The study examines how reinforcement strategies affect self-regulated learning among adults entering lifelong education programs. The paper provides a conceptual and philosophical introduction to adult education, the importance of self-directed learning in adult education, and how it facilitates autonomy and lifelong learning. The review of relevant literature examines the existing empirical evidence on the use of reinforcement to improve the self-regulation of adult learners. In addition, a theoretical map is created to demonstrate the relationship that exists between reinforcement and self-regulated learning. There are recommendations for practical reinforcement-believing strategies to improve the self-regulatory abilities of adult learners. Policy implications and recommendations for educators, curriculum developers, and policymakers are presented at the end of the article to bring about effective, sustainable, and learner-centered adult education. The present work fills a gap in the discussion of the process engagement in lifelong learning improvement, focusing on specific vulnerability measures at the motivational and instructional levels. Keywords: Reinforcement strategies, Self-regulated learning, Adult education, Lifelong learning, Self-directed learning
This study investigates the effect of collaborative practice on Iranian EFL learners' reading comprehension. Reading comprehension is a crucial skill for language learners, yet many Iranian students struggle with understanding texts effectively. Collaborative practice, an approach based on social interaction and cooperative learning, has been proposed as an effective strategy to enhance comprehension. This quasi-experimental study involved 78 Iranian high school students from Shahid Bahonar High School in Khaje, East Azarbaijan, Iran. Participants were divided into an experimental group, which received collaborative reading instruction, and a control group, which followed traditional reading instruction. Pre-test and post-test scores were analyzed using independent samples t-tests. The findings indicate that the experimental group outperformed the control group in reading comprehension, suggesting that collaborative practice significantly enhances learners' ability to understand and interpret English texts. The study provides pedagogical implications for EFL instructors seeking to incorporate collaborative learning into their reading instruction. Keywords: Collaborative practice, reading comprehension, Iranian EFL learners, cooperative learning, language acquisition
The Intercultural Language Teaching Approach has been widely recognized for fostering learners’ Intercultural Communicative Competence in foreign language classrooms. Despite its growing prominence, existing research remains strongly anchored in the native speaker paradigm, predominantly emphasizing native cultural content. This orientation reveals a critical gap, as it overlooks the implications of English functioning as an English as a Lingua Franca and limits understanding of whether engagement with non-native cultures can similarly promote intercultural development. Addressing this gap, the present study investigates the comparative effectiveness of native and non-native cultural orientations within intercultural language teaching. An experimental design was implemented through a ten-session instructional treatment involving 99 EFL learners. Data were analyzed to compare intercultural competence outcomes across instructional models. The findings indicate that intercultural language teaching significantly enhances learners’ intercultural communicative competence in comparison with communicative language teaching. Moreover, both native and non-native cultural models demonstrated comparable effectiveness. These results challenge the presumed centrality of the native speaker model and suggest greater pedagogical flexibility in intercultural language instruction. Keywords: Communicative language teaching; English as a Lingua Franca; intercultural communicative competence; intercultural language teaching; native speaker model.
As an experiential model of civic learning, Project Citizen represents a contemporary approach to strengthening democratic citizenship. Despite its emphasis on participatory engagement, limited research has examined how pre-service teachers experience and interpret this model within higher education contexts, particularly in online settings. Addressing this gap, the present study explores participants’ experiences, perceptions, and recommendations regarding the implementation of Project Citizen. Employing a qualitative case study design, data were collected from 70 pre-service teachers enrolled in a Human Rights and Citizenship Education course through reflective responses to open-ended questions. Content analysis was conducted using MaxQDA qualitative data analysis software. The findings indicate that participation in the project fostered personal growth, enhanced social awareness, and strengthened collaboration skills. Participants reported a strong sense of achievement grounded in collective reasoning and group solidarity, while identifying challenges related to engagement with public policy processes and bureaucratic structures. The study concludes that Project Citizen effectively activates the experiential, critical, and participatory dimensions of civic education, contributing significantly to the pedagogical and social competencies of future educators. Keywords: civic education; democratic participation; experiential learning; pre-service teachers; Project Citizen.
