Eurasian Journal of Educational Research
Eurasian Journal of Educational Research (EJER) is an international peer-reviewed journal that publishes original research papers in the field of education and educational sciences from all over the world. This includes primary research projects conducted in different levels of education including basic education schools, lower and upper secondary schools, vocational, and higher education institutions.
Hybrid Blockchain Architecture for Enhancing Security and Transparency in Academic Grading Systems
Purpose. This study aims to develop and evaluate a hybrid blockchain architecture-based e-learning platform designed to improve the security, transparency, and integrity of academic grade data at private universities in Indonesia. Methodology. A mixed methods approach was used, combining qualitative (interviews and focus group discussions) and quantitative (performance testing, System Usability Scale (SUS), and User Experience Questionnaire (UEQ)) analysis. The system testing involved 40 participants (20 students, 10 lecturers, and 10 administrative staff) with a staging server infrastructure with an Intel Xeon 8 core capacity, 16 GB of RAM, and a Proof of Authority (PoA)-based permissioned blockchain network. Results. The test results showed an average SUS score of 77.8, which is in the Good–Excellent category, indicating a high level of usability. Meanwhile, the UEQ results showed positive scores in all dimensions, with Attractiveness (5.6), Perspicuity (5.4), and Efficiency (5.2) as the highest values, while Stimulation (4.8) and Novelty (4.5) indicated the need for improvement in terms of innovation. From a technical perspective, the system can operate stably for up to 100 concurrent users with an average response time below 0.5 seconds and an error rate of <1%. The blockchain network demonstrated an effective throughput of ~100 TPS, a confirmation time of 2.1 seconds, and a transaction failure rate of only 0.2%. Implications for research and practice. These results confirm that the system is efficient, secure, and well-received by users, although optimization through auto-scaling, caching, and user experience enhancements are still needed. This research contributes to presenting a realistic empirical blockchain implementation model for the higher education sector in Indonesia.
Blockchain, E-learning, Proof of Authority (PoA), Academic Data Security, System Usability Scale (SUS), User Experience Questionnaire (UEQ), Hybrid Architecture
Bibliometric Analysis of Intellectual and Social Structures in Physical Activity and Mental Health
Purpose: Adolescence is characterised by a marked decline in physical activity alongside a rising prevalence of mental health disorders. As a result, scholarly interest in the relationship between physical activity and adolescent mental health has grown rapidly. This study aims to systematically map the intellectual and social structure of this research domain, providing a comprehensive overview of its development, key themes, and collaborative patterns. Methods: A bibliometric approach was employed to analyse publications indexed in the Scopus database from 2022 to 2026. Data were extracted and analysed using VOSviewer software, focusing on keyword co-occurrence to identify thematic structures and co-authorship networks to examine patterns of scholarly collaboration. Findings: The keyword co-occurrence analysis revealed a well-developed and interconnected intellectual structure, organised into distinct yet related thematic clusters, including clinical mental health (e.g., depression, anxiety), positive psychology (e.g., well-being, self-esteem), and lifestyle behaviours (e.g., sedentary behaviour). Co-authorship analysis demonstrated the presence of several strong and centralised research networks that significantly contribute to knowledge production. However, collaboration across these networks remains relatively limited, indicating fragmentation within the field. Implications for Research and Practice: The findings suggest that while the field has reached a level of maturity, future progress depends on strengthening interdisciplinary and cross-network collaborations. Bridging existing thematic and social clusters may foster more integrative research and support the development of comprehensive, evidence-based interventions aimed at improving adolescent mental health through physical activity.
Adolescents; Health education; Sport; Well-being
Development Of a Comprehensive Research Module and Its Impact on Research Skills of Tourism and Hospitality Management Students in Philippines
Purpose. This study developed, implemented, and improved a comprehensive module on research and how it affected the research skills of tourism and hospitality management students. Methodology. Using sequential-quantitative/ quasi-experimental study, this research generated data from 90 CTHM students and employed self-made instruments (item analysis, diagnostic test, pre-tests, and post-tests). Data were analyzed through descriptive statistics, independent samples t-test, standard deviation, and coefficient variation. Results. The control groups' pre-test results were rated low average. The post-test results for the control group showed a moderate but significant improvement from the pre-test. The post-test results for the control group showed a moderate but significant improvement from the pre-test. The experimental group's post-test results imply a significant progress from the pre-test. The experimental group got a higher rating than the control group. This improvement in the scores can be attributed to the delivery of the developed comprehensive module on research. Implications for research and practice. The study’s results and findings highlight the importance of institutional support in organizing relevant, college-based engagements related to curriculum, supervision, and instruction, which improve competency development among college instructors in creating educational resources that expose them to the pedagogy of teaching and learning research subjects, as well improving the research skills of CTHM students.
Comprehensive module on research; aspects of research skills; tourism and hospitality management students; Philippines
Copyright (c) 2026 Eurasian Journal of Educational Research
Affective and Cognitive Trust in Supervisors: Impact on Faculty Commitment in Saudi Universities
Purpose. Trust within organizations is a central determinant of employee commitment and institutional effectiveness, especially in higher education facing rapid change. While previous research has established links between trust in supervisors and organizational commitment (OC), there is a significant gap concerning the distinct effects of affective and cognitive trust on OC among faculty within the Saudi Arabian higher education context. This study was designed to address this empirical and contextual gap by examining how affective and cognitive trust in supervisors independently and jointly predict faculty organizational commitment in three major Riyadh universities. Methodology A cross-sectional survey was conducted with 131 faculty members, utilizing validated scales for trust (McAllister, 1995) and OC (Mowday et al., 1979). Results Using correlation and multiple regression analysis, the findings reveal that both trust dimensions have strong, positive associations with OC, with overall trust accounting for 84.8% of the variance in commitment. Furthermore, moderation analysis indicated that affective trust buffers the negative effects of role ambiguity, while cognitive trust mitigates the impact of role conflict on OC. These results provide novel empirical evidence for the importance of differentiating types of trust in supervisor-faculty relationships in Saudi higher education—a previously underexplored setting. Implications for research and practice. Implications are discussed for leadership practice and HR policy, emphasizing trust-building as a key strategy for faculty retention and institutional performance.
