The eSkwela project is one of the major technological advancements in the Alternative Learning System (ALS) through its Information technology, reducing the digital divide and enhancing the capacity of the ALS students to be successful participants in a global and knowledge-based economy. This paper intends to examine the critical success factors of the eSkwela project as perceived by mobile teachers and students. The factors were tested by surveying 16 mobile teachers and 53 students of ALS. The results revealed that learners’ characteristics, teachers' characteristics, educational institution support, and information quality are the most critical success factors of the eSkwela project. Keywords: Critical success factors, Alternative Learning System, Computer-based e-learning, ICT, technology
This study embarks on the possibility of using artificial intelligence (AI) tools to automate the evaluation and assessment processes. It investigates Algerian EFL university teachers’ awareness, trust, readiness, usage, and perceptions of AI-enabled evaluation. A mixed-methods research approach was employed, combining quantitative data collected through a structured questionnaire analyzed using IBM SPSS Statistics Version 31, and qualitative data obtained from an online survey administered to the same sample of 100 university EFL teachers. The collected findings demonstrate a significant gap between awareness and actual implementation, which is largely influenced by issues of trust, readiness, and practical competence. One major conclusion of this research is that AI-powered evaluation tools have promising prospects for teachers, but they need to be chosen and utilized cautiously, in the presence of human supervision. Therefore, technological availability, professional development, targeted training, trust-building measures, and clear guidelines before integrating AI tools in evaluation are recommended. Keywords: Artificial intelligence (AI); AI-driven evaluation and assessment; AI-powered tools; human evaluation; teacher perceptions.
The rapid integration of Artificial Intelligence into education presents significant opportunities for enhancing instructional quality, personalizing learning, and improving administrative efficiency. Despite its transformative potential, successful adoption remains contingent upon leadership readiness, particularly in contexts where digital transformation is still emerging. Existing scholarship has largely focused on technological infrastructure and pedagogical applications, while insufficient attention has been given to the preparedness of school leadership to guide Artificial Intelligence implementation. This paper addresses this gap by critically examining the current state of school leadership and the implications of leadership unpreparedness for effective technology integration. Drawing on conceptual analysis and a review of contemporary educational leadership discourse, the study explores how limited digital competence, policy alignment, and strategic vision constrain Artificial Intelligence adoption. The findings underscore the necessity of targeted leadership development initiatives that strengthen digital literacy, ethical governance, and data management capabilities. The study further highlights the importance of evaluating how leadership readiness shapes the sustainability and effectiveness of Artificial Intelligence integration. These insights contribute to policy and practice by emphasizing leadership capacity as a central determinant of responsible and effective technological transformation in education. Keywords: Artificial intelligence; digital leadership; educational technology; leadership readiness; school governance
Higher education institutions, standing at the forefront of digital transformation, have become primary targets for cyber attackers on a global scale due to the massive personal data, strategic academic research, financial records, and large-scale network infrastructures they host. Unlike traditional corporate structures, the fact that higher education institutions are founded on the principles of “academic freedom” and “open access to information” brings unique challenges to the construction of cybersecurity architecture. Viewing cybersecurity merely as a technical IT issue in these institutions remains insufficient in today’s complex threat landscape. Therefore, integrating technical measures into corporate governance processes, legal requirements, and academic culture is a necessity. The primary objective of this research is to develop a sustainable and holistic “Cybersecurity in Education” model structure suitable for the dynamic nature of higher education institutions. The study centers on the perspective of Cybersecurity Program students who are in the process of professionalization and are being cultivated within the technical core of this field. Synthesizing the students’ technical vision with institutional needs will ensure that the proposed model is both technologically valid against current threats and practically applicable. The methodological framework of the research is built upon the “case study” design, a qualitative research method. Data was collected through a semi-structured interview form divided into three main categories. As a result of the content analysis of the collected data, it was determined that the greatest risk factor threatening corporate security is “user unawareness.” To ensure the balance between academic freedom and security and to manage BYOD (Bring Your Own Device) risks, the necessity of “Network Access Control (NAC),” “isolated research networks (Sandbox),” and anomaly detection systems was emphasized. Within the scope of emergency and business continuity, redundant server architectures and DDoS protection systems stood out; while it was determined that to spread the cybersecurity culture throughout the institution, policies must be supported by gamification, phishing simulations, and practical laboratory training. In light of these findings, a three-dimensional model proposal consisting of technical, administrative, and human layers has been developed. This model, in which legal obligations such as the KVKK (Personal Data Protection Law) are transparently integrated into technical processes, is expected to guide decision-makers, IT departments, and strategy development units in higher education institutions. This study not only provides a security guide but also presents an original theoretical framework for making cybersecurity an integral part of educational processes. Keywords: Cybersecurity in Education, Higher Education Institutions, Corporate Policy, Cybersecurity Model, Cyber Resilience.
