Feedback is a crucial component of educational practice. It provides students with valuableinformation about their progress and enhances their ability to predict their performancethrough self-regulation and metacognitive awareness. For feedback to be effective, it must bedelivered promptly, be clear, and include specific suggestions for improvement. Thissystematic literature review, following the PRISMA 2020 methodology guidelines, analyzes23 empirical studies from the last decade (2015-2025) and examines the impact of teacherfeedback on primary school students' ability to predict their performance accurately. Thefindings indicate that feedback significantly improves the accuracy of students' performancepredictions, particularly when the feedback is clear, timely, and personalized. Thisimprovement is largely due to the enhancement of metacognitive skills and self-regulatoryprocesses, especially in subjects like mathematics and language. Individual and cognitivefactors, as well as self-assessment processes, play a vital role in minimizing performanceoverestimations, particularly among low-achieving students, which leads to more realistic andaccurate predictions. Additionally, socio-emotional and school factors boost students'engagement in the learning process and their receptiveness to feedback. Moreover, the use oftechnology and collaboration between schools and families fosters the development ofstudent autonomy and motivation. However, environmental and cultural factors, such associoeconomic and linguistic backgrounds, can affect the effectiveness of feedback and,ultimately, the accuracy of performance predictions. Finally, the findings underscore theadvantages of self-assessment over traditional forms of feedback and highlight the need forfuture longitudinal research, as well as greater integration of digital tools that can assist inaccurately predicting student performance in primary education.
A teacher cannot teach a language thoroughly without teaching the cultures of its speakers. Many foreign language teachers worldwide have encountered an abundance of challenges while promoting the culture-language integration. The Chinese as a foreign language (CFL) teachers in the USA are no exception. The purpose of study was to investigate the following question: what are the CFL teachers’ perceptions and experiences on the culture-language integration in American high schools? This phenomenological study examined the lived experiences of six qualified in-service CFL teacher participants and illuminated common challenges and strategies these teachers encountered and used to resolve these challenges of culture-language integration. Additionally, we have found more strategies used to further resolve the specific challenges reported by each individual participant uniquely toward the inclusive essential Chinese cultural content and their selecting criteria for the culture-language integration in American high schools. These practical findings will definitely provide clear strategic guidance and directions for many educators worldwide in advancing the culture-language integration in CFL and other foreign language education in the USA and other countries.
This mixed-methods study documents the collaborative autoethnographic experiences of two Faculty of Education instructors who disclose mental health and well-being details in their classrooms and reports on the perceptions of 117 education students across six of the instructors’ Bachelor of Education and Master of Education courses. Students completed an online survey concerning their instructors’ approachability, competency, sensitivity to student struggles, and trustworthiness after their mental health disclosures. Interrelated frameworks of well-being, student-teacher relationships, and inclusive learning environments informed the analysis. Findings indicate that students found their instructors to be more competent, understanding, and worthy of respect after disclosing mental health experiences. Students also perceived their instructors as role models, as working to destigmatize mental illness, and recognized their instructors’ disclosures as intentionally contributing to inclusive classroom spaces. Notably, students who had personal experiences with mental illness (over half of participants) shared an increased view of their own competence resulting from their instructor’s disclosures. For students who were already knowledgeable about mental health and held low levels of stigma, perceptions of their instructors were relatively unchanged. Instructors reaffirmed their beliefs about the need to use their positions of power strategically to destigmatize mental illness, and about the benefits of modelling inclusive classroom practices for future teachers.