trust, affective trust, cognitive trust, organizational commitment, higher education institution
Kazakh Female Graduates’ Perspectives on Contested Gender Norms amid Global Change
Purpose The purpose of this study is to investigate Kazakh youth’s perspectives on gender roles and the influence of traditions and religious beliefs on these views. Specifically, this study examines how university-educated Kazakh youth negotiate gender norms at the intersection of family traditions, Islamic teachings, higher education, and global influences. Methodology. The methodological rigor of this study is derived from in-depth interviews to arrive at qualitative analysis and demonstrate that retraditionalization in Kazakhstan is not a linear return to the past but a hybrid process combining cultural continuity with modern aspirations. The sample comprised university students and graduates aged 20 to 35 years. The study utilized theoretical underpinnings including Kandiyoti’s concept of patriarchal bargains, Connell’s theory of hegemonic masculinity, and Kudaibergenova’s work on hybrid retraditionalization, Results Findings reveal that family traditions and religious narratives continue to reinforce patriarchal expectations, yet individual agency and exposure to global discourses challenge these norms. Universities and social media act as ambivalent sites, simultaneously reproducing stereotypes and fostering empowerment. The results also highlight the ambiguous standards surrounding the gender equality In the Kazakh society, resulting in divergent perspectives; and how gender roles, ingrained from childhood, reinforce male authority and are shaped by familial and religious contexts. The findings also revealed that university education has the potential to challenge patriarchal values since some faculty members still endorse traditional norms, thereby perpetuating male superiority. Implication for research and practice. The study implies that higher education is expected to advance gender equality by empowering women and positioning them as catalysts for societal transformation beyond conventional roles in the Kazakh context. The study also contributes to understanding how gender norms are reproduced and contested in Kazakhstan.
Gender, re-traditionalization, Islam, higher education, globalization, Kazakhstan
Effect of Using E-Module Media Through a Problem-Based Learning Approach on Higher Order Thinking Skills in Economics Lessons in High School
Purpose The purpose of this study is to analyze the effect of using e-modules through a problem-based learning approach, understood as an independent variable (X), on students' high-order thinking skills (HOTS), understood as a dependent variable (Y), and divided into two classes, namely: the experimental class and the control class of students at Muhammadiyah Palangkaraya High School. Methodology. This research method employs a quasi-experimental design with a non-equivalent control group. The sample of this study was determined through purposive sampling, with N = 64 and ???? = 0.05. Results The results of the hypothesis test on the post-test results using the T-test at ???? = 0.05 yielded a significant result. (2-tailed) A value of 0.00 indicates a positive influence on students' high-order thinking skills through the use of e-modules with a problem-based learning approach. The findings of this study suggest that students' HOTS in the experimental group significantly increased, with an N-gain value of 0.60, placing them in the high category, compared to the control group, which had an N-gain value of, placing them in the low category. The improvement of students' higher-order thinking skills, as indicated by creating or producing a product, received a value of 0.67. The experimental group showed a strong interest in using e-modules through a PBL approach, with a response rate of 86%. Implications for research and practice. This finding confirms the importance of using e-modules as a learning medium through a PBL approach in improving understanding and building HOTS students, especially in economics subjects.
Use of E-module, Media, PBL Approach, HOTS, Economics, Indonesia
Copyright (c) 2025 Eurasian Journal of Educational Research
Academic Management Model for Developing Integrated Online-Offline Classroom at Nanhang Jincheng College, China
Purpose: This study investigates the effectiveness of an academic management model in enhancing student academic performance at Nanhang Jincheng College, China. Specifically, it aims to develop an integrated online–offline classroom model grounded in academic management principles to improve learners’ academic achievement and compare the opinions of teachers, students and managers with this academic management model,as a structured and sustainable academic management approach to enhance learning achievement. Methodology: The study uses a quantitative research approach, drawing data from 783 respondents, including 392 students, 220 teachers, and 171 managers. A structured questionnaire was used for data collection, and the data were analysed using SPSS, Descriptive statistics were used to summarize respondents’ opinions, and independent-samples t-tests and ANOVA were employed to compare perceptions between teachers and students and across relevant groups. Findings: The results reveal that content delivery effectiveness, interaction frequency, and task completion consistency have a significant influence on students' academic performance. Additionally, access to digital media positively moderates these relationships, reinforcing the strength and effectiveness of hybrid classroom implementation. Recommendations: Institutions should strengthen digital access infrastructure and design courses that intentionally promote frequent, meaningful interaction through online collaborative platforms. They should also establish systematic mechanisms to monitor and support task completion so as to reinforce students’ academic performance within the integrated academic management model. Implications: This study provides actionable evidence for higher education institutions seeking to integrate online and offline modalities into a coherent, performance-oriented blended academic management model. It underscores that effective hybrid implementation depends not only on pedagogical design, but also on coordinated policies for digital access, interaction, and task management.
