Journal of Curriculum and Teaching (JCT) is a peer-reviewed journal, published by Sciedu Press. It is devoted to publishing manuscripts in curriculum and instruction, learning and teaching, and related disciplines at global and local levels. The journal is published quarterly (February, May, August and November) in both online and printed versions. Areas include but not limited to: Curriculum theory Teaching methodology Program innovation Policy development Professional ethics Assessment in education To facilitate rapid publication and to minimize administrative costs, contributions to Journal of Curriculum and Teaching (JCT) can be submitted via the journal’s online submission system Online Submission or email to jct@sciedupress.com. For online submission, please register first and then follow the instructions given on the screen. Questions may be addressed to the editorial assistant: jct@sciedupress.com JCT's Sections: Original Research, Review Articles, and Case Studies
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. Copyrights for articles published in our journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
The Ineffectiveness of Workshops in Capacitating Teachers for Inclusive Education Curriculum Implementation
The purpose of this study was to investigate the factors contributing to the failure of workshops as a model for capacitating teachers to implement inclusive education in South Africa. Despite the use of various workshop formats such as short-term sessions on curriculum differentiation, special education needs, and inclusive teaching strategies, these professional development initiatives have not resulted in effective inclusive practices. Teachers continue to struggle to integrate diverse learners in mainstream classrooms, highlighting the inadequacy of these workshops. A qualitative research methodology was employed, using a case study design with ten teachers, each having over ten years of experience. Data were collected through semi-structured interviews and analysed using Luckett’s (1995) theory of modes of learning and thematic content analysis. The findings revealed three key issues: inadequate content knowledge, insufficient time allocation, and unqualified facilitators. These results suggest that the current workshop models, including one-day training sessions and multi-day seminars, are ineffective in equipping teachers with the necessary skills and strategies to implement inclusive education. The implications of this study emphasise the need for comprehensive, ongoing professional development programs that provide relevant content, adequate time for learning, expert facilitators, and continuous support to ensure the effective implementation of inclusive education in schools.
Copyright (c) 2026 MD Sepadi, MJ Themane http://creativecommons.org/licenses/by/4.0
Jigsaw Cooperative Instructional Strategy and Students' Achievement in Civic Education: Implications for Sustainability Education
This study examined the effect of Jigsaw Cooperative Instructional Strategy (JCIS) on students’ achievement in Civic Education, with particular attention to gender dimensions and implications for sustainability education. This research adopted a non-equivalent pretest-posttest control group quasi-experimental design. The study sampled 586 Senior Secondary II (SSII) students from government-owned schools using a multistage sampling procedure. A validated 50-item Civic Education Achievement Test (CEAT) with a reliability coefficient of 0.89 served as the research instrument. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings revealed that students taught Civic Education using JCIS achieved significantly higher mean scores than those exposed to conventional instructional strategies. Male students recorded substantially higher mean scores (69.01) than females (64.49), but there was no significant interaction effect between instructional strategy and gender on achievement. The study concluded, amongst others, that JCIS enhances students’ academic outcomes in Civic Education. This research contributes to the existing literature by revealing that JCIS, as an effective instructional strategy, can be leveraged to advance equity, inclusivity, and transformative civic learning.
Copyright (c) 2026 David Francis Ekpoto http://creativecommons.org/licenses/by/4.0
Enhancing Students’ Mathematical Metacognitive Abilities through IT Application-Based Contextual Learning: A Study with PGSD Students
This study aimed to adapt and evaluate an IT-based contextual mathematics learning model to enhance Grade III students' mathematical metacognitive abilities in addition and subtraction. Using a design-based research methodology, the study involved 38 final-year PGSD students conducting field practice in a six-week intervention incorporating IT applications such as Matific and Canva, with contextual learning using objects, animals, and plants from the Grade III students' environment. Data were collected through pre- and post-lesson plan design tasks, classroom observations, reflective journals, interviews, and perception surveys. Results revealed statistically significant improvements in students' mathematical metacognitive abilities with an overall Cohen's d = 3.22 (large effect size), accompanied by substantial improvements in PGSD students' lesson plan quality in integrating environmental contexts with IT applications, as evidenced through pre-post design task assessments and observational data. Qualitative findings demonstrated participants' transformation from direct instruction to facilitating learning that promoted students' thinking about thinking (metacognition), with a strong appreciation for contextualizing learning using objects from students' local environment. These findings have significant implications for reforming mathematics teacher education programs across diverse contexts, suggesting that integrated approaches that recognize the synergistic relationships among technology, pedagogy, and contextual relevance may be more effective than traditional, sequential competency development models.