This study examined the development of scientific method skills in fifth- and sixth-grade primary school students within the context of a STEM-based instructional intervention. A convergent mixed-methods approach was employed, combining quantitative data from questionnaires and qualitative data from semi-structured interviews, with a sample of 110 students aged 10-12. The results showed that students were able to recognize key scientific processes at high rates, particularly those related to hands-on activities, such as observation, experimentation, and measurement. However, their ability to recall and apply these processes independently was more limited. Students performed better in more practical processes (observation, measurements), while they experienced difficulties in processes that required thinking, such as formulating hypotheses, experimental design, and drawing conclusions. In addition, students evaluated hands-on processes as more helpful for understanding scientific concepts, while processes involving reasoning and interpretation were perceived as less influential. Several misconceptions were also identified, including confusion between observation and measurement and difficulties in evidence-based reasoning. Overall, the findings suggest that students have developed a functional but not yet fully consolidated understanding of scientific method.
Supervision is defined as the process of examining and evaluating oneself, one's own work in a group or individually with a trained supervisor. Its’ objective is to facilitate the growth and learning of the participants. The focal point of this study is a particular form of thematic supervision grounded in the theoretical framework of positive leadership and organizational development, known as D-Groups. The objective of this study was to describe how leaders who have participated in the D-Groups perceive the significance of the groups for their own leadership development. The research was conducted as a qualitative study. The data were collected through focus group interviews and subsequently analyzed using a qualitative content analysis. A total of ten participants were interviewed. The primary findings indicate that the D-Groups serve as a valuable source of support, fostering a sense of pause, presence, and reflection. Additionally, the D-Groups were found to advance value-based leadership and support positive leadership in practice. Peer support and a sense of community emerged as key elements in the perceived significance of the D-Groups. The results highlight the D-Groups as a learning environment: a safe space for reflection, a conduit for novel ideas and perspectives, and a catalyst for expansive thinking. The study proposes D-Groups as a means of facilitating positive leadership development among leaders.
Diversity and inclusion (D&I) are highly valued for equitable results in education, healthcare, and workplace domains, as outlined in the United Nations Sustainable Development Goals (SDGs) worldwide. In spite of the increased awareness, many obstacles still stand in the way of authentic inclusion-the unconscious bias and embedded inequality, intersectional exclusion, the symbolic execution of practices without the structure, etc. This systematic review aims to analyze the published empirical studies over the last few years (2019-2025) on the challenges to D&I and assess the efficiency of different strategies used in the world in different contexts. Seven databases, such as PubMed, Scopus, and Web of Science, were screened, and 20 articles were carefully chosen to be peer reviewed. The research cuts across developed and developing countries and covers various sectors. There were four dominant themes, including structural/systemic barriers, cultural insensitivity, intersectional exclusion, and tokenism. Some of the defined interventions, such as inclusive hiring practices, equity-oriented training, and a local policy framework, have a promising nature, whereas the other ones are not context-relevant or focus on causal factors. The results indicate that more complex, context-varying solutions that take into consideration cultural and regional variation as well as variation across institutions, are necessary. The review also indicates areas where research is lacking in areas that are underrepresented, like Africa and the Middle East. To conclude, the discussion of the D&I challenges demands long-term interdisciplinary investigations, the involvement of stakeholders, and global policy engagement to ensure meaningful and lasting inclusion.
This paper was undertaken to examine strategies of student teachers for using textbooks during teaching practice lessons. Some student teachers do not understand how and when to use textbooks effectively when conducting lessons during teaching practice. This qualitative study adopted an interpretive paradigm and purposively sampled 10 student teachers for observation. The data were analysed using thematic data analysis. The findings for this study revealed that most student teachers depended heavily on textbooks while conducting lessons. They introduced learners to textbooks at different times of the lesson and mostly inappropriately. Also, some student teachers did not know how to incorporate textbooks into the lesson. Lastly, as student teachers taught learners with their textbooks open, interactions between student teachers and learners became ineffective because learners relied heavily on textbooks for answers. Therefore, the implications of the findings propose that student teachers should understand the role of textbooks in teaching and learning settings and define their role as student teachers in relation to textbooks and teaching. Student teachers should refrain from instructing learners to open their textbooks when they are teaching because, firstly, this interrupts the attention and focus of learners on teachers and, secondly, it tempts learners not to think on their own but to copy answers from the textbooks when student teachers ask them questions.