Integrated Online-offline classroom, learning achievement, academic management model
A Systematic Review of Augmented Reality Technology in Fine Arts Education (2015 - 2024)
Purpose: This study is a systematic review of Augmented Reality (AR) technology in the field of art education over the past decade all over the world, with the aim of integrating, evaluating, and disseminating empirical evidence that can inform AR-based teaching theories and practices. Method: Employing the PRISMA framework with predefined search strings and dual-phase screening, 90 qualifying publications were selected from three premier databases: Scopus, Web of Science and ERIC (EBSCO). The literature analysis focused on five core dimensions: (1) specific application areas, including sub-domains of fine art education such as drawing, visual arts, and design; (2) educational setting, covering diverse scenarios from formal classrooms to informal learning environments; (3) technical implementation, involving the operating devices and development platforms; (4) integration with educational pedagogy, exploring how AR technology can be combined with pedagogical theories; and (5) research methods and findings, analyzing the methodologies used to assess the effectiveness of AR technology and their key discoveries. Finds: The results of this study reveal the literatures in terms of development trends and publication patterns, and shed light on the distribution of AR technology, the use of devices, the characteristics of research methods, as well as the findings and outcomes of AR adoption in fine art education. Implications for research and practice: the study discusses the practical significance of AR technology in fine art teaching and proposes key directions for future research.
Augmented reality; Fine art education; Systematic review; Educational technology
Scientific Genealogy and Transformation of Modern Pesantren in Contemporary Indonesia (1986 – 2021)
Purpose: To elaborate the scientific genealogy and transformation of four Modern Pesantrens (MP) in Indonesia in the Contemporary Era, namely MP Assa'adah, Banten, MP Al-Irsyad, Semarang, MP Tazakka, Batang, Central Java and MP Muhammadiyah Boarding School Al-Mukhtar, Jember, East Java. Methodology: The study is qualitative, both library and field researches, including searching primary and secondary sources, observing to locations of the four MP, interviewing some MP leaders and analyzing data. Participants consist of the leaders, teachers, and officers of the four MP. They were selected through purposive sampling from the four of MP as a representative sample, whose closely know the four MP. Findings: The results of this study demonstrate that, first, the four MP scientific genealogy includes teacher-student relationships, scientific and institutional networks. Second, although the four MP are oriented towards MP of Gontor, they have undergone a different process of transformation, that take form of adaptation, modification, and innovation in the education system. Third, changes in educational direction, ideological contestation, social class fragmentation of santri (students), and alterations in scientific genealogy are influenced by the development of Islamic education in the four MP. Implication for Research and Practice: These findings impact on the importance of MP to modifying and innovating diverse approaches on anticipating changes in society and education in order to remains the central of contemporary Islamic education in Indonesia. Future studies of MP could be addressed to analysing the social-community networking among MP in order to empowering educational system, curriculum, as well as alumni.
Scientific Genealogy, Transformation, Typology of Pesantren, Modern Pesantren, The Contemporary Era
Development of Discipline Inspection and Supervision System Model for Public Universities in Anshan City China
Objectives: This study evaluates the design and stakeholder perceptions of a discipline inspection model within institutional governance, aiming to assess its validity, reliability, and applicability across diverse demographic and professional groups. Methodology: Employing mixed-method analyses including quantitative scale reliability testing, group comparisons, and cross-tabulation, alongside qualitative focus group discussions with key experts the research examines how gender, age, education level, professional roles, and administrative hierarchies shape perceptions of the model’s core dimensions. Findings: Findings reveal high internal consistency and broad acceptability of the model, particularly in punitive and integrative components, though educational dimensions’ lag in perceived efficacy. Education level emerged as a critical factor, with advanced-degree holders demonstrating distinct evaluations of incentive structures, while minimal differences were observed across gender, age, and professional roles. Qualitative insights from expert discussions reinforced the model’s theoretical and practical robustness, emphasizing the need for balanced punitive, preventive, and educational strategies, multi-departmental collaboration, and policy adaptability. Experts highlighted the model’s foresight in addressing institutional risks but cautioned against implementation challenges, including the need for institutional buy-in, resource allocation, and tailored training programs. Conclusion: The study concludes that while the model offers a comprehensive framework for institutional accountability, targeted enhancements in educational components and operational safeguards are necessary to address stakeholder expectations. Implications: Implications highlight the need for iterative policy refinement to align governance mechanisms with both demographic-neutral procedural consistency and context-specific adaptations. By integrating quantitative and qualitative perspectives, this research advances a novel, multidimensional approach to disciplinary systems, challenging assumptions about demographic determinism in institutional governance.
Discipline Inspection Model, Institutional Governance, Stakeholder Perceptions, Education Level, Policy Design
Demographic Differences in Teachers' Knowledge of Multi-Tiered System of Supports for Students with Disabilities in Saudi Arabia
Purpose: Despite strong evidence supporting the effectiveness of the Multi-Tiered System of Supports (MTSS) in enhancing students’ academic outcomes and reducing behavioral challenges, its successful implementation largely depends on teachers’ knowledge and ability to apply its principles. Yet, teachers’ knowledge varies considerably, shaped by a range of demographic variables. Therefore, this study aimed to examine demographic differences specifically (gender, specialty, educational qualification, and number of training programs) in teachers’ knowledge of MTSS implementation for students with disabilities. Methodology: The study adopted a quantitative descriptive design and used multiple statistical techniques for analysis. Data were collected using a simple random sampling method, involving 166 general education teachers and 247 special education teachers working in mainstream schools across Riyadh, Saudi Arabia. Findings: The findings of the study revealed significant differences in teachers’ knowledge of MTSS based on gender and number of training programs. Male teachers demonstrated higher levels of knowledge than female teachers, and those who had received training reported greater knowledge of MTSS compared to those with no training. In contrast, teaching specialty and educational qualification did not show any significant differences on teachers’ knowledge. Implication for Research and Practice: Future research may benefit from assessing teachers' knowledge of MTSS through objective measures, such as standardized knowledge tests. Also, the study findings may guide officials to prioritize delivering intensive professional development programs that not only enhance teachers’ knowledge and skills but also provide ongoing support, particularly for female teachers.