Understanding geometric properties is fundamental to mathematical reasoning, yet persistent misconceptions in students’ classification of quadrilaterals remain a significant concern. Although physical manipulatives and dynamic geometry software have been widely examined, limited research has investigated their integrated use within a structured pedagogical framework to promote inclusive classification and deeper conceptual understanding. This study addresses this gap by exploring the impact of combining physical manipulatives with dynamic geometry software on students’ understanding of quadrilateral properties. An eight-hour intervention was implemented using a quasi-experimental pretest-posttest design with a single group of students. The instructional sequence consisted of an initial phase involving hands-on exploration with physical artefacts, followed by digital investigation through dynamic representations. Findings revealed a statistically significant improvement in students’ ability to classify and reason about quadrilaterals, indicating enhanced conceptual understanding and active engagement. The study demonstrates that integrating tangible and digital tools strengthens geometric reasoning and supports inclusive mathematical thinking. These findings offer important implications for the design of technology-enriched geometry instruction and highlight the need for more rigorous experimental research. Keywords: Conceptual understanding; dynamic geometry; geometry education; manipulatives; quadrilaterals
The Fourth Industrial Revolution has fundamentally transformed higher education by reshaping pedagogical approaches, knowledge acquisition processes, and the pursuit of sustainable educational goals. Outcome-based education has emerged as a dominant paradigm; however, limited research has critically examined how structured outcome-based pedagogy enhances cognitive development and informed decision-making in higher education contexts. This study addresses this gap by investigating the design and implementation of an outcome-based pedagogical framework that predefines learning outcomes aligned with knowledge application and educational decision-making. Using a structured pedagogical design approach, the study explores how clearly articulated outcomes influence teaching strategies and learner engagement. Findings indicate that personalized learning practices embedded within outcome-based pedagogy strengthen learners’ cognitive skill development and deepen their understanding of disciplinary knowledge. The results further suggest that intentional alignment between learning outcomes, instructional design, and assessment enhances meaningful learning experiences. This study contributes to contemporary discourse on pedagogical transformation by offering a structured framework that supports sustainable educational development and adaptive learning environments. Keywords: Cognitive development; higher education; outcome-based education; personalized learning; sustainable education
Over the past two decades, social media has profoundly reshaped educational communication and professional identity. The expansion of digital platforms has enabled teachers to extend their presence beyond traditional classrooms; however, limited research has critically examined how teachers influence authority and negotiate professional identity within commercialized digital environments. This study addresses this gap by analyzing the social media practices of a prominent teacher influencer through multimodal and critical discourse analysis. The research explores how educators balance their dual roles as instructors and content creators while shaping public perceptions of teaching and learning. The findings reveal a reconfiguration of teacher identity in which personal branding, visibility, and market orientation become central to professional legitimacy. Authority is increasingly performed through strategic self-presentation and audience engagement rather than institutional affiliation alone. The emergence of star teachers signals broader transformations in educational values, professional boundaries, and the commodification of knowledge. This study contributes to understanding how digital culture influences educational practice and highlights implications for teacher professionalism, ethical standards, and the future positioning of education within media-driven societies. Keywords: Digital identity; discourse analysis; educational commercialization; social media; teacher influencers
