World Academy of Science, Engineering and Technology

Authors: You-Jin Lee

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This study investigated the implementation of Extensive Reading (ER) within a college reading course, wherein students independently selected texts from a variety of genres to engage with outside of class time. A total of 41 college students participated in the study, and data were collected through the use of weekly reading logs, group discussions, questionnaires, and reflective essays. Initially, the analysis of students' reading logs focused on their reading behaviors, including book preferences, weekly reading duration, and frequency of reading. Subsequently, in-class group discussions provided opportunities for students to exchange insights and reflections regarding their chosen reading materials. Furthermore, a questionnaire was administered to evaluate students' experiences with ER. Finally, reflection papers were gathered to assess the effectiveness of the ER initiative and to gain a deeper understanding of students' reading experiences, attitudes and perceptions. The findings revealed that ER positively influenced students' reading behaviors and attitudes. Additionally, students recognized ER as beneficial for language acquisition and the development of reading behaviors. Future research may consider the integration of ER in diverse English as a Foreign Language (EFL) academic context, particularly where students have limited exposure to the target language.

Keywords: extensive reading, reading log, self-regulated learning, reading for pleasure, reading habit

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Authors: Felix Oromena Egara, Moeketsi Mosia

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Learners’ persistent disinterest in geometry remains a pressing concern in mathematics education, particularly at the secondary school level. Traditional instructional methods often fail to stimulate students' engagement, limiting their conceptual understanding and long-term interest in geometric topics. As a response, this study investigates the effectiveness of digital storytelling as a pedagogical strategy to enhance learners’ interest in circle geometry. The study employed a quasi-experimental design, specifically the pretest-posttest non-equivalent control group format. A total of 120 senior secondary school learners from four public schools in Delta State, Nigeria, participated. Intact classes were randomly assigned to either the experimental group (taught using digital storytelling) or the control group (taught using conventional methods). Data were gathered using the Circle Geometry Interest Inventory (CGII), which was administered as both a pretest and a posttest. The CGII demonstrated good internal consistency, with a reliability coefficient of 0.81. Data were analysed using SPSS (version 29). Descriptive statistics (means and standard deviations) were used to answer the research questions, while Analysis of Covariance (ANCOVA) was applied to test the hypotheses at the 0.05 significance level. The findings revealed that learners taught with digital storytelling showed significantly higher interest in circle geometry than those taught using conventional methods. However, no statistically significant difference was found in the interest scores of male and female learners taught using digital storytelling. It recommends that mathematics educators incorporate digital storytelling into their instructional practices to create more engaging and inclusive learning environments.

Keywords: digital storytelling, gender, geometry, learners’ interest, mathematics

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Authors: Chia Sui Lee

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This study examines the implementation of an inquiry-based learning (IBL) module into large-scale English for Academic Purposes (EAP) writing courses to address the limitations of traditional lecture-based instruction. The module integrates personalized sample analysis, oral presentations, and real-time instructor feedback to support students in preparing graduate application documents, including curricula vitae and statements of purpose. The study involved 47 students from various disciplines enrolled in the English for Academic Pursuit course at National Taiwan University during the spring semester of 2025. Using a mixed-methods approach—including comparative analysis of pre- and post-writing samples and baseline-to-endline surveys—the study evaluates the module’s effectiveness in improving writing performance and learning motivation. The results show that average writing scores increased from 77.31 to 83.31, reflecting gains in content organization, logical flow, and rhetorical effectiveness. Survey data also show high satisfaction with the module’s three core components, all of which were rated above 4.5 out of 5. Real-time feedback, in particular, was reported to be instrumental in enhancing revision efficiency and writing confidence. These findings inform the development of more personalized and interactive academic writing instruction and contribute to current scholarship on feedback mechanisms in EAP contexts.

Keywords: inquiry-based learning, EAP writing instruction, graduate application writing, example-based learning, real-time feedback

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Authors: Boualem Belaidi, Sidali Rayane

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This approach requires a fundamental transformation in pedagogical practices, shifting from traditional, knowledge-based testing to continuous assessment based on integrative situations that demonstrate learners’ ability to mobilize knowledge and resources to solve real-world problems.Teachers in this context face several challenges, including conceptual ambiguity surrounding competency-based assessment, insufficient training, difficulties in designing effective assessment tools, and limited pedagogical support.The study aims to analyze these obstacles and propose practical mechanisms to activate assessment as a tool for enhancing learning outcomes, rather than as an end in itself It also highlights the importance of redefining the relationship between learning and assessment, providing specialized teacher training, and ensuring that assessment practices align with the underlying philosophy of the competency-based approach adopted in Algeria’s educational reform agenda.

Keywords: educational assessment, learning challenges, integration pedagogy, competency based approach

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Authors: Rusma Kalra

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This study investigates Thai ESL instructors’ perceptions of AI-assisted tools in language assessment, focusing on factors influencing their acceptance or rejection of these technologies. Employing a mixed-methods approach, the research involved 40 Thai English instructors from an international university, combining quantitative data from a Likert-scale questionnaire based on the Technology Acceptance Model (TAM) with qualitative insights from semi-structured interviews with 10 participants. The questionnaire measured perceived usefulness, ease of use, attitudes, behavioral intentions, and concerns regarding fairness, validity, reliability, and ethics of AI-assisted assessment. Interviews further explored teachers’ experiences, readiness to adopt AI tools, and institutional challenges. Findings reveal a complex interplay of technological proficiency, cultural values, and ethical considerations shaping instructors’ attitudes toward AI integration in language assessment. The study contributes to understanding the unique context of Thai higher education and offers implications for effective AI adoption in ESL assessment practices.