Copyright (c) 2026 Salmaini Salmaini, Masniladevi Masniladevi, Syafri Ahmad, Ciptro Handrianto http://creativecommons.org/licenses/by/4.0
Rethinking the Use of English as a Language of Instruction in a Botswana Public University
This paper examines students’ perceptions of the use of English as a language of instruction at one of the public universities in Botswana across levels. The institution uses English as a language of instruction only even though it enrols international, regional, and local students, hence making it a multilingual and multicultural setup. The study adopted the qualitative approach with the use of open-ended interview questions to tease out students’ views about the language of instruction and relied on critical language theory. The population of the study was students at first-year level from different faculties of the university. The findings of the study indicated that some students appreciate the use of English because it has been the language of instruction from lower levels of learning, while other students share different views that they do not understand the language. The study concluded that the institution needs to intervene by introducing support lessons for English proficiency to enhance learning for students who are weak in the language, for better understanding.
Copyright (c) 2026 Eureka Mokibelo, Susan Akinkurolere, Moreen Mugomba, Mphoentle Sibisibi, Florence Nwaefuna, Admire Mhindu http://creativecommons.org/licenses/by/4.0
Effect of Blended Learning on the Artistic Competence in Art Institutions of Ukraine
Art education in Ukraine is currently facing challenges related to limited access to educational resources and disruptions to traditional learning formats. Therefore, the development of effective approaches to supporting students' artistic competence has become increasingly important.The study aimed to determine the efficiency of blended education in the formation of artistic competence of students in higher artistic educational institutions in Ukraine. The study involved 50 students, divided into control and experimental groups (25 people each). The study used mixed methods and was quasi-experimental research design. Purposive sampling was used. Pre-Test, Post-Test, creative project, expert assessments, and questionnaires were used. Quantitative data were processed using descriptive statistics, t-tests for independent samples, and analysis of dynamics (Δ). The results showed that in the experimental group, after the application of mixed learning, the level of theoretical knowledge and technical skills increased. Students in the experimental group achieved higher results in key components of artistic competence: theoretical knowledge, technical skills, creative innovation, and reflexivity. In particular, the total artistic competence index in this group increased by an average of 13.8 points, while in the control group it increased by only 6.3 points. All differences were statistically significant (p < 0.001). The conclusions indicate that there is effectiveness of blended learning in art education, however, even in the conditions of modern challenges. Specific practical recommendations and directions for further research are proposed, considering the identified limitations.
Copyright (c) 2026 Andrii Liagushchenko, Mykhailo Zakharevych, Stanislav Kotorobai, Olena Suslenska, Ievgen Stopin http://creativecommons.org/licenses/by/4.0
Differentiated Flipped Collaborative Multimodal Reading Comprehension Model for Pharmacy English in Vocational Health Schools
Reading comprehension remains a significant challenge in Indonesian vocational health schools, where the curriculum often emphasizes general English rather than English for Specific Purposes (ESP), particularly English for Pharmacy (EfP). This study developed a Differentiated Flipped Learning-Mode Collaborative Multimodal Reading Comprehension (DFL-Mode CMRC) model using Bannan-Ritland’s (2003) Integrative Learning Design Framework (ILDF). Conducted from July–September 2025 at SMK Kesehatan Cianjur, the study involved one English teacher and 33 pharmacy students. The development process followed three ILDF stages: (1) exploration, which identified learners’ needs through student questionnaires and a teacher interview; (2) enactment, which involved designing the model and validating it through expert judgment; and (3) local-scale evaluation, which examined its implementation through classroom observation. The resulting DFL-Mode CMRC model integrates Canvas-based self-study and face to-face instruction, emphasizing multimodal input, collaborative learning, and differentiated tasks. Findings indicate that the model enhanced students’ reading comprehension by improving engagement with pharmacy-related texts, supporting vocabulary understanding through multimodal resources, and promoting higher-order thinking through collaborative activities. Although limited to a single context, the study offers a practical and context-sensitive instructional model for ESP in vocational education. It contributes to the development of innovative reading pedagogy by demonstrating how differentiated flipped and multimodal collaborative approaches can be effectively integrated to support discipline-specific literacy.
