, while providing guidance on overcoming these obstacles. Results suggest generative AI can add to students’ abilities with it, blurring the lines between long established art design pedagogies and current digital practice rather than replacing them. Strengths and limitations This study's limitations were the use of secondary data and the emerging literature. Nevertheless, the review offers a useful structure for the integration of generative AI in the PBL context and announces the areas to be researched further, for example, longitudinal research on effects on learning and interdisciplinary research. Implications emphasize the importance of balanced uptake: making the most of AI’s positive contributions to creativity and critique, while protecting students’ agency and capacity for original thought.
Copyright (c) 2025 xu yang https://creativecommons.org/licenses/by/4.0
MODEL DEVELOPMENT FOR THE FUTURE OF DISTANCE LEARNING
This article deals with distance learning. Especially since the coronavirus pandemic, the boundaries between face-to-face and distance learning universities have become blurred. Technical developments and the changing legal framework have made it necessary to change the distance learning model. The aim of this article is to develop a model for the future of distance learning in Germany. To this end, the theoretical principles of synchronous and asynchronous teaching are first discussed and various tools that can be used in these forms of teaching are presented. A selected flipped classroom model was further developed and, among other things, the possible use of various tools in this model was demonstrated. The aim was to identify new possibilities for distance learning universities and to develop a new model for them.
asynchronous and synchronous teaching and tools
Copyright (c) 2025 Michael Heinrich-Zehm https://creativecommons.org/licenses/by/4.0
CHARACTER DEVELOPMENT IN MULTICULTURAL EDUCATION THROUGH CCU (CROSS CULTURAL UNDERSTANDING)
This study investigates the influence of project-based learning (PBL) on the development of student character within the Cross Cultural Understanding (CCU) framework in Indonesia, using a qualitative research design. PBL is useful in fostering proactive skills, contextual understanding, and technical language competency in a research-focused learning setting. Moreover, engaging in external research and consultancy projects as part of PBL has given students direct academic advantages and improved their behavioral skills and talents, such as communication, confidence, planning, thinking, and time management. In general, PBL provides a distinct set of skills that differ from those normally obtained in traditional teaching and learning settings, making it a viable method for preparing students for success in the modern world. The research includes 15 individuals, including students, instructors, and administrators, chosen by purposive sampling. Data gathering involves conducting interviews with a loose format, observing classrooms, and analyzing documents using NVIVO. Thematic analysis uncovers three main themes: improved teamwork and communication abilities for students, cultural assimilation in PBL for instructors, and comprehensive personal growth for administrators. The results highlight the transforming power of PBL in CCU, promoting inclusive learning settings, cultural relevance, and holistic character development. The study provides valuable information for teachers, government officials, and scholars looking for creative methods to improve education in different cultural settings.
Copyright (c) 2025 Alek Andika, ACE Suryadi https://creativecommons.org/licenses/by/4.0
ATTITUDES OF SCIENCE TEACHERS TOWARDS CHALLENGES AND BENEFITS OF USING E-LEARNING AS A LEARNING TOOL
This study aims to identify the attitudes of science teachers in relation to the challenges and benefits of using e-learning as a means of acquiring knowledge. The survey was conducted in May and June 2023. The sample included teachers of chemistry, biology, mathematics and physics from Split-Dalmatia County, Croatia (N=117). A questionnaire containing general questions and respondents' attitudes towards the advantages and obstacles of using e-learning was used for this study. Respondents primarily exhibit a positive outlook on e-learning, regardless of gender, age, the subject they teach or the institution where they teach. Male teachers gave a slightly greater advantage to the use of computers for lesson preparation compared to female teachers, while older teachers were less confident about using computers compared to younger colleagues. Chemistry and biology teachers favoured the use of computers in preparing lesson material in contrast to their colleagues who teach mathematics and physics. This research has also shown that primary school teachers find e-learning challenging. In fact, this research has revealed that respondents generally believe that e-learning offers numerous benefits compared to traditional teaching methods, but they also believe that there are certain challenges that could be overcome with additional training in the use of computer technologies. In conclusion, a positive attitude towards e-learning prevails regardless of gender, age, the subject they teach or the institution where they teach.
Copyright (c) 2025 Nikola Marangunić, Barbara Popovac Tašev https://creativecommons.org/licenses/by/4.0
TREND OF INQUIRY ORIENTED COLLABORATIVE LEARNING IN CHEMISTRY: FROM RESEARCH DESIGN TO DATA ANALYSIS
Inquiry-oriented collaborative learning is the development of an inquiry learning model where the learning process is centered on students by involving students in the learning process in improve their understanding of the material taught, especially in chemistry learning. The purpose of this study is to analyze the trend of collaborative inquiry research in chemistry learning through bibliometric analysis using Vos Viewer and Excel applications program. The source of the data base used comes from Scopus, a mapping technique for enquiry-oriented collaborative chemistry learning. This research uses content analysis of articles published from 2015 to 2023, which consists of four stages: collecting data, filtering, selecting, and providing conclusions from the results of the analysis of trends in collaborative inquiry research. The results showed that 2020 was the period with the highest number of publications. Among these publications, the least type of research conducted was R&D research. In addition, the application of collaborative inquiry-oriented learning is mostly done in undergraduate programs that emphasize student involvement in carrying out learning. Questionnaires, tests, and t-tests are also the most dominant data collection and data analysis techniques used in this study, with different syntax from collaborative inquiry-oriented learning. The syntax of this learning model emphasizes the experimental stage, which supports student involvement in conducting investigations. In the context of this research, some recommendations on chemistry learning with inquiry oriented collaborative learning include the number of studies on this learning model, the selection of appropriate data analysis techniques, and its application to elementary and secondary school students.
Copyright (c) 2025 Syaza Syahana, E Widjajanti https://creativecommons.org/licenses/by/4.0