MTSS, gender, training, specialty, educational qualification, mainstream school, Saudi Arabia
Exploring the Interplay Between Moral Character and Prosocial Behaviour Among Chinese Higher Vocational College Students: Insights into the Role of Emotional Intelligence
Purpose: This paper examines the connection between moral character and prosocial behaviour among students in Chinese higher vocational colleges, with particular attention to the mediating or influencing role of emotional intelligence. In light of China’s growing focus on developing students who embody moral values and social responsibility, the research offers important perspectives on teaching approaches and learning contexts that support the cultivation of these qualities. Method: Using the PRISMA framework, an initial pool of 50 publications from 2013 to 2025 was systematically reviewed across ERIC, Google Scholar, JSTOR, Web of Science, and Scopus. Following the application of rigorous inclusion and exclusion criteria, eight studies were retained for thematic analysis. These were subjected to qualitative synthesis through Clarke and Braun’s approach, allowing for an in-depth exploration of moral character definitions, the function of emotional intelligence, cultural influences, and educational applications. Findings: The analysis revealed three central themes. First, moral character was consistently situated within traditional Chinese values, highlighting communal duty and personal integrity. Second, emotional intelligence was found to play a critical mediating role in shaping prosocial behaviour, particularly in fostering empathy, emotional regulation, and constructive interpersonal relationships. Third, pedagogical approaches such as experiential learning and cross-disciplinary integration emerged as effective means of strengthening students’ moral and emotional growth. Implications: The findings emphasise the importance of embedding emotional intelligence training within vocational education programmes as a means to promote moral development and prosocial skills. These conclusions carry considerable significance for educators, curriculum planners, and policymakers seeking to create educational settings that nurture ethically responsible and socially engaged vocational college students.
Moral Character, Prosocial Behaviour, Emotional Intelligence, Vocational Education
Bridging the Skill Divide: Enhancing Economics Education and Vocational Training for Human Capital Development in Response to Job Market Mismatches
Background: Globally, underemployment and workforce inefficiencies are largely driven by persistent mismatches between economics education, vocational training, and labour market requirements. Bridging this gap is vital for strengthening human capital development and sustaining economic competitiveness. Objectives: The purpose of this study is to investigate the contribution of economics education and vocational training to narrowing skill mismatches, to assess their role in human capital development, and to highlight strategies and policy implications for aligning educational outcomes with labour market expectations while encouraging lifelong learning. Methods: This study employed a qualitative systematised literature review (SLR), drawing on peer-reviewed empirical research, systematic reviews, and case studies published from 2017 onwards. Data were sourced from a range of academic databases and examined thematically, guided by the PRISMA framework, in order to identify literature addressing the stated objectives. Results: Findings indicate that curriculum mismatches remain extensive, while industry and policy engagement with vocational education is minimal. Improvements in enrolment quality, human capital development, and employability can be achieved through career-oriented training, mentorship opportunities, and innovative curriculum design. Skill mismatches can be alleviated through policy interventions such as curriculum renewal, broader stakeholder participation, and the promotion of lifelong learning frameworks. Conclusion: To effectively reduce skill mismatches and strengthen human capital, policy-driven reforms are essential for aligning education with labour market priorities. Emphasis should be placed on enhancing vocational and economics education to support sustainable human capital development and economic growth.
Economic Education, Vocational Training, Human Capital Development, Job Market, Skill Divide
Enhancing Chinese EFL Learners’ Speaking Proficiency through AI-Integrated POA
Objectives: Speaking proficiency remains a substantial obstacle for Chinese English as a Foreign Language (EFL) learners, particularly in areas with limited educational resources. This study explores the incorporation of ChatGPT, an artificial intelligence-based large language model, into the Production-Oriented Approach (POA) to improve the oral English competence of university students in Anhui Province, China. Methodology: Employing a mixed-methods approach, data were gathered from 240 students and 8 instructors to evaluate students' perceptions of ChatGPT's perceived ease of use and perceived usefulness throughout the motivating, enabling, and assessing stages of the POA. Additionally, the study assessed improvements in key speaking components, including fluency, accuracy, and pronunciation. Findings: The findings reveal notable advancements in speaking proficiency, with progress observed in fluency and accuracy, facilitated by personalised, interactive feedback and structured support. Interview data from instructors also indicated that ChatGPT contributed to lowering learners’ anxiety and enhancing their autonomy by offering a low-pressure conversational setting. These results suggest that the integration of AI-driven tools such as ChatGPT within established pedagogical models can effectively mitigate speaking challenges in EFL education, offering viable and scalable strategies for similar under-resourced educational environments.
Artificial Intelligence (AI); ChatGPT; Production-Oriented Approach (POA); Speaking Proficiency; English as a Foreign Language (EFL); College English
Family violence and cognitive development of sixth-grade children from a State Educational Institution in Peru
Purpose. Family violence affects children in all its dimensions, especially in educational institutions, its rate of occurrence is increasingly high, leaving as a consequence problem in the correct academic development of minors. The purpose of this study was to analyze in a constructive critical way the impact of family violence on the cognitive development of children in the sixth grade of primary school in a State Educational Institution of Peru. Methodology. A quantitative research approach with a non-experimental design of correlational scope was applied to a sample of 42 students taken by non-probabilistic sampling for convenience. Data were collected through surveys using measurement instruments, which were questionnaires, which contained key questions. Findings. The results revealed that family violence significantly influences students, generating problems in cognitive development in them. The results obtained by Spearman's Rho test show the statistical analysis, obtaining a score of rho = 0.793** moderate positive correlation and a highly significant statistical level p < 0.05 = 0.001, therefore, it was concluded that, the greater the family violence, the lower the cognitive development of 6th grade children in the state educational institution. Implications for research and practice. The study implies that if teachers are provided with tools and strategies to identify and support children who are victims of family violence, they can intervene with students in the cognitive impairment of their problems. The study contributes to help students acquire theoretical and practical knowledge necessary in a culture of peace and non-violence.