Keywords: AI-assisted assessment, ESL teachers’ perceptions, technology acceptance model, Thai higher education

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Authors: Miriam V. Sebastian, Dina Franchesca V. Sebastian

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School's school plant, financial and faculty and student safety is the utmost priority for an elementary school administrator and is high on the list of public and private education concerns. The intent of this study was to identify the practices and problems in the operation and administration of private elementary institution in Valenzuela City and its implication to educational management. The study addressed the following research questions:(a) to what extent do current elementary school administrators receive training in the areas of school plant management, financial management and faculty and students management and its implication to educational management(b) to what extent do elementary school administrators receive training in the area of school plant management, financial management and faculty and students management and its implication to educational management;(c) what are the most prevalent topics when administrators receive training in the area of school plant management, financial management and faculty and students management and its implication to educational management; and(d) what future training, in the area of school plant management, financial management and faculty and students management and its implication to educational managementhandling student discipline, do elementary school administrators need?This descriptive, quantitative study included a survey, created by the researcher that was used to collect data from 99 elementary school administrators. The results indicate that the administrators did not receive comprehensive training in the area of school plant management, financial management and faculty and students management and its implication to educational management.In particular, training regarding school plant management, financial management and faculty and students management were found inadequate Thirty-nine percent of the administrators indicated that their concerns did not address school plant management, financial management and faculty and students management.The results of this study provide school district leaders with the information on current gaps in the area of school plant management, financial management and faculty and student management.

Keywords: practices, problems, management, administration, operation

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Authors: Kabiru Bawa

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This study investigatesthe need for employingartificial intelligence (AI)-based teaching strategies in the Electronics Trade curriculum in technical colleges across North-West Nigeria. The mainpurposeis to find outthe specific instructional requirements for effective incorporationof AI tools to enhance teaching and learning outcomes.The design of this study is explanatory mixed-methods where present pedagogical practices are investigated by interacting and analyzing stakeholders’ willingness with the aim of improving competency-based technical education. The instruments used for data gathering were structured questionnaire (Traditional Instructional PracticesQuestionnaire, TIPQ), and focus group interviews(AI TeachingPreparedness Scale, AITPS)) involving one hundred and fifty (100) technical teachers as well as three hundred (200) students in the seven (7) States of Northern Nigeria. The sampling procedure adopted was multi-stage to safeguard participants’ representation. Data analyses were carried out using percentage, mean,and standard deviation for the quantitative aspect of the study while qualitative data was transcribed and analyze using thematic analysis. The instruments were validated by three experts in technical education and educational measurement. Reliability of the quantitative instruments was confirmed with Cronbach’s alpha values of 0.82 for the Questionnaire. However, the qualitative instrument (AITPS) was validated through peer review and its reliability confirmed through member check. The findings of the study revealed thatthe dominant reliance on traditional lecture-based methods (70%) with marginal use of simulations and virtual laboratories (5%), revealing a significant instructional gap; and reasonable preparednessscores from both teachers (M = 3.2) and students (M = 3.4), indicating a general openness to AI but limited preparedness for integration. The findings emphasize the necessity for infrastructural investment, professional development, and intentional curriculum restructure. Recommendations were advancedto include a focused Integration of AI-capable instructional strategies in technical colleges to support the competency-based technical education programmes especially for Electronics Trade educators.

Keywords: artificial intelligence, electronics trade, instructional strategies, technical colleges

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Authors: Mark Tyler

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Recruiting and retaining technical and vocational education and training (TVET) educators is an increasing challenge in countries across the world. So, understanding their transition and retention is vital to the development of any sustainable workforce. This paper draws on interviews with administrators of Australian training providers and survey data from practising TVET teachers and trainers to identify factors that most influenced these educators to remain in what was, for most of them, a second or later career. This research, a mixed methods approach (n=333), found that the major influences on retention of new educators in TVET were partly extrinsic, including employment conditions, lifestyle balance and support for professional development, and partly intrinsic, including a supportive culture and job satisfaction through enjoyment of teaching and giving back to industry. The findings provide training providers with a clear indication of what encourages educators to make a long-term commitment to TVET teaching and what motivates them to perform at their best once they have made the transition.

Keywords: TVET, teachers, motivaiton, retention

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Authors: Francisco Javier Cartes Arenas, Juliano Ignacio Rodríguez Clavijo

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This study investigates the relationship between different types of mind maps used by students in a Numerical Methods course and their academic performance, considering variables such as gender, study program, and class type (theoretical or laboratory). Employing an exploratory mixed-methods design, the research analyzes mind maps created around key course topics, including Google Colab, the bisection method, and Newton’s method. The mind maps are classified according to their typology and interpreted through a neuroeducational lens that considers brain activation patterns associated with different learning processes. The study aims to identify significant patterns linking the form and structure of mind maps with conceptual understanding and academic outcomes. Data analysis includes descriptive and correlational statistics alongside qualitative content analysis to explore how cognitive and metacognitive factors contribute to learning effectiveness in STEM higher education. The research expects to provide evidence on how specific mind map types stimulate different hemispheric brain activities, facilitating either visual-spatial or logical-verbal reasoning, which in turn influences student performance. Findings from this study are intended to contribute to the development of interdisciplinary pedagogical strategies that integrate cognitive neuroscience insights with educational practice, enhancing learning processes and outcomes in complex technical subjects. The implications highlight the value of tailoring instructional methods to cognitive profiles and learning preferences, promoting deeper understanding and improved academic results.