Copyright (c) 2026 Nia Kurniawati, Anisa Sofarini1, Vina Aini Salsabila http://creativecommons.org/licenses/by/4.0
Bridging the Career Guidance Gap: Curriculum, Pedagogy, and NEP 2020 in India’s Tribal Schools
Background: Career decision-making among secondary school students in marginalised contexts is shaped by personal, socio-cultural, and institutional factors. In India’s tribal districts, poverty, geographical remoteness, and limited access to career information intersect with curriculum relevance, pedagogical quality, and policy implementation to constrain students’ career horizons. Purpose: This study aims to examine the determinants of career decision-making among Grade 10 students in government secondary schools of the tribal district of Koraput, Odisha, India, with emphasis on the role of curriculum, pedagogy, career counselling, and National Education Policy (NEP) 2020 provisions in shaping career outcomes. Methods: A mixed-methods design with QUAL-Quan model was employed, combining a primary survey of 320 students drawn through multistage random sampling from Koraput and Jeypore blocks with secondary analysis of policy documents, government audit reports, and programme data. Exploratory factor analysis was used to generate latent construct scores, which were then analysed using regression models. Results: The findings indicated that parenting style emerged as the strongest predictor of career decision-making, followed by urban locality, while career counselling demonstrated a positive but emerging influence. Secondary data analysis identified persistent policy-practice shortfalls in NEP 2020 implementation particularly in the context of career guidance in tribal schools. The examination-oriented state curriculum and absence of a formal career guidance module limit students’ career prospects leaving career awareness largely unstructured. Moreover, prescriptive pedagogy offered limited scope for career exploration, though schools adopting experiential teaching methods reported positive outcome. Conclusion: The study concludes that policy-practice discrepancies in NEP 2020, curriculum is aligned with local realities, lack of structured career guidance module and persistent didactic pedagogy collectively create career guidance gaps in tribal schools. It underscores the need for embedding career orientation within formal curriculum, adopting experiential and culturally responsive pedagogy, strengthening counselling infrastructure and implementing gender sensitive interventions to support equitable career decision-making among tribal secondary school students.
Copyright (c) 2026 Subhasmita Das, Jnyanranjan Sahoo, Manoj Kumar Pradhan, Prasant Kumar Behera http://creativecommons.org/licenses/by/4.0
Gamified Problem-Based Learning: A Pedagogical Innovation to Enhance Self-Efficacy among Undergraduate EFL Learners in China
This study examines the effectiveness of Gamified Problem-Based Learning (GPBL) in enhancing learning self efficacy among English as a Foreign Language (EFL) learners in China. An experimental pretest-posttest control-group design involving 120 first-year undergraduate students compared a GPBL intervention with current instruction over 4 weeks. The GPBL module integrated game elements (points, leaderboards, rewards) with problem-based learning activities centred on authentic real-world scenarios. Results from analysis of covariance revealed significant improvements in learning behavioural self-efficacy and learning ability self-efficacy compared to the control group. Findings demonstrate that GPBL systematically activates Bandura's four sources of self-efficacy, addressing the relatively low learning self-efficacy in Chinese College English education. The large effect sizes suggest that integrated pedagogical approaches combining game mechanics with authentic problem-solving can substantially enhance learners' learning self-efficacy in executing specific learning behaviours and in their overall English learning capacity, offering potential directions for curriculum reform in higher education.
Copyright (c) 2026 Liang Zhuxin, Siti Zuraidah Binti Md Osman http://creativecommons.org/licenses/by/4.0
The Dunning–Kruger Effect: A Comparative Analysis of Perceived and Actual Performance among Rubric-Trained and Untrained University Students
This study aims to investigate how training students on using rubrics (i.e., assessment criteria which they helped create) in self-assessment activities influences the Dunning-Kruger effect. The proposition was that getting students involved in rubric creation and training in rubric use for self-assessment would improve their awareness of their actual performance and reduce the Dunning–Kruger effect. This study was conducted with 98 senior business English students and revealed that high-performing rubric-based-trained students were more aware of their actual performance than their peers, and that the Dunning-Kruger effect was reduced in this group. In contrast, the Dunning-Kruger effect appeared with different magnitudes across other student groups, being very clear among low-performing trained and untrained students and somewhat clear among high-performing untrained students. Therefore, these results recommend that rubric-based training improves metacognitive calibration and reinforces more accurate self-evaluation in academic assessment contexts, and it also sheds light on the pedagogical value of rubric-based training in higher education.
Copyright (c) 2026 Raba’a Taleb Abadel, Shiraz Al-Ali, Eisa Al-Balhan, Elsayed Mahmoud, Elaf Almansour http://creativecommons.org/licenses/by/4.0
Designing a Cross-Device LMS Model to Promote Critical and Historical Thinking in Indonesian Senior High School History Education
This study aimed to design and validate a cross-device, competency-based Learning Management System (LMS) to promote Critical Thinking (CT) and Historical Thinking (HT) among Indonesian senior high school students in history education. Using a Research and Development approach guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research systematically developed, tested, and evaluated an LMS that integrates disciplinary and cognitive frameworks into a unified digital learning environment. A total of 500 students and 12 teachers from four public senior high schools in Bandung participated in the implementation stage, which combined classroom instruction with digital activities through four main modules: Case Discussion Forum, Source Analysis, Timeline Builder, and Reflective Portfolio. Expert validation yielded an overall mean score of 4.60 (Excellent), confirming strong pedagogical and technological quality. Empirical results from pre- and post-tests demonstrated significant improvement in CT and HT competencies—CT (M₁=63.42; M₂=80.16; g=0.47) and HT (M₁=60.87; M₂=78.95; g=0.46), with p < 0.001. System analytics showed high engagement (mean task completion rate = 87.4%), and evaluation feedback rated the LMS highly for content relevance (M=4.60) and pedagogical value (M=4.58). These results confirmed the system’s effectiveness in fostering analytical reasoning, evidence evaluation, and reflective interpretation through cross-device accessibility. The developed LMS bridges the gap between curriculum goals and classroom practice by embedding higher-order thinking into digital pedagogy. Aligned with Indonesia’s Kurikulum Merdeka, it offers a scalable, validated framework that transforms history learning into a reflective, evidence-based process while contributing both theoretically and practically to digital pedagogy and disciplinary thinking.