Family violence, cognitive development, student assessment, Peru
Flipbook Augmented Reality-Local Wisdom: Digital Teaching Media to Improve Digital Literacy Skills
Purpose: Students' digital literacy skills are one of the main focuses in modern education. Technology integration in education often ignores the importance of maintaining and developing local wisdom as a moral and social foundation for society. Therefore, efforts are needed to integrate local wisdom into technology-based learning media to preserve cultural values while improving digital literacy skills. This study aims to determine the influence of augmented reality flipbooks based on local wisdom on improving digital literacy skills. Method: This study used a non-equivalent pre-test -post-test control group design and involved 60 students in grade X of SMAN 9 tenth graders (aged 15 to 17 years) from Bengkulu, Indonesia. This research was conducted in August 2024. Observation sheets and questionnaires were given to assess students' digital literacy skills. Findings: The results of independent samples T test suggested that the augmented reality flipbooks based on local wisdom had affected digital literacy skills with a p-value<0.005. These findings show that augmented reality flipbooks based on local wisdom can be used as digital learning media to improve students' digital literacy skills in the classroom. Implication for Research and Practice: The use augmented reality flipbooks based on local wisdom in Biology classrooms is recommended. Digital literacy skills are an essential component that needs to be mastered by students.
Flipbook, Augmented Reality, Local Wisdom, Digital Literacy Skills
From Profit Margins to Educational Outcomes: Building Competitive Private Schools in the Vision 2030 Era
Purpose Profit margin is one of the important ratios defining private schools’ financial performance. The accounting value indicates the percentage of profits during an accounting period. Although some studies have investigated the profitability of private schools in Saudi Arabia, very few have examined the connection between profit margins, reinvestment, and educational outcomes. This study evaluates the effects of profit margins on the performance of private schools in the Kingdom of Saudi Arabia, a sector undergoing rapid transformation under Vision 2030 (Euro Group Consulting, 2025). Methodology. A non-experimental qualitative research design was employed to explore the perspectives of head teachers (n = 12) and experts (n = 12) in educational management in Riyadh City on the study topic. Study findings showed that while the Saudi government allows private schools to make fair and reasonable profits, unregulated withdrawals, and delays in receiving fees from parents restrict the ability of schools to reinvest in key areas such as infrastructure, teacher training, and student support. Results. The research highlights that profit margins, if effectively regulated and strategically reinvested, can serve as both a financial measure and a policy tool to strengthen competitiveness, drive sustainable growth, and improve educational outcomes. Implications for research and practice. This study therefore contributes new insights by positioning profit margins not only as indicators of financial performance but also as mechanisms for ensuring alignment between private sector growth and Saudi Arabia’s educational development goals. Future research on the effect of profit margins on private schools’ academic performance in Saudi Arabia should extend these findings by quantitatively assessing the impact of profit reinvestment on student achievement and institutional sustainability.
Profit Margin, Private Schools, Education, Saudi Arabia, Improving School.
Enhancing Teacher Performance through Professional Development: Evidence from Primary Education in Kosovo
Purpose. This study aims to examine the impact of professional development training on improving teachers’ instructional practices and students’ learning experiences in primary education in the Republic of Kosovo. Methodology Adopting a mixed-methods approach, the research combines theoretical and empirical analyses with the participation of 225 individuals (teachers, students, and school leaders) from three primary schools, using Likert-scale questionnaires and structured interviews. Data were analyzed through descriptive statistics, independent-samples t-tests, and Pearson correlation analysis. Results. The findings reveal a high level of teacher engagement in applying modern methods, integrating technology, and adopting inclusive approaches, supported by strong institutional backing from school leaders and the inspectorate. At the same time, students report positive perceptions of teachers’ commitment and support, while highlighting a lack of methodological diversity and limited collaborative learning practices in classrooms. The t-test showed no statistically significant differences between teachers’ and school leaders’ perceptions, whereas teaching experience did not emerge as a determining factor for the use of innovative practices. Implications for research and practice. The results underscore the importance of institutional support, the sharing of best practices, and the cultivation of a reflective and collaborative school culture. In conclusion, the study recommends the development of personalized professional development plans and the establishment of mechanisms to evaluate the impact of training on classroom practice.
professional development, school leaders, student perceptions, primary education, Kosovo, training, teaching quality, empirical analysis
Beyond Theoretical Predictions: How Systematic Instruction Overcomes Linguistic Barriers in Arabic-English Pronunciation Learning
Purpose: Pronunciation instruction presents significant challenges for educators working with Arabic-speaking English learners, with many teachers reporting inadequate preparation for systematic curriculum design. While Contrastive Analysis provides theoretical frameworks for predicting learning difficulties, empirical validation of its accuracy for educational planning remains limited. This study examined whether Contrastive Analysis can reliably guide pronunciation curriculum development by testing theoretical predictions against observed learning patterns among Arabic-English learners. Method: Six female Saudi university students (Najdi Arabic L1) completed pronunciation assessments targeting six English consonants absent from Arabic (/p/, /v/, /ɹ/, /ŋ/, /ʧ/, /ʒ/) using adapted Test of Spoken English protocols via remote assessment. Error analysis examined 847 pronunciation tokens against pre-specified Contrastive Analysis predictions, measuring prediction accuracy and identifying systematic transfer patterns to establish instructional priorities. Findings: Contrastive Analysis demonstrated 83.3% prediction accuracy, establishing clear difficulty hierarchies: /ɹ/ (37% errors), /ŋ/ (31.8%), /p/ (18.5%), /ʒ/ (16%), /ʧ/ (14%). Systematic substitution patterns emerged in predicted directions. Unexpectedly, /v/ showed 0% errors despite theoretical predictions, revealing "pedagogical override effects" where systematic instruction overcomes predicted structural difficulties. Implications for Research and Practice: The results provide evidence-based frameworks for sequencing pronunciation curricula, prioritizing teacher preparation, and allocating instructional time. The pedagogical override phenomenon demonstrates that effective teaching can transcend theoretical limitations, support teacher confidence while validating Contrastive Analysis as a reliable starting point for educational planning. Findings inform systematic approaches to pronunciation pedagogy, assessment design, and professional development in English language education.