Keywords: Academic Performance, Interdisciplinary Study, Mind Maps, Neuroeducation, Cognitive Neuroscience

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Authors: A. Y. Çetinkaya

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As part of a comprehensive initiative to promote water literacy and blue economy awareness across European education regions, this study presents a baseline analysis that synthesizes qualitative and quantitative data collected from SHORE project partners, stakeholders, and regional education actors. The aim is to identify knowledge gaps, regional priorities, and opportunities for educational interventions that align with EU sustainability goals and water-related policy frameworks.The analysis draws on responses from country partners and third-party contributors in Estonia, Finland, Greece, Italy, Poland, Portugal, Romania, Slovenia, and Turkey. A mixed-methods approach was used, combining structured questionnaires, stakeholder interviews, and desk research. Data were categorized across key thematic areas: ocean and water literacy, blue economy understanding, climate change relevance, existing educational policies, and digital learning readiness. Findings indicate significant variations across countries in the integration of water-related education into national curricula. While countries like Portugal and Finland demonstrate advanced policy alignment and stakeholder engagement, others, such as Romania and Turkey, report limited formal efforts. Across regions, teachers expressed a lack of adequate training and teaching materials, while stakeholders emphasized the importance of participatory and place-based educational models. The study concludes by recommending modular, flexible educational tools adaptable to regional needs and cultural contexts. Emphasis is placed on interdisciplinary approaches, digital transformation, and the co-creation of content with educators, policymakers, and youth. These insights will inform the development of inclusive and impactful water literacy programs aimed at shaping environmentally responsible future citizens.

Keywords: water literacy, environmental education, sustainable development, community engagement

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Authors: Afşın Çetinkaya

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Water literacy, encompassing individuals’ knowledge, attitudes, and behaviors regarding water, is increasingly recognized as a cornerstone of sustainable water management, climate resilience, and environmental justice. Yet, despite its growing prominence, the concept remains fragmented across disciplines and practices, lacking a unifying framework to guide effective educational and policy interventions. This paper seeks to redefine and operationalize water literacy through a transdisciplinary lens, drawing from educational theory, hydrological science, behavioral change models, and socio-political studies. By synthesizing existing scholarships and educational interventions, we propose a multidimensional model of water literacy that integrates cognitive, affective, and behavioral components and situates water-related understanding within local ecological, cultural, and political contexts.

Keywords: water literacy, environmental education, sustainable development, community engagement

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Authors: Lynda Marouf, Zoubir Dahmani

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This study is concerned with the integration of artificial intelligence (AI) in English as a Foreign Language (EFL) teaching at the high school level. The aim is to explore how AI applications improve language learning, increase student motivation, foster learner autonomy, and assist teachers to incorporate AI tools into pedagogy.The researchers adopted a mixed-methods approach, employing surveys, classroom observations, and interviews with both students and teachers in a public high school. Their analysis focused on the impact of AI-powered tools—particularly those based on neural networks—on learners’ pronunciation, vocabulary acquisition, motivation, and the dynamics of teacher-student interaction. Results indicate that AI tools improve language skills, especially in pronunciation and vocabulary. Students showed higher levels of motivation and greater engagement in autonomous learning activities. The study highlights the vital role teachers play in guiding the use of these tools, ensuring that AI serves as a complement, not a replacement, for traditional teaching methods.To maximize the educational value of AI technologies in EFL settings, targeted teacher training is essential. Teachers must develop foundational AI literacy, including an understanding of how AI applications function and their pedagogical relevance. Practical training should focus on selecting appropriate AI tools for various language skills (like pronunciation, grammar, and vocabulary), integrating these tools into lesson planning, and balancing their use with traditional teaching methods. Moreover, professional development should include training on managing student data ethically and ensuring responsible AI use. Such support enables teachers to guide students effectively, foster digital confidence, and sustain student engagement within a technology-enhanced learning environment.This study contributes to the growing field of AI in education by demonstrating how AI can be blended with conventional teaching practices to create a more interactive, student-centered classroom. It supports a pedagogical shift toward personalized and autonomous learning, while maintaining the essential human element in teaching through teacher facilitation.Integrating AI tools in EFL instruction leads to improvements in language skills, increased student motivation, and enhanced learner autonomy. However, for these benefits to be fully realized, teacher involvement and targeted training are important. The results encourage a balanced, informed approach to AI use in education—one that equips educators with the necessary skills to guide, support, and innovate in AI-enhanced learning environments.