Copyright (c) 2026 Dadan Wildan, Siti Komariah, Wawan Darmawan, Fahruddin Fahruddin, Ismaul Fitroh http://creativecommons.org/licenses/by/4.0
Faculty Beliefs, Pedagogical Knowledge, and Adoption Intentions of Generative AI in Mathematics Education: Evidence from Saudi Higher Education
Generative artificial intelligence (AI) is increasingly reshaping higher education. In mathematics education, where abstraction, rigor, and proof are central, the pedagogical implications of generative AI are particularly consequential. Tools such as ChatGPT offer opportunities for personalized feedback and instructional scaffolding, yet they also raise concerns related to accuracy, academic integrity, and overreliance. In this context, faculty beliefs and instructional reasoning play a decisive role in determining whether AI is adopted or resisted. This study examined mathematics faculty perspectives on generative AI adoption across three public universities in Saudi Arabia’s Eastern Province. It focused on teaching beliefs, pedagogical and technological knowledge, digital experience, and adoption intentions, drawing on Teachers’ Beliefs Typology, the Technological Pedagogical Content Knowledge framework, and Diffusion of Innovation theory as an integrated analytical lens. A descriptive–correlational design enriched with qualitative insights was employed, with data collected from 144 faculty members and analyzed using statistical and thematic techniques. The findings indicate a pattern of cautious optimism. Connectionist teaching beliefs and pedagogical technological knowledge strongly predicted adoption intentions, while transmission-oriented beliefs were negatively associated with adoption. Digital experience showed a smaller positive association. Qualitative findings highlighted perceived benefits such as efficiency and personalized support, alongside concerns regarding reliability and academic integrity. Differences by academic rank were observed, with lecturers and assistant professors reporting higher adoption intentions than full professors. Overall, the findings demonstrate how disciplinary beliefs and professional knowledge jointly shape faculty adoption intentions in mathematics education, offering actionable insights for institutional policy and professional development initiatives.
Copyright (c) 2026 Khaled Saad Ben-Motreb http://creativecommons.org/licenses/by/4.0
Vlogging as Learning-Oriented Assessment: Impacts on Thai EFL University Students’ Oral Communication Ability and Mindset
Traditional approaches to assessing oral communication in EFL classrooms often overlook learners’ affective dimensions and offer limited opportunities for sustained engagement. To address this challenge, this study investigates vlogging as a learning-oriented assessment designed to enhance Thai university students’ English oral communication skills, language mindset, and speaking mindset. An explanatory sequential mixed-methods research design was employed with 100 Thai EFL university students and four English lecturers from a public university in Thailand. Data were collected through pre-, post-, and delayed-post tests on oral communication ability, mindset surveys, and semi structured interviews. Quantitative results showed significant gains in students’ fluency, accuracy, and pronunciation, accompanied by shifts toward more growth-oriented language and speaking mindsets. Qualitative findings also revealed that students perceived vlogging as reducing anxiety, building confidence, and fostering creativity, while lecturers recognized its pedagogical value but noted challenges with grading workload. These findings highlight vlogging’s potential as a digital tool that mediates both cognitive and affective outcomes, extending learning-oriented assessment research and offering practical implications for designing innovative, learner-centered assessment practices in EFL contexts.