pronunciation instruction; curriculum design; teacher preparation; contrastive analysis; evidence-based practice; Arabic-English learning
Empowering Students’ Research through STEM: Using Vernier Sensors to Explore Renewable Energy
Purpose. In today’s education system, the application of STEM (Science, Technology, Engineering, Mathematics) approaches has become a powerful tool to enhance students’ research activities. The main purpose of this study is to identify the impact of applying STEM methods within the context of renewable energy on students’ research engagement and to evaluate the effectiveness of hands-on lessons utilizing Vernier sensors. Methodology. The methodology involved investigation of the power output characteristics of solar panels, measurment of variables such as temperature and light intensity, and analysis of collected data. This pedagogical study employed mathematical and statistical analysis using the JASP software to examine the relationship between the use of STEM-based Vernier sensors and students’ research activities. Results The results indicate that integrating STEM approaches with Vernier sensors significantly enhances students’ research competencies. Students not only expanded their theoretical understanding, but also developed essential skills such as data collection, graphical representation, mathematical analysis, and drawing scientifically grounded conclusions. A comparison of post-experimental results between the control and experimental groups revealed a significant difference: t = -25.156, p < 0.001, indicating that the average performance of the experimental group was substantially higher than that of the control group. This demonstrates the strong positive impact of STEM methods on teaching effectiveness.Implications for research and practice The findings highlight the potential of STEM-based methods to enhance experiential learning and bridge the gap between theory and practice in energy education. This study offers a framework for designing engaging, hands-on lessons that improve both cognitive and practical skills.
STEM education, research skills, experiential learning, Vernier sensors, renewable energy
Unlocking Minds: Building and Validating Metacognition Skills Inventory for Elementary Students
Purpose: This study aimed to revise and validate the State Metacognitive Inventory for application among upper primary school students in Zhejiang Province, China. The objective was to develop an instrument that is both culturally appropriate and developmentally suitable for assessing children's metacognitive skills. Design/Methodology/Approach: The original inventory was translated and adapted through expert evaluation and pilot testing. Following linguistic and contextual adjustments, the revised 21-item scale was administered to 231 students in Years 5 and 6 across five schools representing diverse regions within Zhejiang. Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modelling (SEM) were employed to assess the scale's reliability and validity. Findings: The revised scale demonstrated high internal consistency (Cronbach’s α = .944) and effectively distinguished between varying levels of metacognitive skills. EFA identified a three-factor structure—Cautiousness, Confidence, and Introspection—replacing the original four-factor model. Although the new model showed superior overall model fit (e.g., RMSEA = .044, CFI = .965), challenges remained in terms of convergent and discriminant validity, particularly within the Introspection dimension. These limitations may be attributable to the abstract nature of metacognitive constructs and the developmental stage of the target population. Implications: Despite issues related to validity, the revised scale functions as a reliable tool for the rapid assessment of metacognitive skills among Chinese primary school students. It lays the groundwork for future theoretical refinement and supports the localisation of cross-cultural measurement instruments. Originality/Value: This study offers a culturally grounded framework for evaluating metacognitive development in Chinese children and provides empirical direction for enhancing the psychometric quality of metacognitive inventories tailored to younger learners.
Metacognitive Skills, Confirmatory Factor Analysis, Structural Equation Model
The Relationship between Aesthetic Education Pedagogy and Innovative Skills: A Mediation Analysis Based on Teacher Competency
In the contemporary educational landscape, fostering students’ innovative capacities has emerged as a strategic imperative. Aesthetic education—characterised by the integration of artistic and creative modalities into the learning process—is widely regarded as a potential catalyst for such innovation. However, the pedagogical efficacy of these approaches may be contingent upon specific teacher-related variables. Purpose: This study investigated the impact of Aesthetic Education Pedagogy on students’ innovative skills, with a particular focus on the mediating role of Teacher Competency and the moderating effect of Teachers’ Pedagogical Knowledge. Method: Adopting a quantitative research design, data were gathered via a structured questionnaire administered to a sample of 349 students from diverse educational settings. Analytical procedures were conducted using SPSS (Version 26), comprising reliability assessment, Spearman’s correlation, multiple regression analysis, and moderated mediation analysis via PROCESS Macro Model 5. All measurement scales demonstrated high internal consistency (Cronbach’s Alpha > 0.90). Findings: The analysis revealed a significant positive association between Teacher Competency and Students’ Innovative Skills (β = 0.467, p < .001). In contrast, Aesthetic Education Pedagogy exerted a small but statistically significant negative influence (β = –0.106, p = .027). Moreover, Teachers’ Pedagogical Knowledge significantly moderated this direct relationship (interaction β = –0.09, p = .04). Collectively, the model accounted for 25.4% of the variance in students’ innovation outcomes. Implications: The findings highlight the critical role of pedagogical expertise and instructional adaptability in translating aesthetic strategies into meaningful innovation. They suggest that without adequate teacher preparation and a flexible pedagogical orientation, the creative promise of aesthetic education may remain unrealised.