Keywords: adaptative learning, autonomy, engagment, AI, pronunciation

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Authors: Hidayet Tok

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This exploratory document analysis study aimed to examine the impact of mentoring on pre-service teachers by reviewing policies that support beginning teachers in various jurisdictions through teacher induction and mentorship programs. Specifically, the research focused on investigating policy frameworks concerning the structure and mandates of teacher induction programs and the role of mentorship within these frameworks. Following an initial review of the literature on teacher induction and mentoring, the study highlights differences in current systemic approaches across countries. By analyzing the mandated policy frameworks from three jurisdictions—Canada (Newfoundland and Labrador), the United Kingdom (Scotland), and Belgium (The Flemish Community)—the paper emphasizes the importance of fostering mentoring cultures in schools through formal induction programs. It also highlights the essential role that school-based mentor teachers play in supporting beginning educators. The case studies presented in this paper offer a comparative overview of exemplary teacher induction programs. This research employed document analysis as a qualitative method for data collection and interpretation. This method involves a systematic process of identifying, selecting, evaluating, and synthesizing printed or digital documents. As such, the study relied primarily on policy documents, both as formal expressions of policy and as reflections of stakeholder responses. The analysis included a range of sources such as government documents, official websites, policy memoranda, newsletters, and academic reviews related to beginning teacher induction programs in the selected jurisdictions.

Keywords: induction programs, mentor teachers, professional development, mentoring

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Authors: Benjamin Jimene

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As online education continues to expand, institutions must develop effective approaches to facilitate meaningful, transformative learning experiences in asynchronous environments. This study examines practices and strategies employed in the University of Central Oklahoma's Organizational Leadership program to promote active engagement, deep learning, and transformational outcomes among adult and non-traditional students in asynchronously delivered courses. Using a mixed-methods case study approach, this research employed semi-structured interviews with faculty, focus groups with current and former students, document analysis of course materials, learning analytics data, and pre-/post-student surveys measuring leadership competencies and self-awareness. Qualitative data were analyzed using thematic analysis, while quantitative data underwent descriptive and inferential statistical analysis to measure learning outcomes and engagement patterns. Findings reveal that intentionally designed asynchronous online courses can effectively foster transformational learning through strategies including structuring experiences that trigger examination of beliefs and assumptions, facilitating perspective-sharing dialogue among diverse learners, incorporating multimedia case studies and guided self-reflection activities, and designing authentic learning tasks that bridge theory and practice. Results demonstrate significant impacts on students' cognitive complexity, emotional intelligence, and leadership capabilities, with particular relevance for adult learners navigating career transitions and personal growth. The study highlights how transformational online learning provides flexible, accessible opportunities for working professionals while drawing upon their life experiences as sources for reflection and meaning-making. Implications include enhanced self-awareness, strengthened problem-solving abilities, and renewed enthusiasm for lifelong learning among graduates. For institutions, these approaches differentiate online programs by delivering high-impact experiences that align with workforce needs and strengthen institutional reputation. Attendees will gain practical insights into course design principles, instructional methods, and technology tools that enhance transformational learning in asynchronous environments. The study will provide a framework for designing impactful e-learning experiences that catalyze perspective transformation and prepare graduates to drive change in dynamic professional contexts.

Keywords: adult education, organizational leadership, online learning strategies, transformative learning

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Authors: Nur Afini Norazam, Fadzilah Amzah

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Bullying, especially in early childhood settings, is increasingly recognized as an important issue. However, research on preschool teachers' perspectives and identification of these behaviours among young children is quite limited. Although many research studies on bullying among older children are well-established worldwide, there is a lack of studies focusing on Malaysian preschool teachers' perspectives, especially regarding bullying behaviours and characteristics of preschool children involved in bullying situations who are between five and six years old. This study employed a mixed-methods approach, guided by Bronfenbrenner's ecological systems theory. The objectives of this study are to explore Malaysian preschool teachers' perspectives on bullying behaviours among preschool children and to identify the characteristics of bullies and victims. The data were collected via an online survey (n=529 teachers) and interviews (n=5 teachers) from government (Kementerian Pendidikan Malaysia, KPM) and private preschools in the northern states of Malaysia. The survey data were analyzed using descriptive statistics, whereas thematic analysis was used to analyze the interview data. Quantitative survey findings revealed that preschool teachers' perspectives on types of bullying varied significantly based on the teacher's age and years of teaching experience, as well as the type of preschool they currently worked at, which were KPM and private preschools. However, the preschool teachers' perspectives were not significantly influenced by the geographical location of the preschool. This suggests that teachers' perspectives on bullying were significantly influenced by demographic factors and the type of preschool, compared to the geographic location. In addition, results from the interview data identified three recurring bullying patterns among the preschool children, which were physical bullying, verbal bullying, and relational bullying. Furthermore, teachers characterized bullies as displaying aggression, seeking dominance, and gaining satisfaction from peer reactions. Victims were characterized as quiet, emotionally withdrawn, and perceived as emotionally and physically vulnerable. This study had certain limitations, which include relying on teacher observations and focusing only on the northern states of Malaysia. Thus, it may potentially limit generalizability. However, this research is important as it contributes Malaysian teachers’ perspectives to the international discussion on bullying in early childhood. The findings provide valuable insights that could help in developing prevention and intervention strategies suitable for similar cultural backgrounds.