The aim of this study is to examine the effectiveness of online (distance) education in higher education through a holistic perspective based on student satisfaction and faculty members’ views. A mixed-methods approach was employed, adopting an explanatory sequential design. Quantitative data were collected through the Distance Education Satisfaction Questionnaire administered to university students, while qualitative data were obtained via semi-structured interviews conducted with faculty members. Descriptive statistics, correlation analysis, independent samples t-test, and one-way analysis of variance (ANOVA) were used to analyze the quantitative data, whereas qualitative data were analyzed using descriptive analysis. The findings revealed that students reported a high level of satisfaction with the technical infrastructure and system operation of distance education; however, the pedagogical effectiveness of online education was perceived to be lower compared to face-to-face education. Analyses based on gender indicated that male students demonstrated significantly higher satisfaction levels with distance education than female students. In terms of age, the results showed that adaptability to and satisfaction with online education increased as age increased, with students aged 26 and above perceiving online education as more effective. Satisfaction with technical infrastructure did not show a significant difference based on gender or age. Qualitative findings indicated that faculty members’ technological, pedagogical, and communication competencies play a decisive role in learning effectiveness and student motivation. Overall, the results suggest that while technical infrastructure is necessary, it is not sufficient on its own; interaction, pedagogical design, and faculty competencies are the key determinants of student satisfaction in distance education. Keywords: Distance education, online learning, student satisfaction, faculty members’ views, digitalization in higher education, mixed methods
This study examines the central role of integrated education in enhancing the professional competencies of journalism students, focusing on the incorporation of mass media and diverse media materials into the learning process. By engaging with a variety of media texts and audiovisual resources, the study demonstrates its influence on increasing learners’ motivation, structuring knowledge, and expanding proficiency in English. These resources are instrumental in developing professionally oriented communicative competence, a critical skill for emerging journalists. The research addresses a gap in understanding how media materials contribute to the simultaneous cultivation of critical thinking, memory, creativity, communication skills, aesthetic appreciation, and analytical abilities within journalism education. A test-based evaluation was conducted to assess students’ professional communicative competence in English across four dimensions: motivation, language proficiency, professional skills, and communication strategies. The findings indicate that mass media function as a comprehensive and effective tool for enhancing domain-specific English communicative competence, providing a robust foundation for students to meet the practical demands of their professional careers. The study underscores the pedagogical implications of integrating media resources to promote holistic skill development in journalism education. Keywords: Communication skills; English proficiency; integrated education; journalism education; professional competence.
The aim of this research is to examine the relationship between adolescents' locus of control and the communicative effectiveness of their friendships. Furthermore, it was determined whether locus of control and friendships differed according to gender, age, and school type variables. The research was conducted using a correlational survey model, a quantitative research method. The sample consisted of adolescents attending different types of schools. Data were collected using the Rotter Internal-External Locus of Control Scale and the Friendship Communicational Effectiveness Scale. Correlation analysis, independent samples t-test, one-way analysis of variance, and chi-square test were used in the analysis of the obtained data. The research findings revealed a significant relationship between adolescents' locus of control and the communicative effectiveness of their friendships. It was determined that adolescents with an internal locus of control exhibited more effective communication skills in their friendships. Additionally, it was concluded that locus of control and friendship variables showed significant differences according to some demographic characteristics. The findings indicate that locus of control is an important variable in adolescents' social relationships. Keywords: Adolescence, locus of control, peer relationships, communicative effectiveness, quantitative research
This study examines trends in deep learning applications for fish identification, highlighting its significance for biodiversity education and conservation. Accurate identification of fish species enhances students’ understanding of aquatic ecosystems and promotes environmental sustainability. A bibliometric approach was employed to analyze 737 articles published between 2014 and 2024, using keyword mapping, citation patterns, and inter-article linkages in the VOSviewer application. The analysis revealed that deep learning techniques, particularly Convolutional Neural Networks, improve the accuracy of fish species identification compared to traditional methods. Despite these advances, the integration of such technologies in educational contexts remains limited, representing a notable research gap. Based on these findings, the study advocates for the incorporation of deep learning tools into biodiversity education curricula to foster interactive, efficient, and technology-driven learning experiences. The research underscores the potential of leveraging advanced computational models to enhance both pedagogical practices and conservation efforts. By bridging artificial intelligence with environmental education, this study provides a framework for developing innovative strategies that support student learning, improve ecological literacy, and contribute to the sustainable management of fisheries resources. Keywords: Biodiversity education; convolutional neural networks; deep learning; fish identification; technology integration