Aesthetic Education Pedagogy, Teacher Competency, Pedagogical Knowledge, Innovative Skills, Moderated Mediation, Educational Research
Linking Second Language Acquisition Theories to Practice in English Education for Technical Vocational Learners
Background: This research investigates the integration of Second Language Acquisition (SLA) theories within vocational English education, with particular emphasis on Krashen’s Input Hypothesis, Swain’s Output Hypothesis, and Vygotsky’s Sociocultural Theory. Given that vocational learners require language proficiency within specific professional contexts, SLA-informed instructional approaches, including task-based language teaching (TBLT) and communicative language teaching (CLT), are proposed to enhance practical language application in vocational settings. Objectives: The study seeks to examine the applicability of SLA theories to vocational English education, determine pedagogical strategies that effectively facilitate language acquisition among technical learners, and assess the challenges and best practices associated with implementing SLA-based methodologies within vocational learning environments. Methods: A Systematic Literature Review (SLR) was undertaken in accordance with the PRISMA framework. Relevant studies were sourced from JSTOR, Web of Science, and Google Scholar, applying inclusion criteria that emphasised peer-reviewed research, SLA pedagogy, and vocational English as a Second Language (ESL) contexts. Results: The review indicated that various SLA-based strategies, such as peer-assisted learning, sector-specific ESL training, professional development programmes, and multimodal instructional tools, were largely effective. Identified challenges encompassed inadequately trained teaching personnel, misalignment of curricula, and limited opportunities for learners to engage with authentic language exposure. Conclusion: The findings underscore the importance of targeted teacher training, policy-driven interventions, and the systematic incorporation of SLA theories and ESL practices into vocational curricula to enhance learners’ English language proficiency and workplace communication capabilities.
Language Acquisition, English Education, Vocational Learners, Second Language
Autonomous Motivation and Individual-Technology Fit: Exploring ICT Adoption in Higher Education Teaching
Purpose The rapid advancement of information and communication technology (ICT) necessitates a comprehensive examination of the determinants influencing its adoption. This study integrates Self-Determination Theory (SDT), the Theory of Planned Behaviour (TPB), and the Task-Technology Fit (TTF) framework to explore the psychological and social variables that shape user engagement with ICT. The primary objective was to assess how autonomy, competence, relatedness, subjective norms, perceived behavioural control, and the alignment between technology and task collectively affect individuals’ behavioural intentions and actual adoption of ICT. Methodology The research employed a quantitative methodology, analysing structured survey data collected from 430 respondents. Using SmartPLS 4, structural equation modelling (SEM) was conducted to investigate the interrelationships among the study variables. Results The findings confirm that perceived autonomy, competence, and relatedness significantly enhance autonomous motivation, which in turn influences perceived behavioural control and attitudes, while also shaping subjective norms in accordance with the TPB framework. ICT adoption is shown to be strongly influenced by subjective norms, although alignment between user requirements and technological capabilities (TTF) facilitates adoption. Conversely, a poor fit between task demands and technological features presents a substantial barrier to adoption. Implications for Research and Practice. This study contributes meaningfully to the literature by presenting an integrative model that synthesises psychological theory, behavioural intention constructs, and technological fit dimensions to explain ICT adoption. The implications are practical and far-reaching, offering strategies for organisations to develop ICT utilisation skills, and providing policy makers and educators with actionable recommendations to enhance implementation and promote effective task-technology integration.
ICT Adoption, Self-Determination Theory (SDT), Theory of Planned Behaviour (TPB), Task-Technology Fit (TTF) and Behavioural Intention.
Effectiveness of AI-powered Tutoring Systems in Enhancing Learning Outcomes
Background: The emergence of artificial intelligence has profoundly influenced numerous sectors, including visual arts education. As global education systems increasingly embrace digitisation and personalisation, AI-driven tools are introducing innovative approaches to enrich both artistic expression and instructional methods. These technologies facilitate more dynamic learning environments by enhancing the creative process and fostering pedagogical interaction in novel ways. Objectives: This research explores the deployment and effects of artificial intelligence applications in the context of visual arts instruction over the period from 2019 to 2024. It particularly examines how General Systems Theory may be utilised to interpret the complex interrelations, advantages, and newly arising difficulties at the intersection of educational practice and AI integration. Methods: The study adopts a quantitative methodology, grounded in the theoretical principles of General Systems Theory. Data were obtained from various AI-enabled learning platforms and subsequently examined using descriptive statistical techniques alongside systems-based modelling. The analysis aimed to detect patterns and outcomes concerning personalised learning pathways and digital tools designed to support creative development. Results: The analysis indicates that AI-driven instruments—most notably Adaptive Learning Systems and Generative Adversarial Networks—have significantly improved learner participation and educational achievement in the arts. These systems enable students to engage with a broad spectrum of visual styles while receiving immediate, tailored feedback that aligns with their individual learning trajectories. Nevertheless, the integration of such technologies brings forth considerable obstacles, particularly in relation to intellectual property concerns, ethical considerations surrounding AI-generated content, and the preparedness of educational systems for comprehensive AI adoption. Conclusion: Although AI presents substantial potential to advance the field of visual arts education, its implementation must be navigated through robust ethical oversight, strategic policy formulation, and adaptable institutional frameworks. Such measures are essential to ensure long-term viability, equitable access, and the preservation of originality within creative educational settings.