Keywords: bullying behaviours, early childhood education, malaysian preschools, preschool bullying, teacher perspectives

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Authors: Sylvanus Chinaemerem Olua, Isaac Solomon Daramola

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The study is a survey of Science and Technology Education Undergraduates’ utilization of electronic books for academic purposes at the University of Jos, Nigeria. It aimed at addressing the awareness level, challenges, frequency and utilization of e-books for academic purposes. The researcher developed four objectives, four research questions, and four hypotheses, all in line with the aim of the research. The study employed a descriptive survey research design with a sample of 178 Science and Technology Education (STE) Undergraduate students from the University of Jos, Jos, Nigeria. The instrument used was the eBook Utilisation Questionnaire. The findings of this research revealed that undergraduate students are aware of e-books and that STE's undergraduate most preferred e-book is plain text (TXT) and portable disc format (PDF). The research also revealed that the main challenge faced by STE undergraduate students in the utilization of e-books for academic purposes is the non-availability of internet connectivity. The study recommends that universities and all stakeholders should increase awareness of e-book utilization. Furthermore, stakeholders should make available relevant technologies like internet connection and computers as well as e-libraries to enhance the utilization of e-books for academic purposes by STE undergraduate students.

Keywords: electronic books, undergraduates, utilization, academic purposes

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Authors: Jimoh Abiodun Alaba

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In many traditional African societies, sex education is often considered a taboo topic. However, the importance of sex education is becoming increasingly evident. This study aims to investigate the challenges faced in teaching sex education in selected secondary schools in the Akoko region of Ondo State, Nigeria. Research Aim: The aim of this study is to identify and examine the problems confronting the teaching of sex education in selected secondary schools in the Akoko region of Ondo State, Nigeria. Methodology: The study utilized a multi-stage sampling method. The first stage involved purposive selection of ten (10) secondary schools in the Akoko region of Ondo State, while the second stage was random selection of twenty (20) students each in the selected secondary schools of the study area. This means that a total of two 200 students were considered for the survey. Descriptive analysis using percentages was employed to analyze the collected data. Factor analysis was also used to identify the most significant problems. Findings: The study revealed that sex education has been neglected in the sampled secondary schools due to traditional African beliefs that do not support the teaching and learning of this subject. Furthermore, there was evidence to suggest that parents also displayed reluctance towards the teaching of sex education, fearing that it might expose students to inappropriate behavior. Consequently, students were deprived of this essential aspect of education necessary for self-awareness and development. Theoretical Importance: This study contributes to the understanding of the challenges faced in teaching sex education in traditional African societies, specifically in the selected secondary schools in the Akoko region of Ondo State, Nigeria. Data Collection: Data were collected through the administration of 200 questionnaires in ten selected secondary schools. Additionally, information was gathered from federal, state, and local government authorities. Analysis Procedures: The collected data were analyzed using descriptive analysis, employing percentage calculations for better interpretation. Furthermore, factor analysis was conducted to isolate the most significant problems identified. Conclusion: The study concludes that sex education in the sampled secondary schools in the Akoko region of Ondo state, Nigeria, has suffered neglect due to traditional African beliefs and parental concerns. Consequently, students are denied an important aspect of education necessary for their self-awareness and development. Recommendations are made to change the negative perception of sex education, enrich the curriculum, and employ qualified personnel for its teaching. Additionally, it is suggested that sex education should be integrated with moral instruction.

Keywords: african traditional belief, sex, sex education, sexual misdemeanor, morality

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Authors: Andrea Fraser

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Currently, teachers are noticing and having difficulty teaching their students in upper elementary and middle school, as they notice far too many are not able to read grade-appropriate texts. Teachers are thus looking for class-wide interventions to support their students. This study examined the overall effectiveness of one such class-wide intervention aimed at increasing students’ reading fluency and comprehension of text. The approach is known as Partner Reading Paragraph Shrinking. Furthermore, the study examined which students, in terms of initial reading skills, the intervention appears to be effective for. This study used a control group comparison, as well as a within group (ABA) design to evaluate intervention effectiveness. Partner Reading Paragraph Shrinking was conducted by classroom teachers (with initial modeling and support from the researchers) and each phase consists of two weeks of prescribed activities. This included students working in pairs for 10 minutes, reading aloud to each other, and a second ten minutes of alternate reading and summarizing the text. We examined the curriculum-based outcomes measures of oral reading fluency and comprehension to see whether across each of the phases of the intervention, the classrooms in the intervention phase increased more than the classes in the control group. One group of classes participated in the two-week intervention 2 times, during the initial and final two-week periods. This allowed us to compare final outcomes for students who participated in the intervention once vs twice. As well as the overall effectiveness, we examined whether the intervention worked as well for students who started out with skills in the lower vs higher half of the distribution. Overall, our goal was to determine if this is an effective approach that upper elementary and middle school teachers could employ when too many students in a classroom do not have skill with fluently reading grade level materials.

Keywords: reading instruction, reading intervention, elementary instruction, partner reading

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Authors: K. Manickavasagam, A. S. Walkey, Sanjeet Kumar

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The Teaching and learning domain is classified as the cognitive domain, psychomotor domain, and affective domain. Measuring Cognitive Learning (CL) in Outcome-Based Education (OBE) is a need of the day for the higher education system. The attainment is the key indicator of the teaching and learning process in a classroom, for giving feedback to the course teacher after assessments. Attainment of CL is obtained from Formative Assessment (FA) and Summative Assessment (SA) for evaluating the course teacher's ability in the particular course. Precise attainment is necessary for evaluation to improve the teaching and learning process. In this work, the existing process is applied to a class with 45 students, and attainment is computed for the SA of a course. Fuzzy Logic (FL) is applied to achieve precise attainment and proposed in the existing method. The result proves that the FL approach is more effective for measuring cognitive learning compared to the existing method.