The present study aims to determine secondary school teachers' perceptions of classroom communication and the integration of ICT (Information and Communication Technologies) in secondary school classrooms in Sircilla Rajanna district, Telangana, India. This is a descriptive research study in which 300 teachers were selected through simple random sampling from 36 secondary schools. The data was collected by administering the perception scale, which was analyzed using descriptive statistics. The results indicate that secondary school teachers’ perceptions of the integration of ICT into classroom communication are moderate. The female teachers’ perceptions were slightly higher than those of male teachers regarding classroom communication and ICT integration. Teachers across different subjects perceive classroom communication and ICT integration at the same level, and they noticed no difference in their perceptions. Keywords: Secondary School Teachers, Integration of ICT in Classroom Communication and Perceptions
The increasing demand for flexible and accessible technical education has intensified the need for innovative digital learning solutions in computer servicing. Although online platforms are widely used in general education, limited research has examined the design and effectiveness of structured self-paced environments specifically tailored to technical skill development. This study addresses this gap by developing and evaluating a self-paced online learning platform for computer servicing using Google Sites. The platform was designed for learners of all levels and incorporates structured modules, video tutorials, interactive quizzes, hands on exercises, discussion forums, and peer support to promote practical competence in hardware fundamentals and troubleshooting. An iterative design process guided by usability testing and user feedback informed continuous refinement of the platform. Findings indicate that the platform strengthens practical skill acquisition and facilitates the integration of theoretical knowledge with applied tasks. High levels of usability and learner engagement were observed. The study contributes to digital technical education by demonstrating how thoughtfully designed self-paced platforms can broaden access, support workforce skill development, and enhance experiential learning outcomes. Keywords: Computer servicing; digital learning; instructional design; online education; technical skills
The sociology of education provides a critical lens for examining how education, as a social institution, functions within broader social structures. It analyzes the interconnections between education, culture, power, and inequality, highlighting how educational systems simultaneously reproduce and transform social realities. This paper explores the sociological foundations of education with special reference to India’s National Education Policy (NEP) 2020, which marks a paradigm shift toward equity, inclusion, and holistic learning. Drawing on classical and contemporary sociological theories—Durkheim’s functionalism, Marxist and Althusserian conflict perspectives, Bourdieu’s theory of cultural reproduction, and symbolic interactionism—the paper examines how education both sustains and reshapes social order. The analysis situates NEP 2020 within this theoretical framework, illustrating its alignment with global objectives such as the United Nations Sustainable Development Goal 4 (SDG 4) on inclusive and equitable education. The paper further discusses the school as a social system, the processual dimensions of schooling, and the sociological significance of inclusive education in transforming the Indian socio-educational landscape. Ultimately, it argues that NEP 2020 embodies a shift from a utilitarian view of education toward a sociological and humanistic understanding that integrates cultural heritage, critical reasoning, and social transformation Keywords: Sociology of Education, NEP 2020, Functionalism, Social Inclusion, Cultural Reproduction, Educational Equity, India, Social Change.