This study explores the integration of green technology elements in the On-the-Job Training (OJT) industrial training curriculum at Vocational Colleges (VC) in Malaysia. The study aligns with the demands of Industrial Revolution 4.0 (IR4.0) and the emphasis on Education for Sustainable Development in Technical and Vocational Education and Training (TVET). The study addresses two main questions: (1) What green technology elements are integrated into the OJT industrial training curriculum at VC? and (2) How are green technology elements incorporated into this curriculum? Using a qualitative case study methodology, research data were gathered through semi-structured interviews with eight informants, comprising TVET policymakers, VC educators, and practitioners in the green technology sector. The sampling utilised convenience and snowball methods. Research data were subsequently examined using thematic analysis. The findings indicate that green technology is integrated into the OJT curriculum through the application of acquired knowledge, skills, and affective elements. Three key approaches are utilized: curriculum-based integration, assessment and evaluation strategies, and institutional initiatives. The study suggests that integrating green technology enhances the effectiveness of vocational education in advancing the Sustainable Development Goals (SDGs). Recommendations highlight the need to develop a curriculum that prioritizes green technology integration, ensuring a greater contribution to national sustainable development goals.
The aim of this study was to determine the learning strategies, attitude and motivation of Chinese independent high school students in Negeri Sembilan in learning English. All the strategies (memory, cognitive, metacognitive, compensation, affective and social) were evaluated. Students' experiences and perceptions in learning English are also included. Mixed-method was used. Questionnaires were given to 178 students from a Chinese independent high school in Negeri Sembilan. Interviews were conducted for 18 students from the school. Based on the results, the study showed that students have a good attitude towards English language learning. Overall, students were more instrumentally motivated. The mean score of instrumentality motivation (4.13) is higher than the mean score of the integrative motivation (mean score = 3.85). This suggests that the practical benefits (future career and further education) were the main motivators for the students. The most widely used strategy was compensation (guess and paraphrase for vocabulary gap). Cognitive, metacognitive and social strategies were also studied and used by the students. Challenges faced by students included a limited vocabulary, fear of making mistakes, and a lack of practice. However, there are many students with a positive attitude towards learning English because they are interested in English, parents encouraged their children, and the language mastered was helpful for students in many ways. The survey data and interview data show that the need for educational intervention for language anxiety, improved retention of the vocabulary, and more practice. The results also showed that instrumental motivation, family, and friends as important factors in maintaining good attitude and motivation to learn English and improving language skills.
Business environments are becoming increasingly challenging. Disruptions, permacrisis, AI-related revolutions, deglobalization, supply chain shocks, and further adversity drivers render it increasingly difficult for graduates of business schools and their organisations to succeed. Learning abilities in general and learning style versatility are proposed as a crucial coping mechanism. Learning style versatility refers to the ability to learn effectively relying on multiple modes. Adopting a qualitative research design, this study explored the qualitative aspects of how students view on learning style versatility and its development. Two primary drivers of dynamics emerged from 17 in-depth interviews. Classroom environments matter, especially their degree of functionality. In addition, the involved actors, including students and further supporters of the learning journeys, make a difference. Students either adopt a rather fatalistic or transformational stance towards learning opportunities. Further individuals complementing the learning equally show diverging degrees of supportiveness. This study proposes the first grounded theory on how learning style versatility emerges. Gained insights can inspire improvements in learning in business schools and beyond.