Keywords: Cognitive Learning (CL), Outcome Based Education (OBE), Fuzzy Logic Controller (FLC), Summative Assessment (SA)

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Authors: Clavette Phillip

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Prison is an institution characterized by the marginalization of mostly people of color with a disproportionate number of incarcerated minorities within the prison population. Research on higher education in prison has pointed to the need for college-in-prison teachers to reflect on teaching experiences and adopt teaching practices relevant to this prison population. The study sought to explore college-in-prison teaching experiences through rich descriptions provided by faculty that teach higher education in prisons. University faculty currently teaching within college-in-prison programs offered by universities across the U.S. were recruited for this study, with the desired population being accessed through the National Directory of Higher Education Programs in Prison. The researcher purposively selected ten participants who responded as the sample to be interviewed via Zoom. This hermeneutical phenomenological study employed Gibbs’ Reflective Cycle, and Culturally Relevant Pedagogy respectively. Data provided insight into how faculty reflected on experiences with conclusions that revealed a detailed understanding of college-in-prison teaching practices. Findings revealed the significance of both reflection, and culturally responsive teaching with the emergence of three themes including (a) reflections on teaching practices, (b) challenges experienced, and (c) culturally responsive teaching practices. Twelve subthemes were identified, including (a) motivations, (b) perceptions/emotions, (c) assumptions, (d) insights, (e) pedagogy, (f) preparedness, (g) distractions and inconsistencies, (h) logistical challenges and limited resources, (i) intimidation, bureaucracy, and outsider status, (j) experiences with diversity, (k) cultural responsivity in class, and (l) adapt to students.

Keywords: prison education, culturally relevant, pedagogy, higher education

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Authors: Yi-Hsuan Wang, Tsu-Jen Ding

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This study focuses on the behavioral performance of students in an elementary school in Tamshui, New Taipei City, in terms of their awareness of carbon sinks and their behavior before and after teaching the curriculum. At the beginning of the project, we will involve fifth-grade students of an Elementary School in Tamshui, New Taipei City, who have been cooperating with us for a long time as the experimental subjects. Therefore, two out of classes ranging from third to sixth graders will be randomly selected to be the experimental subjects for the design of the curriculum, with a class as the experimental group and the other as the control group. Through the design and experimentation of this curriculum, this study aims to establish an effective inquiry-based teaching method to enhance elementary school students' knowledge of carbon sequestration and climate change. Additionally, teachers, researchers, and students participating in this study are expected to obtain a more comprehensive understanding of wetland-related environmental issues. Furthermore, the implementation methods and outcomes of carbon sequestration curriculum design in this study are anticipated to serve as a valuable reference for schools and other environmental organizations to comprehensively implement carbon-related and other topics of environmental education in the future.

Keywords: carbon sequestration, inquiry-based learning, environmental education, urban wetlands

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Authors: Haftom Teshale Gebre

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Internally displaced persons (IDPs) are individuals or groups who are compelled to flee their homes, communities, and customary ways of life due to war or other factors. This study aimed to assess the impact of the war on education services for IDPs in Adigrat City within IDP centers in Tigray. Using stratified random sampling, the study surveyed 373 respondents from 13,315 households across four strata (zones of Tigray). Data collection methods included observation, administration of questionnaires, and interviews with key informants. Descriptive statistical techniques such as frequencies, means, and standard deviations were employed for qualitative data, while inferential statistics (one-way ANOVA) were used to analyze the data. The findings revealed a significant impact of the war on education services, as evidenced by a statistically significant F-test value of 35.557 in the ANOVA. The study noted that the intentional destruction of educated individuals by alliance forces in Tigray contributed to a deliberate depletion of the region's internally trained human resources. Therefore, effective and targeted implementation of IDP school services in Adigrat's IDP centers necessitates further investigation to address this critical issue and ensure the provision of quality education to displaced populations.

Keywords: war, education, idps, adigrat, tigray

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Authors: Sevinj Hajiyeva

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This study explores the transformative role of artificial intelligence (AI) in fostering creative thinking within educational settings. Through an in-depth literature review and a mixed-methods pilot study, we examine how generative and adaptive AI tools can enhance student creativity. Our research reveals that while AI technologies have the potential to support and develop creative skills, their impact largely depends on the pedagogical context, student engagement, and teacher preparedness. The findings suggest that AI can serve as a catalyst for creativity when integrated thoughtfully and ethically, requiring a shift in educational paradigms and the redefinition of teaching practices.