A recent study aimed to produce VR products that could be feasibly tested and to determine the effectiveness of these products in improving students' conceptual understanding. This research was conducted using a 4D R&D model. The product was tested with seventh-grade students using a purposive sampling technique, and a pretest-posttest control-group design was used for the product trial. The instruments used consisted of conceptual understanding tests and non-tests in the form of a response questionnaire to the product. The data obtained were analyzed using SPSS. Based on the trials carried out, it was found that Edu-game Science Virtual Reality can improve students' conceptual understanding of the inheritance of traits. Overall, concept application increased, with an N-Gain of 0.197, which is categorized as low. Despite receiving a low category, students' interest in learning science has increased through this Eduscience Virtual Reality Game. Keywords: Conceptual Understanding, Edu-game, Inheritance of trait, Virtual Reality
The aim of this study is to develop a valid and reliable measurement tool to assess the communication effectiveness exhibited by adolescents in their peer relationships. The Peer Relationship Communication Effectiveness Scale (PRCES) developed within the scope of the study aims to evaluate adolescents’ communication processes with their peers in a multidimensional manner. The study was conducted using a mixed-methods research design, incorporating both qualitative and quantitative data throughout the scale development process. In the qualitative phase, an item pool was generated based on the opinions of expert teachers in the field of guidance and psychological counseling, and content validity was established. In the quantitative phase, the scale was administered to 670 adolescent students studying in the Turkish Republic of Northern Cyprus. Statistical analyses provided evidence regarding the construct validity and reliability of the scale. The findings indicate that the developed scale is a valid and reliable instrument for measuring communication effectiveness in adolescents’ peer relationships. Keywords: Adolescent, peer relationships, communication effectiveness, scale development, validity, reliability
This study examined the relationship between students’ performance in two major senior secondary school mathematics examinations, addressing a gap in understanding the comparability of outcomes across assessment bodies. A descriptive correlational research design was employed to investigate patterns in academic achievement. The study involved 1134 senior secondary three students purposively selected from multiple secondary schools. Examination results from three consecutive years were used as the primary data source. Statistical analyses, including Pearson’s product-moment correlation and t-scores, were conducted to determine the strength and significance of relationships between performances in the two examinations. The findings indicate a significant positive relationship in students’ performance across the examined years, suggesting that achievement in one examination reliably predicts performance in the other. These results underscore the comparability of the two assessment systems and highlight the potential benefits of aligning their syllabi to enhance teaching effectiveness. Harmonized curricula could support more consistent instructional practices, thereby improving student learning outcomes in mathematics. The study provides empirical evidence for educational policymakers and practitioners seeking to optimize assessment strategies and strengthen instructional alignment in secondary mathematics education. Keywords: Academic achievement; assessment comparability; correlational study; mathematics education; secondary school students
This study developed and validated a flourishing scale grounded in the PERMA model, specifically designed for education students. The instrument comprises five core dimensions: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment, using a Likert scale format. A cross-sectional survey was conducted with 305 students aged 18 to 25, and the Rasch Model was applied to assess the scale’s validity and reliability. Results indicated that the scale achieved unidimensionality, demonstrating its effectiveness in measuring the flourishing construct. Item-fit and demographic bias analyses confirmed the validity of most items, while high person and item reliability scores, along with strong internal consistency, supported the instrument's robustness. Analysis of item difficulty revealed that the scale is accessible and suitable for the target student population. The findings emphasize the scale’s applicability for assessing multidimensional well-being in higher education contexts. The study also highlights opportunities for further refinement, including the integration of resilience and cross-cultural adaptation dimensions to enhance its comprehensiveness. Overall, the research establishes the PERMA-based flourishing scale as a valid and reliable tool for evaluating student well-being and provides a foundation for interventions aimed at promoting mental health and holistic development in educational settings. Keywords: Assessment tool; higher education; PERMA model; student well-being; validation study.