This study to examine the Interplay of Conceptual Understanding, Motivation, and Science Process Skills in geometric optics. Utilizing a quasi-experimental design, 117 Grade 10 students from Woldia Preparatory and Secondary Schools were divided into four groups: one control group (traditional teaching method) and three experimental group (blended lab, virtual lab, and traditional lab). The research employed pre- and post-intervention exams to the relationship among the variable. Results indicated that weak and statistically insignificant correlations between conceptual understanding, science process skills, and motivation. Specifically, the Spearman's rho correlations showed minimal relationships among these variables. However, a logical regression revealed that while conceptual understanding did not significantly influence science process skills, motivation had a positive and statistically significant effect on these skills. This suggests that enhanced motivation is linked to improved science process skills, while conceptual understanding alone does not have a strong impact. The findings highlight the need for further research to explore these relationships in greater depth and to refine educational strategies for teaching geometric optics. Recommendations include a balanced instructional focus, contextualized learning, diverse instructional strategies, and continuous formative assessments to better address the needs of students and enhance their learning outcomes. Keywords: Geometric optics, Blended learning, Science process skills, Student motivation
This study examines the impact of blended learning employing the PEEOR (Predict-Explain-Enact-Observe-Reflection) inquiry-based approach on Grade 10 students’ conceptual understanding, science process skills, and motivation in geometrical optics. Although inquiry-based methods are recognized for promoting active learning, limited research has explored their integration with blended learning in science education. The study adopts a quasi-experimental quantitative design with 172 students randomly assigned to three experimental groups (blended lab, virtual lab, traditional lab) and one control group. Data were collected through pre-tests, post-tests, and a motivation questionnaire administered to the experimental groups. Findings indicate that all instructional approaches improved science process skills and conceptual understanding, with the blended learning group achieving the greatest gains. This group also demonstrated the highest motivation levels, suggesting that combining inquiry-based pedagogy with blended learning can enhance both cognitive and affective learning outcomes. The results underscore the value of blended learning frameworks in fostering deeper conceptual mastery and greater engagement in science education. Keywords: Blended learning; inquiry-based learning; motivation; science education; student engagement
This study explores the readiness of English language teachers to integrate artificial intelligence into teaching, addressing the limited understanding of how competence, attitudes, and institutional support interact in this process. The objective was to determine the relative influence of these factors on teachers’ preparedness for AI adoption in language education. A survey of 312 teachers from public and private institutions was analyzed using descriptive statistics and structural equation modeling. Results indicated moderate competence and attitudes toward AI, but limited institutional support. Perceived competence was identified as the strongest predictor of readiness, followed by attitudes, with institutional support exerting a weaker yet significant influence. Younger teachers and those in private institutions reported higher readiness. The findings underscore the need for professional development that enhances teachers’ skills while ensuring systemic backing, thereby promoting sustainable integration of AI into language teaching practices. Keywords: Artificial intelligence; English language teaching; institutional support; teacher competence; technology adoption
This study aims to develop and evaluate the effectiveness of a blended learning model facilitated by a professional learning community for teachers of the Water Management Curriculum within agricultural and technology colleges. Although blended learning and professional learning communities have been widely applied in education, their combined use in technical and vocational curricula remains under explored. Data were gathered from key informants, including college directors and experts in educational technology and water management, using semi-structured interviews, small group discussions, and suitability assessment forms. Content analysis was employed alongside descriptive statistics to synthesize findings. The proposed model incorporates four blended learning components, knowledge understanding, collaboration, application, and training, and four professional learning community components, brainstorming, exchanging experiences, supporting, and transferring practical methods. Expert evaluations indicated a high level of suitability for the model, highlighting its potential to enhance instructional quality and foster collaborative professional growth among teachers in specialized technical fields. Keywords: Blended Learning, Professional Learning Community, Community-Based Water Management
A virtual classroom replicates many features of a traditional classroom in an online environment, enabling real-time interaction, collaborative activities, and digital learning experiences. This study investigates undergraduate students’ awareness and usage of virtual classrooms, addressing the limited empirical evidence on their adoption in higher education. Using a descriptive survey design, data were collected from 250 undergraduates selected through cluster and simple random sampling. A researcher-developed questionnaire was validated for content and face validity, with acceptable reliability coefficients for awareness, impact, and challenges. Data analysis involved descriptive statistics for research questions and Pearson Product-Moment Correlation for hypothesis testing. Findings revealed that students were aware of the benefits of virtual classroom learning but faced challenges that hindered consistent use. A strong positive correlation was found between the perceived impact and actual usage of virtual classrooms. The study recommends the provision of adequate virtual classroom facilities and regular capacity-building initiatives for students and lecturers to enhance adoption and effective utilization. Keywords: Higher education; online learning; student awareness; virtual classroom