Keywords: artificial intelligence, creativity, education, pedagogy, adaptive learning, student engagement, teacher training

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Authors: Nguyễn Thị Thường

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Vietnam’s international higher education landscape is expanding, yet there remains a significant gap in understanding how disadvantaged youth access and transition into these institutions. This qualitative study aims to explore the lived experiences of three disadvantaged Vietnamese youth (aged 18–24) who have experienced the loss of one or both parents and whose remaining caregivers face economic hardship or rely on state welfare. Using Interpretative Phenomenological Analysis (IPA), this study investigates how these youth accessed international higher education and navigated the transition into a new academic and cultural environment. The research identifies two key themes: (1) Access to international higher education, which explores the pathways and support mechanisms that enabled these youth to enter international universities despite their challenging socio-economic backgrounds, and (2) Transition to a new educational environment, which focuses on the obstacles faced in adapting to a new academic system, including language barriers, cultural differences, and financial constraints. Participants in the study gained access to international higher education through scholarships provided by international universities and support from non-governmental organizations. However, the transition was marked by numerous challenges, including financial pressures, unfamiliar academic expectations, and the need to adapt to a new cultural setting. Despite these barriers, the youth expressed a sense of empowerment through the support they received from educational institutions, which fostered their growth in both academic and personal realms. This research underscores the importance of creating supportive structures that facilitate access to international higher education and smooth the transition for disadvantaged youth. It also highlights the role of inclusive, culturally responsive curricula in ensuring the successful integration of these students into global academic communities. The findings have implications for educators, policymakers, and international institutions working towards more equitable and accessible higher education systems.

Keywords: psychology, university graduate, access to higher education, transition, youth

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Authors: Khathutshelo Muluvhu-Malanga

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Objective: Guidance & counselling is an enterprise used globally and in SA as a strategy to promote excellent academic performance of learners. Nevertheless, its effectiveness is not given enough attention regardless that some schools continue to underperform below the national set standards of performance. The purpose of this project study was to investigate, ‘The significant aspects of effective guidance and counselling that promote excellent academic achievement in rural Secondary Schools of Vhembe District, South Africa. Theoretical Framework: This study was informed by the role of the teacher as a leader. The guidance and counselling teacher in this role is seen as the catalyst for change, a visionary who is not content with the status quo and always looking for a better way of doing things. Guidance and counselling teachers serve the purpose of exposing different learning opportunities for learners in rural schools and fellow educators. Method: Convergence design was used; mixed methods approach purposive sampling procedure was followed to select participants who were interviewed telephonically, and questionnaires were distributed physically to the respondents. Results and Discussion: Results showed that Life Orientation teachers and curriculum advisors teachers (participants) agreed that guidance and counselling is an enterprise that promotes learners’ performance. The study concludes that if guidance and counselling is implemented effectively the performance of learners in rural areas will improve. Research Implications: The study recommends that the department should promote the implementation of guidance and counselling by reviewing areas of guidance and counselling that need to be strengthened in rural areas. Originality/Value: This study contributes to literature by highlighting the imperative aspects of guidance and counselling which promote excellent academic achievement.

Keywords: guidance and counselling, guidance, counselling, academic excellence

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Authors: Zahra Parsaie

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This study examines the effectiveness of using artificial intelligence and game-based activities to complete homework tasks in English as a Foreign Language (EFL) learning. Forty Iranian EFL learners in Shiraz were randomly assigned to two groups: an experimental group and a control group, each with 20 participants. The experimental group completed their homework through an AI-supported game-based application that included vocabulary, grammar, pronunciation, and speaking tasks derived from their course book. Each level was unlocked based on the learner’s progress and required teacher approval to continue. In contrast, the control group completed the same homework in the traditional, paper-based format at home. Pre- and post-tests were administered to both groups to evaluate gains in vocabulary, grammar, and oral skills. The results revealed a significant improvement in the experimental group’s performance compared to the control group, indicating that integrating AI and game elements into homework enhances learner motivation and language development.

Keywords: AI-assisted homework, game-based learning, EFL, language skills, educational technology

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Authors: David Kwame Kumador, Azwihangwisi Muthivhi

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The pedagogy of learners with disabilities in inclusive early childhood education (ECE) refers to how material, cultural, and historical artefacts of regular schooling are adapted to accommodate and develop learners with disabilities in line with Ghana’s Inclusive Education Policy 2015 and the United Nations Sustainable Development Goal 4, which promotes inclusive, equitable education. The study presents a situated pedagogy of learners with disabilities in early childhood education settings within selected communities in Accra, Ghana, using Vygotsky’s cultural-historical activity theory (CHAT) as a theoretical-method. Data was gathered from eighteen ECE teachers through focus group discussions and individual teacher interviews. A thematic analysis revealed that teachers employ culturally sensitive and developmentally appropriate pedagogical practices that match the needs of learners with disabilities in their classrooms. However, inadequate teaching and learning resources, insufficient training in special education and socio-political influences create contradictions that entrap teachers and foster resistance to learning among young learners with disabilities. Using a transformative activist stance (TAS) approach, the study recommends a non-neutral position of transformation in early childhood education (ECE) that embodies the notions of respect, social justice, and equity for teachers and learners with disabilities. The study has implications for the future of education in Ghana and Africa, where negative perceptions about the teaching ofyoung children with disabilities persist.