Improving the quality of education can be done in various ways, one of which is through the use of instruments as measurement tools that serve an important role in enhancing students' learning experience. This study aims to produce a valid, reliable, and practical assessment instrument to measure learning independence in geometry transformation material. This instrument was developed through the following steps: (1) developing the initial draft of the instrument, (2) testing the content validity, (3) testing the construct validity and reliability. The results showed that the instrument developed was valid and reliable. Aiken's V value of 0.978 indicates high content validity. All items were empirically valid (r count > r table; sig. < 0.05), and Cronbach's Alpha value of 0.893 indicated high reliability. This instrument is suitable for measuring students' learning independence in geometry transformation material and meets the requirements for a valid, reliable, and practical test. The learning independence questionnaire plays an important role in identifying students' levels of independence in managing and organizing their learning processes and can be used across various educational institutions to evaluate the effectiveness of curricula and learning methods in shaping independent learners. Keywords: Instrument development, learning independence
This study examines the impact of the pandemic on teacher evaluation and explores challenges and opportunities for improving evaluation practices in online teaching contexts. Although teacher evaluation is recognized as a critical mechanism for professional growth and instructional improvement, the shift to remote learning created significant disruptions. The existing literature indicates that evaluation systems often struggle to adapt to online settings, yet empirical evidence on this issue remains limited. To address this gap, a quantitative study was conducted with 312 participants, including 240 teachers and 72 school leaders, who completed the Teacher Evaluation Profile adapted for online teaching. Findings reveal that evaluations during this period were conducted at average levels, with greater reliance on self-assessment, student achievement, and review of teaching materials. School leaders reported difficulties in adapting to new evaluation procedures, indicating a lack of structured frameworks suited to digital teaching environments. The study underscores the need for more systematic, professionally managed evaluation practices that integrate diverse data sources, enhance teacher professionalism, and support the effectiveness of teaching in changing instructional contexts. These results carry implications for policymakers and school administrators seeking to refine evaluation systems to ensure resilience and relevance in both traditional and online education. Keywords: academic publishing; faculty development; manuscript preparation; research design; scholarly writing.
The development of students’ higher-order thinking skills in mathematics remains a critical challenge in educational practice, particularly in adapting to innovative learning models. Previous research has explored flipped classroom approaches and technology integration, yet few studies have examined their effectiveness when combined with dynamic assessment and grounded in the TPACK framework. This study addresses this gap by investigating the impact of a TPACK-based flipped classroom learning model with dynamic assessment on students’ higher-order thinking skills in mathematics. A mixed-method design with an embedded concurrent strategy was employed, involving 32 students divided equally into experimental and control groups for the quantitative phase, and three students with different ability levels for the qualitative phase. Quantitative findings indicate that the TPACK-based flipped classroom model enhanced students’ mastery of higher-order thinking skills compared to traditional approaches. Qualitative results show that high-ability students demonstrated strong logical reasoning and problem-linking skills, while moderate-ability students applied systematic problem-solving strategies effectively. Low-ability students, however, tended to focus on final answers without fully modeling mathematical conditions. The findings suggest that integrating technology-rich flipped classroom instruction with dynamic assessment fosters deeper mathematical reasoning and provides valuable insights into varying student learning profiles. These results have important implications for designing pedagogical strategies that strengthen critical thinking and problem-solving in mathematics education. Keywords: dynamic assessment; flipped classroom; higher order thinking skills; mathematics education; TPACK.
This study examines the relationship between working conditions and job satisfaction among teachers in private secondary schools. It investigates the effects of physical working conditions, leadership and supervision, as well as compensation and welfare, on teachers’ satisfaction and retention. A qualitative case study design was employed, using semi-structured interviews, observations, and document analysis. Participants included fifteen individuals comprising the District Education Officer, headmasters, and teachers from ten private secondary schools selected through convenience and purposive sampling. Findings reveal that inadequate facilities, outdated instructional resources, limited administrative support, and low compensation contribute to diminished job satisfaction and increased turnover. Supportive leadership, effective supervision, and clear communication were found to foster positive work environments. The study underscores the need for policy reforms to address disparities in salaries, enhance resource allocation, and improve school infrastructure. By addressing these gaps, education stakeholders can strengthen teacher motivation, retention, and overall educational quality. Keywords: Administrative support; job satisfaction; leadership; private secondary schools; working conditions.