This study develops a methodology for designing the educational process using the inverted class model within blended learning. While blended learning is widely discussed in educational research, its adoption is often hindered by the absence of a unified design framework. This study addresses this gap by integrating in-person instruction with an information and communication environment to create a cohesive learning experience. The methodology was informed by an analysis of global literature on blended learning and a survey of 119 teaching staff to assess competencies required for implementation. A case study of the course “Algebra and Number Theory” illustrates the design stages, highlighting strategies for transferring various forms of in-person instruction to an electronic format. The approach optimizes teacher–student interaction and enhances the quality of the learning process. A quasi-experiment demonstrated the effectiveness of the methodology in improving instructional outcomes. The findings provide practical recommendations for educators seeking to design and implement blended learning models in higher education. Keywords: Blended learning; course design; educational methodology; inverted class; teaching strategies
This study investigates primary school students’ perspectives on their self-learning capabilities through the use of technology, addressing the growing emphasis on learner autonomy in digital learning environments. Despite increasing integration of technology into education, limited research has explored how students at early grade levels perceive and develop self-learning skills using technological tools. To address this gap, a descriptive survey model was employed, involving 120 students from a private primary school. Data were collected using a demographic information form and a validated scale measuring technology-assisted self-learning, and were analyzed using independent samples t-tests and frequency analysis via statistical software. Findings revealed no significant differences in self-learning abilities based on gender. However, a significant variation was observed across grade levels, with fifth-grade students demonstrating higher self-learning proficiency with technology compared to fourth-grade students. These results suggest that as students’ progress through primary education, their ability to engage in autonomous learning with technological support improves. The findings underscore the importance of scaffolding self-directed learning skills from early grades and suggest implications for curriculum design that promotes technology-enabled autonomy in learning. Keywords: Digital learning; primary education; self-directed learning; student perception; technology integration
This study examines the effectiveness of digital storytelling projects as a technology-integrated learning model to enhance narrative text writing skills among elementary students. Addressing the need for innovative approaches to writing instruction, the research employed a quasi-experimental design with a non-equivalent control group. A cluster random sampling method was applied to select 53 students from a larger population. Data were collected through pre-tests and post-tests based on established writing skill indicators, and analyzed using an independent sample t-test. Findings indicated that the digital storytelling project model had a positive impact on students’ narrative writing performance. Additional outcomes included the development of brainstorming and critical thinking abilities to produce coherent storylines, an increase in vocabulary and refinement of writing style, and the provision of meaningful and engaging learning experiences. The study highlights the potential of digital storytelling as an effective pedagogical tool for improving both linguistic competence and creativity in writing instruction. Keywords: Creativity; digital storytelling; narrative writing; primary education; writing skills
The aim of this study is to identify the level of digital competence of future teachers of Early Childhood Education and Primary Education, following the specifications advanced by the European Digital Competence Framework for Citizens. In this case, a quantitative methodology was carried out, using an ad hoc questionnaire entitled ‘Competences for the Development of Digital Citizenship in Initial Teacher Training’. The results reveal the presence of two groups of competent profiles among the future teachers who participated. On the one hand, we find a group of future teachers whose status is moderate and sufficient to, for example, create individualized digital contents and, on the other hand, there is a group of future teachers with an outstanding and excellent levels concerning issues of digital accessibility. In fact, the findings also indicate that the members of this group excel in techno-pedagogical matters (incorporating pictograms, subtitles, etc.). It is also observed that the performance of both groups is remarkable, with notable strengths in their performance levels when it comes to collaborating online, applying basic safety guidelines, rationalizing the use of devices and solving technical problems. In any case, the trend of the levels of competence is growing and should be subsequently bolstered in initial teacher training programmed for the European Higher Education Area. Keywords: clustering; cyber skills; educational technology; online participation; virtual citizens
The Program for International Student Assessment (PISA) places Indonesian students in the lowest position. The solution is that Indonesia must develop PISA-based mathematics questions, namely the Minimum Competency Assessment (MCA) numeracy. This research aims to test the feasibility of MCA numeracy-based mathematics questions. This research uses a formative evaluation model. The research subjects were 40 students. Data were analyzed descriptively. Data collection techniques through observation, tests, and document analysis. The research results showed that understanding mathematics was 80%, the ability to apply mathematics was 76.8%, and mathematical reasoning ability was 72.4%. The conclusion is that MCA numeracy-based mathematics questions are worthy of being used as questions to increase competency. It is recommended that teachers use mathematics questions whose suitability has been tested so that learning objectives can be achieved optimally. Keywords: feasibility; mathematics questions; minimum competency assessment; numeracy.