Keywords: cultural historical activity theory, learners with disabilities, teachers, early childhood education, SDG 4, inclusive education

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Authors: Émilie Tremblay-Wragg, Catherine E. Déri, Xavier Côté-Picard, Tomapp team

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Writing a thesis or dissertation is often one of the most demanding and isolating phases of graduate education. Many students report high levels of stress, reduced motivation, and emotional exhaustion during this period. While structured peer-based activities such as in-person writing retreats have shown benefits for students’ well-being and writing productivity, these solutions are not universally accessible. Students who live in remote areas or who have caregiving or work-related constraints may be unable to participate in person. To address this gap, digital writing environments are being explored as a potential way to replicate the supportive structures of writing communities online. The purpose of this study was to assess the effects of two digital tools—Chrono and Jardin—developed by a nonprofit organization, on the writing experience and psychological well-being of graduate students. The study aimed to determine whether these tools could foster enjoyment, engagement, affective support, and a sense of community during thesis writing. Using a participatory action research approach, two web-based applications were co-developed with graduate students. Chrono allows users to geolocate each other, set daily writing goals, and communicate via chat in real time. Jardin provides a gamified interface that visually represents individual and group writing progress through the metaphor of a growing garden. A mixed-methods study was conducted with 19 graduate students from Quebec who had previously participated in an online writing retreat. Participants completed surveys before and after using the digital tools, including four validated scales measuring writing engagement, enjoyment, emotional affect, and sense of community. Three weeks after the intervention, follow-up responses were collected to assess sustained effects. Quantitative data were analyzed using SPSS 29, while open-ended survey responses were examined through thematic content analysis in NVivo 14. Preliminary findings indicate a statistically significant increase in writing enjoyment after using the digital tools. Participants described feeling more motivated and focused during writing sessions, attributing this to features such as time segmentation, visualization of progress, and peer accountability. No significant changes were found in the domains of affect, engagement, or sense of community; however, qualitative responses suggest that these dimensions may be influenced over a longer period of tool use. One participant noted that the visual cues helped her structure her writing day and provided a sense of accomplishment for each completed session. Overall, the results suggest that digital writing environments can play a supportive role in maintaining momentum and enhancing students’ emotional connection to their writing tasks. Digital tools like Chrono and Jardin offer promising avenues for extending writing support to graduate students who are isolated or facing accessibility challenges. While the immediate effects appear strongest in enhancing enjoyment, longer-term impacts on community building and persistence in writing may be achieved through sustained use. This presentation will discuss the implications of these findings for designing inclusive, flexible, and scalable writing support systems in graduate education.

Keywords: digital tools, graduate education, online writing support, student well-being

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Authors: Lucky Faith Balame- Guisando, Monell John F. Cañizares

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The study explored the public secondary school teachers’ lived experiences in Kananga National High School, both in the Junior and Senior High departments, on the implementation of a full inclusive education program in mainstream classrooms. A qualitative transcendental phenomenology approach and thematic analysis were utilized in the study. The research employed a one-on-one, semi-structured interview having 3 questions, with probing and follow-up questions to the targeted participants of the study. A purposive sampling method was employed to select the participants who could provide rich and relevant information to answer the objectives of the study. The result showed three emerging themes based on teachers’ participants' responses, which include (1) mixtures of learners in the classroom, (2) teachers’ management of changes of practices/ pedagogies amid the pandemic, (3) challenges and difficulties in the implementation of full inclusive education in the mainstream classroom. The implementation of a full inclusive education program of the Department of Education needs more enhancement on its policies and guidelines, clearly defined goals and objectives to have a much lighter view on how to carry on inclusive education in the mainstream classrooms. Difficulties in administering the program in the mainstream classroom were due to unclear policies and guidelines to fully grasp inclusive education from administrative personnel, inadequate physical materials and learning resources, less priorities on trainings, seminars/workshops, orientations, and webinars of regular teachers in handling and dealing with learners with special needs and disabilities. A call for action on transforming full inclusive education from policy into practice. Thus, the study recommended that policymakers and administrators improve their physical environments to better support learners with special needs and disabilities, ensure the availability of adaptive learning materials and assistive technologies, and institutionalize regular training, seminars, and workshops focused on inclusive teaching strategies.

Keywords: special needs, teachers inclusion experiences, inclusive education, full inclusion, special education

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Authors: Alice A. Bamigbola

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Interdisciplinary research has become very important to solve complex global issues, but communication barriers between academic disciplines typically obstruct collaboration and the exchange of knowledge. Online platforms have been identified as strong vehicles to bridge such communication gaps, as they allow scholars from various disciplines to link up, exchange, and co-produce knowledge. Nevertheless, the capacity of online platforms in sustaining interdisciplinary communication is relatively under-explored. This article provides a systematic review of literature to assess how digital platforms enhance interdisciplinary research communication, the types of platforms used, their capabilities, and challenges encountered. According to the PRISMA framework, 48 peer-reviewed articles between 2013 and 2023 were systematically analyzed using thematic synthesis. The findings indicate that online platforms such as collaborative software like Slack and Trello, research archives such as Zenodo and OSF, and social networks like Twitter, and LinkedIn play a crucial role in facilitating interdisciplinary debate through live knowledge sharing, augmented visibility of studies, and community formation. But the review also identifies a range of challenges such as digital illiteracies, linguistic disciplinary divides, and fragmentation across platforms that can prevent successful communication. Lastly, while digital media hold excellent potential to enhance interdisciplinary research communication, they will only flourish with targeted design features, user support, and institutional policies that promote inclusive participatory interaction. The current research offers practical recommendations for researchers, institutions, and policy makers interested in optimizing digital tools for supporting interdisciplinary knowledge transfer.

Keywords: interdisciplinary research, research communication, digital platforms, systematic review, collaboration

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