The present article examines the critical factors fostering a culture of trust within school communities, with specific emphasis on the impact of sustained societal crises (termed "permacrisis") on educational culture and relational dynamics. The research employs a mixed-method approach, integrating quantitative analysis of trust dimensions with qualitative investigation through in-depth interviews. Quantitatively, the study operationalised trust through survey instruments measuring three core dimensions: interpersonal trust, organisational trust, and trust in leadership. Qualitatively, semi-structured interviews were utilised to explore the lived experiences and perceptions of teachers and principals with regard to trust-building processes. It is the understanding of trust dynamics that is paramount for educational resilience, particularly within the context of continuous external challenges that strain school communities. This research addresses a significant gap by empirically investigating how trust functions as a foundational element for collaboration, climate, and effective policy implementation during protracted crises. Quantitative analysis identified effective communication, transparency, and organisational justice as pivotal underpinnings across all three trust dimensions. The qualitative findings revealed both persistent challenges and emergent opportunities for nurturing trust-based relationships, highlighting the complex interplay between individual actions and systemic structures. It was found that principals occupied a central role in cultivating a trust-oriented culture. The conclusions of the study indicate that establishing a sustainable culture of trust requires deliberate and structured initiatives. It further recommends the formal adoption of institutional trust protocols to systematise collaboration and reinforce positive climate. Moreover, the findings emphasise the necessity to enhance stakeholder comprehension of educational policies, thereby facilitating effective navigation of contemporary challenges within the context of evolving educational realities.
According to the communicative approach, the principles of which are integrated in modern curricula, errors serve as useful tools for educators to assess student achievement. They may also give an indication of the students’ gaps in knowledge and/or the challenges they face during the learning process. In this paper, we aim to investigate the attitudes of Greek primary school teachers towards students’ oral errors and the teaching practices they employ towards error management. To achieve the aforementioned research objectives, we collected data via questionnaires and class observations. Questionnaire data allowed us to assess teachers’ attitudes, whereas the observation data shed light on the teaching techniques they use in error correction. Both the teachers’ perceptions as well as their teaching practices generally demonstrate a moderate attitude towards students’ oral errors. Based on the research findings, the teachers do not strictly correct every single mistake students make but they focus on specific types of errors. Moreover, they tend not to correct the errors in a direct way; rather they first provide hints and instructions to the students who try to correct their mistakes on their own. In this way, students may discover knowledge themselves. Finally, it can be concluded that the findings reflect a shift towards modern linguistic approaches, and more specifically towards the communicative approach, as far as error management is concerned.
In fermentation technology courses, many students from non-engineering backgrounds struggled with the theoretical aspects of fermentation, finding it both challenging and uninteresting. The course's primary focus is on practical beer brewing, supported by partnerships with industry, including companies like Winners and local breweries. These collaborations offer students access to production equipment and real-world industry challenges through an industry-university cooperation model. The course is structured around a Problem-Based Learning (PBL) approach, where students are divided into sub-groups and engage in hands-on experiments to enhance their learning experience. A total of 32 students participated in a survey using a 9-item questionnaire on a 5-point scale. The results highlighted that the course significantly improved students’ biotechnology skills. Guest lectures and direct industry involvement were particularly effective in boosting students’ enthusiasm for learning and helping them understand the importance of theoretical knowledge for their future careers. Hands-on experiences with industry-related products further motivated students to learn. After completing the practical course, students reported a notable increase in their confidence in professional competence and motivation to learn, with female students outperforming male students. The findings offer important insights for improving future teaching strategies and highlight the benefits of industry involvement in academic learning.
The effectiveness of headteachers is a critical determinant of school success, particularly in Ghana's basic educational system. This study examined the dynamics of school leadership within basic schools in the Tamale Metropolis, stressing how headteachers’ leadership practices impact school performance, teacher motivation, and student outcomes. Employing a quantitative approach, data were collected through questionnaire administration from a sample size of 136 headteacher respondents who were surveyed. Descriptive and inferential statistics were employed in analyzing the data. The findings showed that all twelve (12) considered predictors collectively accounted for a modest 96.8% of the variance observed in the leadership effectiveness of headteachers (f (7.522) = 336.035, p < 0.05). The study further found that the headteachers functioned with a participatory democratic leadership model because they involved the teaching and non-teaching staff, learners, parents, and community stakeholders in their administration and leadership.