Copyright (c) 2026 Tatchakrit Matyakhan http://creativecommons.org/licenses/by/4.0
Institutional and College Directions: Awareness, Acceptability, and Congruency in a Public Higher Education Institution
This study explored the level of awareness, congruency, and acceptability of the Vision, Mission, and Core Values of Aklan State University, as well as the goal and objectives of the College of Teacher Education and its undergraduate programs. A descriptive-correlational research design was employed with students, faculty, staff, alumni, parents, community members as the stakeholders. Data was gathered using a validated survey questionnaire that measured stakeholders’ level of awareness, acceptability, and congruency of the Vision, Mission, Goals and Objectives (VMGO) across four core functions: instruction, research, extension, and production. Descriptive statistics like frequency, percentage, and mean were used to interpret the results and Spearman rank correlation was used to check the relationships among the variables. Findings revealed that stakeholders are “very highly aware” of the university’s vision (x̄=4.67) and “highly aware” of its mission (x̄=4.13) and core values (x̄=3.89). They are “highly aware” of the goal of the College of Teacher Education (x̄=4.46). When it comes to the specific objectives of the programs, the stakeholders were “very highly aware” of the second (x̄=4.57) and third (x̄=4.65) objectives; meanwhile, they were only “highly aware” of the first objective (x̄=4.32). In terms of acceptability, all components were considered acceptable in varying means, with the 2nd and 3rd program objectives receiving the highest means (x̄=4.63; x̄=4.58, respectively). Congruency results showed strong congruence of the VMGO with instruction (x̄=4.41), research (x̄=4.06), and extension (x̄=3.92), while production activities were only rated as “congruent” (x̄=3.43). There were strong positive relationships among the levels of awareness, acceptability, and congruency as evaluated by the stakeholders. These correlations validate the interconnectedness of awareness, acceptability, and congruency levels. They underscore the importance of strategic dissemination and integration of the VMGO across all levels of the university. Overall, the statistical relationships affirm that Aklan State University’s VMGO is not only well understood and accepted but also meaningfully reflected in its academic and operational practices. However, findings on core values and production-related activities present opportunities for deeper integration. It is recommended that the university enhance visibility and application of its core values, strengthen support for production initiatives, and conduct regular evaluations to ensure continued alignment of VMGO with academic and community functions.
Copyright (c) 2026 Jahfet Naca Nabayra, ariene rubio ibisate http://creativecommons.org/licenses/by/4.0
Curriculum Evaluation for Tahfiz (Sciences of Memorization Education): Empirical Evidence from Private Education Institution of Johor, Malaysia
As part of memorization sciences, tahfiz (memorization sciences for Quran) has been widely emerged in the Malay Archipelago where mostly all its institutions managed by bodies or individuals privately. This study aims to examine the assessment of implementation of the curriculum, also involves the form and method of curriculum implementation available in these institutions. Examining curriculum evaluation for tahfiz (Qur’an memorization) education through a systematic review of recent empirical literature, with a particular focus on practices, challenges, and outcomes in Malaysian private education institutions. Despite the growing importance of tahfiz programs in the Malaysian educational landscape, existing research has been limited in providing evidence-based insights into how curricula are designed, implemented, and evaluated to support effective memorization learning. By synthesizing findings from contemporary studies published in the last decade, this review identifies prevailing curriculum models, instructional strategies, assessment approaches, and institutional factors that influence tahfiz learning outcomes. Key themes include the integration of cognitive and affective pedagogies, the role of structured sequencing and repetition, the use of technology-assisted memorization tools, and the balancing of religious and academic demands within private tahfiz settings. The review also highlights persistent gaps in the literature, such as a lack of longitudinal studies, limited investigation of teacher and learner perspectives, and insufficient empirical linkage between curriculum features and student memorization achievement. The findings underscore the need for more rigorous, context-sensitive research to inform evidence-based curriculum evaluation that enhances both the quality and sustainability of tahfiz education. This study contributes to the field by offering a consolidated understanding of current empirical evidence and proposing directions for future research and policy development in tahfiz curriculum design. Therefore, this study found that there are some specific aspects, especially those involving the form and method of implementation need to be improved so that the curriculum offered is able to produce a generation of knowledgeable, skilled and competitive huffaz (memorizer).
Copyright (c) 2026 Abd Rahman Abd Ghani, Miftachul Huda, Novel Lyndon http://creativecommons.org/licenses/by/4.0
The Development of Competency Indicators for Chinese-French Written Translation
China is committed to enhancing its capacity for international communication, in which the cultivation of talents for translation from Chinese into foreign languages is particularly crucial. Within this context, the training of Chinese French written translation talents constitutes an important component. However, specialized evaluation standards for Chinese-French written translation talents are lacking, and the construction of a graded competency framework for Chinese-French written translation remains a relatively underexplored area in current domestic research in China. There is a notable absence of systematic integration of indicators and rigorous quantitative analysis of their weighting. Therefore, based on the PACTE (Process in the Acquisition of Translation Competence and Evaluation) theoretical model of translation competence, this study employs literature analysis, a two-round Modified Delphi Method, and the Analytic Hierarchy Process (AHP) to systematically construct a Chinese-French written translation competency framework comprising 8 first-level indicators and 34 second-level indicators. According to the priority of indicator weights, the first-level indicators are ranked as follows: Chinese-French bilingual language knowledge competency, Chinese-French bilingual comprehension competency, Chinese-French bilingual writing and written expression competency, Chinese-French cross-cultural knowledge competency, Chinese-French written translation strategy competency, Chinese-French written translation professional competency, Chinese-French written translation technological tool competency, and Chinese-French written translation psycho-physiological competency. The findings of this study will provide fundamental reference and a scientific basis for Chinese-French written translation in areas such as educational and pedagogical research, optimization of evaluation standards, and talent development pathways.