Gamification increases students' motivation and encourages them to participate in the lesson; improves students' ability to cooperate in the classroom, and many other positive effects have been revealed by research. A gamification is a tool used in mathematics education. Considering the abstract structure of mathematics, allows students to make connections between the concepts learned in mathematics lessons and daily life and to develop problem-solving skills. Considering the importance of gamification in mathematics education, it is important to examine the research in this field. This study aims to conduct a bibliometric analysis of the publications on gamification in mathematics education in the WoS database since 2013. It is aimed to identify research trends in this field, important authors and institutions, most cited studies, and keywords. With the findings obtained, the status of the studies on gamification in mathematics education is revealed with quantitative data and presented with scientific network mapping. Keywords: Bibliometric Analysis, Gamification, Mathematics Education, Vosviewer
This study examined the effect of formative assessment, feedback, and remediation on students’ academic achievement in physics. Although existing research highlights the value of assessment for learning, limited evidence explains how the combination of formative assessment elements influences performance while considering individual learner characteristics. Addressing this gap, the study aimed to determine the effectiveness of formative assessment strategies and explore the roles of gender and mathematical ability. A quasi-experimental pretest-posttest control group design was implemented using intact classes, with a sample of one hundred and eighty-four senior secondary students assigned to two experimental groups and one control group. Data were collected using the Physics Achievement Test and the Mathematical Ability Test, both validated and confirmed to be reliable. Analysis of data was carried out using Analysis of Covariance with post hoc comparison. Findings demonstrated that formative assessment practices incorporating feedback and remediation improved students’ achievement in physics, while gender and mathematical ability showed no meaningful influence on performance. The study concludes that structured formative assessment enhances learning outcomes by enabling continuous monitoring and support. These findings imply the need for instructional approaches that integrate ongoing assessment and targeted intervention to strengthen student understanding. Keywords: Academic achievement; formative assessment; feedback; physics education; remediation.
This study investigates the utilisation of virtual laboratories as a supplement to conventional laboratory settings for conducting formal science experiments. Although previous research acknowledges the growing integration of digital tools in science education, there remains limited empirical evidence comparing the effectiveness of virtual and traditional laboratory experiences in supporting conceptual understanding. Addressing this gap, the study aimed to examine whether virtual laboratory instruction enhances academic achievement in physical sciences to the same extent as traditional laboratory methods. A quasi-experimental design was employed using pre- and post-test achievement scores, and the treatment involved conducting an acid-base titration activity through a virtual laboratory. The participants consisted of two hundred and eleven grade eleven physical science learners selected through random sampling. Data were analysed using independent t-tests and analysis of variance. The findings indicate that the type of experimental environment influences learner performance, yet no meaningful difference was found between virtual and traditional laboratory groups. Both approaches contributed similarly to improved conceptual comprehension. The study implies that virtual laboratories can serve as viable alternatives where conventional facilities are limited, supporting flexible and accessible science instruction. Keywords: Conceptual comprehension; physical sciences; virtual laboratories; science education; traditional laboratories.
This study explores the effectiveness of vlogs in enhancing students’ understanding of local wisdom in history education. While traditional teaching methods provide foundational knowledge, there is limited research on how modern digital media, such as vlogs, can actively foster comprehension of cultural heritage and historical content. Addressing this gap, the study aimed to examine how the process of creating vlogs influences learning outcomes and skill development. A qualitative descriptive approach was employed, with data collected through six months of classroom observation and interviews with students and teachers participating in the vlog-making project. Findings reveal that producing historical vlogs significantly enhances students’ grasp of local wisdom by engaging them in research, information gathering, and content creation. The vlogging process also promotes higher engagement, deeper understanding of historical materials, and the development of twenty-first-century competencies, including communication, scriptwriting, digital literacy, and problem-solving. The study underscores the value of integrating innovative media into history instruction, demonstrating that digital tools can enrich learning experiences, cultivate essential skills, and support the preservation of cultural knowledge in contemporary education. Keywords: Digital literacy; history education; local wisdom; student engagement; vlogs.