Artificial Intelligence, Tutoring Systems, Learning Outcomes, AI-powered Tutoring
Storytelling Pedagogy in Higher Education: Impacts on Student Engagement and Perceptions
Purpose. Storytelling can be an effective educational tool, enhancing students’ retention and motivation across various subjects and grade levels. This study aims to advocate storytelling as a potent teaching strategy that targets the higher levels of Bloom’s taxonomy, especially in the analysis and evaluation levels, thus profoundly influencing students’ engagement and retention. Methodology. The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) criteria were followed while conducting the systematic review, where 11 studies dealt with engagement/motivation and retention while four studies dealt with students’ perception. These studies incorporated both quantitative and qualitative data and cases studies and revealed compelling evidence supporting storytelling’s pedagogical benefits. Findings. Findings came to verify that storytelling, especially digital forms, is crucial in offering students the opportunity to engage in experience learning. These findings indicate that storytelling not only facilitate active and hands-on learning but also cultivate problem-solving skills and reinforces knowledge retention. Furthermore, participants across the examined studies expressed favorable attitudes toward storytelling, suggesting that it is a well-received and motivating instructional strategy. Implications for research and practice. It is recommended to use digital storytelling as a teaching tool for educators in higher education. This study underscores the pressing need for continued research to advance educational methodologies and adapt to emerging challenges in pedagogy. Storytelling can serve as a powerful catalyst for student engagement, encouraging active participation in the learning process. Storytelling can also foster an emotionally resonant and interactive classroom atmosphere, making it a valuable pedagogical approach in both traditional and digital learning environments.
Storytelling, Experiential learning, Digital storytelling, Engagement, Perception
Efforts To Handle Bullying Behavior and Mental Health Impact for Victims and Perpetrators of Bullying in Junior High Schools in Indonesia
Purpose. Bullying is a negative behavior that can occur in schools from elementary school to tertiary level. This study aims to explore efforts to deal with bullying in schools and provide an overview of the impact of bullying behavior on victims and perpetrators, The study also attempts to recommend prevention of bullying behavior, treatment efforts for victims and perpetrators Design/methodology/approach. This research adopted a qualitative research design with a descriptive analysis approach, taking a purposive sample of ten participants comprising students, school principals, student representatives, Guidance Counseling teachers, and religious teachers. Data was collected through observation, interviews and documentation search. Data analysis used the stages of organizing and preparing data, reading all the data, coding, compiling themes and data descriptions, constructing pieces, interpreting and giving meaning to documents on the subject. Findings/results. The results of this study show that bullying in junior high schools takes the form of verbal and physical bullying. School prevention efforts include (a) complying school rules regarding violence against fellow students, (b) Holding anti-bullying outreach, (c) Involving students in looking for factors that cause bullying, (d) Carrying out mediation between victims and perpetrators if bullying occurs, (e) Giving special attention to victims and perpetrators of bullying (e) providing sanctions and monitoring for perpetrators of bullying , (f) giving special attention to victims and perpetrators of bullying . The obstacles to preventing bullying are (a) differences in student character, (b) seniority (c) holding competitions to make anti- bullying posters (d) mediating between victims and perpetrators of bullying. Implications for research and practice. The findings that have been revealed in research on bullying prevention policies, some policy implementations have had an impact on students and institutions. The existence of regulations on points of violence, socialization, mediation, sanctions, and treatment for bullying victims provide changes in student behavior in interacting. Theoretically, this also supports a more conducive, safe and comfortable learning process for students. Teachers as mentors who directly have intensive interactions with students also need to be provided with the ability and skills to identify bullying. Teacher sensitivity will greatly influence early and rapid handling of bullying victims. The results of this study can be a simple guideline for further research.
Bullying, Obstacles, Efforts, Strategy, Solutions, seniority.
Role of Academic Supervision and Achievement Motivation in Enhancing Teacher Competence: Evidence from Remote Regions in Indonesia
Purpose: In Indonesia, particularly in remote regions such as Papua and Maluku, academic supervision has become a strategic approach to enhancing teacher competence. The persistent gap in teacher quality between urban and remote areas highlights the need for a deeper understanding of contextual factors that influence professional growth. This study aims to examine the direct and indirect effects of academic supervision on teacher competence, with a specific focus on the moderating role of achievement motivation. Methodology: A quantitative research design grounded in the positivist paradigm was employed. Data were collected from 95 high school teachers in Jayapura and Ambon through a structured questionnaire. Structural Equation Modeling (SEM) was used to analyze the relationships among academic supervision, teacher competence, and achievement motivation, including moderation and mediation effects. Findings: The results showed that academic supervision significantly enhanced teacher competence (β = 0.355, p < 0.05). Achievement motivation not only strengthened this relationship but also partially mediated it (indirect effect = 0.097, p < 0.05). Teachers with higher levels of achievement motivation were more responsive to supervision and exhibited greater improvements in competence. Model fit indices, including SRMR (0.072) and NFI (0.904), indicated that the proposed model is robust and well-fitting. Implications for Research and Practice: The findings underscore the importance of integrating motivational elements into supervision models to improve teacher quality, particularly in underserved areas. Policymakers and school administrators should design supervision frameworks that are responsive to teachers' motivational profiles, enabling targeted and sustainable professional development. Future research should expand the sample and explore other moderating factors to enhance generalizability and comprehensiveness.
academic supervision, teacher competence, achievement motivation, educational development, remote education contexts
Relevance of Podcast-Based Cooperative Methods in Learning Islamic Religious Education in the Digital Era
Objective: Digitalization has also influenced Islamic education in Indonesia, as students are increasingly connected to technology. The current study examines the potential of podcast-based cooperative methods of Islamic religious education learning in the digital era. Methodology: A qualitative research design with a phenomenological approach guided this study. A sample of 15 informants of grade XII pursuing multimedia majors at SMK (Vocational High School) Palembang participated in this study through in-depth interviews. The secondary data was collected from documentation and research articles. A thematic analysis was used to identify the benefits and challenges of implementing digital methods in religious education. Findings: Findings reveal that podcasts improve students' experience and understanding of Islamic religious education material and encourage active participation and collaboration between them. In addition, this research also felt the need for training of educators in optimally utilizing digital technology, and develop relevant and effective Islamic religious education learning strategies in the digital era. Implications for research and practice. Through the effective use of technology, religious education can become more interesting and appropriate for the younger generation. Implementing this method requires collaboration between teachers, students, and the school to create an innovative and inclusive learning environment.
Cooperative methods, digital era, Islamic religious education, use of podcasts