Copyright (c) 2026 Min Fang http://creativecommons.org/licenses/by/4.0
Exploring Teachers’ Perspectives on the Relevance of Teaching Mathematics in South Africa
In South Africa, mathematics is still required in schools, and it is widely acknowledged as a discipline that opens doors to socioeconomic engagement, technological advancement, and cognitive growth. Despite its importance, national maths performance is still falling, which raises concerns about its applicability, efficacy as a teaching tool, and compatibility with societal demands. This study looked at the methods teachers use in the classroom as well as their opinions on the value of teaching mathematics in South Africa. The study employed a qualitative phenomenological design, guided by the interpretive paradigm and supported by Bronfenbrenner's Ecological Systems Theory. Eight maths teachers from four Eastern Cape public schools were specifically chosen, and information was gathered through semi-structured interviews and document reviews. The results show that teachers believe mathematics is very important for students' academic, personal, and financial growth; however, systemic obstacles—such as overcrowded classrooms, a lack of resources, an excessive amount of curriculum, learner disengagement, and low parental involvement make teaching difficult. Teachers also disclosed differences in pedagogical approaches; some use learner centred, technology-enhanced, and problem-solving techniques, while others rely on traditional teacher-centred approaches. According to the study's findings, mathematics is still essential for the advancement of the country, but it needs to be improved in terms of curriculum, teacher support, and integration of practical applications. Strengthening teacher professional development, implementing blended learning strategies, and integrating mathematics instruction with community, technological, and economic realities are among the recommendations.
Copyright (c) 2026 Kemi O. Adu http://creativecommons.org/licenses/by/4.0
Visual Narratives in Contemporary Painting as an Educational Resource in Shaping the Artistic Worldview
In a contemporary practice, painting functions both as an aesthetic object and a powerful narrative medium conveying profound social, philosophical, and symbolic meanings. This study examines how visual narratives in contemporary paintings shape artistic worldviews and their significance for art education. Employing qualitative semiotic and iconological analysis methods, the research explores how symbolic elements, composition, and color contribute to meaning construction. Findings reveal that contemporary artists employ dynamic, contextually flexible symbols that operate on multiple interpretive levels. While painting remains underutilized as an educational tool – often overshadowed by non-painting techniques and technical instruction. This analysis draws attention to the need for greater inclusiveness in art education that incorporates visual pedagogy to aid in developing analytical and reflective thinking. This research, while contributing to the body of knowledge, apologetically recognizes limitations in sample size and the subjective nature of interpretation and calls for expanding the range of analyzed artworks and methodologies for future studies. Through this analysis, the essence of contemporary painting is formulated, and its significance in provoking pedagogical discourse toward the visual culture is brought to light.
Copyright (c) 2026 Mariia Kovalova, Maryna Tokar, Oleksandr Chursin, Nataliia Tretiakova, Yevheniia Nestierova http://creativecommons.org/licenses/by/4.0
Leveraging WordWall Teaching Media as Tools to Improve Learning Outcomes in Natural Science Subject
This study investigates the effectiveness of WordWall as a digital gamified learning medium in improving students’ learning outcomes in Physics among eighth-grade students at SMP Methodist Pematangsiantar. The study was motivated by low student engagement and unsatisfactory academic performance associated with conventional teacher centered instructional approaches. A quasi-experimental design employing a pretest–posttest control group design was used, involving 50 students divided into an experimental group (n = 25) and a control group (n = 25). Both groups were administered pre-tests and post-tests to measure learning outcomes. The experimental group received instruction using WordWall-based interactive activities, while the control group was taught using traditional methods. The results revealed that the experimental group’s mean score improved from 66.4 to 80.4, whereas the control group increased from 58.0 to 68.2. Inferential analysis showed that the difference was statistically significant, t(48) = 3.536, p < 0.05, with a large effect size (Cohen’s d ≈ 0.8). These findings indicate that WordWall significantly enhances students’ understanding of Physics concepts by promoting engagement, interaction, and immediate feedback. The study suggests that integrating gamified digital media into science instruction can improve student motivation and academic achievement. It is recommended that educators adopt interactive learning platforms such as WordWall to support more effective and student-centered learning environments.
Copyright (c) 2026 Muktar Bahruddin Panjaitan, Asister Fernando Siagian, Gunaria Siagian, Loso Judijanto, Sherly Sherly, Hendra Simanjuntak, Herman Herman http://creativecommons.org/licenses/by/4.0
Integration of Combat Stories and Military Motivational Speeches into Ukrainian Language Teaching of Future Officers
This article is devoted to the justification and empirical verification of the methodology for integrating combat stories and military motivational speeches into the teaching of the Ukrainian language to future officers in higher military educational institutions. The theoretical basis of the study is formed by modern approaches to the analysis of military discourse, leadership rhetoric, and authentic texts in professionally oriented language teaching. Based on critical discourse analysis, pragmatics, and narrative approaches, a system of criteria for selecting authentic military texts (authenticity, genre relevance, rhetorical structure, value content, didactic suitability) was developed and operationalized in the form of an evaluation matrix. A corpus of combat narratives and motivational speeches selected using the proposed methodology was included in the experimental training. The empirical part covers a pedagogical experiment involving a control group (n = 154) and an experimental group (n = 156). To evaluate the effectiveness of the methodology, pre- and post-testing, content analysis of written and oral works, expert assessment of rhetorical and leadership skills, as well as standardized questionnaires of emotional and volitional stability were used. The results of the study showed statistically significant improvements in the experimental group in terms of rhetorical skills, analytical competence, stylistic compliance with military discourse, and emotional stability (p < 0.001), while the changes in the control group remained minimal. The proposed methodology confirmed its pedagogical relevance and applied value for military professional language education.
Copyright (c) 2026 Оleksandr Didenko, Serhii Biliavets, Oleksandra Shevchuk, Ihor Bloshchynskyi, Klavdiia Tushko, Olena Volobueva, Ilona Ordynska, Yurii Bets, Nadiia Moroz http://creativecommons.org/licenses/by/4.0
Perspective of Student Teachers about the Integration of Ubuntu Philosophy into the Philosophy of Education Module
Decolonizing the education system in South Africa and, indeed, Africa through integrating the Ubuntu philosophy has been an ongoing debate. A closer look at the teacher education program in higher education in South Africa reveals that the philosophy of education modules contains Western and Eurocentric philosophies, thereby relegating the African indigenous philosophies, like the Ubuntu, to the background. This study was conceived to examine student teachers' views on integrating Ubuntu philosophies into the philosophy of education modules in higher education institutions in South Africa. B.Ed. Year four students were selected randomly and participated in the study. A one-on one interview and document analysis were used to gather data for the study. Data collected were analysed to elicit the view of student teachers on integrating Ubuntu philosophy into the teacher education module. Findings from the data collected indicate that Ubuntu principles are not integrated into the philosophy of education module in South African higher education institutions. The study also reiterates the need to produce well-equipped student teachers to teach Ubuntu principles. Moreover, the study concludes that stakeholders in the education sector must set in motion a curriculum review process that will ensure the review of the teacher education curriculum to integrate Ubuntu principles. The process must be such that teachers who are the curriculum implementers must be involved as critical stakeholders, as a departure from the old system where teachers are only involved in the implementation stage.
Copyright (c) 2026 Mzuyanda Percival Mavuso, Ntombozuko Duku, Kayode Babatunde Olawumi http://creativecommons.org/licenses/by/4.0
Examining Artificial Intelligence (AI) Literacy Among First-Year Students in Korean Higher Education
This study examined generative AI(GenAI) literacy for learning among 181 first-year undergraduates at a Korean national university using the Generative AI Literacy for Learning Scale (GenAI-LLs) developed by Gümüş and Kara (2025). Adopting a survey design, data were analyzed through descriptive statistics, one-way analysis of variance (ANOVA), independent-samples t-tests, and Scheffé post hoc comparisons. Study results showed that students reported moderate-to-high self-assessed AI literacy overall, with critical thinking scoring highest and prompt and language skills lowest, revealing a structural imbalance between evaluative awareness and communicative competence. ANOVA results confirmed significant differences across the four GenAI literacy dimensions, with post hoc tests indicating that Prompt and Language Skills were significantly weaker than both autonomous learning and critical thinking. No gender differences emerged; however, significant variations were observed across academic disciplines and prior AI education experience, with the latter being the strongest predictor of AI literacy levels. Findings indicate the need for targeted prompt engineering instruction in freshman curricula.
Copyright (c) 2026 Yong-Jik Lee, Seung-Hoon Jeong http://creativecommons.org/licenses/by/4.0
Geography Olympiad Learning Spaces in Thai Society Context
The objectives of this research were: 1) to investigate Geography Olympiad learning spaces in Thai society context, and 2) to propose good practices for the development and management of Geography Olympiad education in Thai society context. This study employed a qualitative research methodology. The data sources comprised two primary groups: 1) for the investigation of learning spaces, data were gathered from 45 Geography Olympiad instructors and relevant documents; and 2) for the identification of good practices , data were obtained from 12 key informants, including national team supervisors and teachers from schools with national representatives, along with related documentation, totaling 57 participants. The research instruments included interview schedules, observation forms, and document analysis forms. Data analysis involved both quantitative and qualitative approaches, with data validity ensured through triangulation. The findings are presented using descriptive analysis. The results of the study revealed that: 1) The investigate Geography Olympiad learning spaces in Thai society context reveals a transformative trajectory initiated by the royal initiative of Her Royal Highness Princess Maha Chakri Sirindhorn, who recognized the discipline’s significance and entrusted The Promotion of Academic Olympiad and Development of Science Education Foundation (POSN) with the mandate to advance operations and field national representatives for international competition. This impetus led to the establishment of POSN Geography Centers nationwide, catalyzing the expansion of multifaceted learning environments encompassing physical, virtual, social, and identity-expression spaces. Consequently, Geography Olympiad in Thailand is primarily driven by these centers through iterative enhancements in education management, particularly regarding human capital development, fiscal allocation, and linguistic proficiency for international communication. These developments reflect a burgeoning educational landscape that asserts the visibility of the field and fosters a new paradigm in contemporary geographic education. A comparative analysis of Geography Olympiad education management indicates a global convergence toward expanding learning spaces with the shared objective of cultivating elite student talent, though variations exist in the explicit emphasis on pedagogical innovation and the professional development of geography educators across different nations., 2) The propose good practices for the development and management of Geography Olympiad education in Thai society context reveals a comprehensive framework identified as the “Teacher SMILES” model. This framework comprises seven strategic dimensions: 1) Self-reformation toward becoming a professional teacher 2) Support, Sharing, and Network Collaboration 3) Good Management and Operation 4) Learners’ Perspective, Interest, and Potential 5) New Paradigms in Curriculum and Learning 6) Integration of English in Operations. and Learning And 7) Creating Surveyors through Field Study.
Copyright (c) 2026 Piyabut Thintha, Chetthapoom Wannapaisan, Liwa Pardthaisong, Natthapol Jaengaksorn http://creativecommons.org/licenses/by/4.0
Effect of Training Program to Improve Academic Buoyancy Among a Sample of Ninth Grade Students with Low Academic Achievement
This study aims to investigate the effect of a training program on improving academic buoyancy among a sample of ninth grade students with low academic achievement. The sample consisted of24 male students who were randomly divided into two groups; the experimental group participatedin the training program and the academic buoyancy questionnaire, while the control group did not participate in the training program. The results showed statistically significant levels of academic buoyancy between experimental and control groups, in favor of the experimental group. Theeffect size value for academic buoyancy was 31%. The results of this show that there is an effectiveness of the training program to improve the level of academic buoyancy among ninth grade students who have low academic achievement.
Copyright (c) 2026 Ahmad Mahasneh http://creativecommons.org/licenses/by/4.0
Earth Sciences in Moroccan Secondary Education: Limited Curricula Coverage and Absence of Fieldwork
This study investigates the pedagogical orientations, curricula, and textbooks of Life and Earth Sciences (LES) in Moroccan secondary education, with a particular focus on the role of Earth sciences and the integration of field trips. To ensure objectivity, analysis grids based on specific criteria and indicators were employed, allowing for both quantitative and qualitative evaluation of curricula and textbooks. The results reveal that the LES curriculum prioritizes biology, limiting the time devoted to Earth Sciences (ES) and omitting field trips from instructional practices. Such constraints are likely to impede the effective acquisition of geological concepts by restricting opportunities for hands on and contextualized learning. Based on these findings, recommendations are proposed to enhance the presence of ES and promote the systematic incorporation of fieldwork in secondary-level LES education.
Copyright (c) 2026 Houda Itouni, Saïd Chakiri, Khadija Kaid Rassou, Bouchra Jaima, Mohammed El Moudden, El Mostapha Bouhamid, Omar Amahmid, Ismaïl Outoukarte http://creativecommons.org/licenses/by/4.0
Exploring Mentorship Through the Lens of Low-Achieving Medical Students: A Qualitative Inquiry
Mentorship is integral to academic and professional success in medical education. This study aimed to explore low achieving medical students' perceptions of the mentorship program, examine the underlying reasons for their noncompliance with scheduled mentoring sessions, and identify ways to improve mentorship delivery for academically at-risk students. Students were randomly assigned to focus groups across four medical programs, each led by a trained moderator. Sessions were audio-recorded, transcribed, and analysed using content analysis, incorporating field notes to capture non-verbal insights. Purposive sampling ensured the inclusion of students most impacted by mentoring disengagement. Two main themes emerged: Mentorship Experience and Mentorship Program Structure. Subthemes highlighted barriers, including poor mentor accessibility, weak interpersonal connections, and rigid program logistics. Students emphasised the need for a flexible, empathetic, and student-centred mentorship model. A three-phase framework—ice-breaking, structured engagement, and self-directed development—was proposed to foster effective transitions from passive participation to autonomous growth.
Copyright (c) 2026 Ramya Rathan, Farah Azhar, Dalia A. Gaber http://creativecommons.org/licenses/by/4.0