The study explored the parental satisfaction with educational services for the children with intellectual disabilities in primary schools in the Northern Regions of Saudi Arabia. A quantitative correlational design was employed, with data collected from 390 parents. The study data were analyzed using Spearman’s rank-order correlations and hierarchical multiple regression analysis. Final regression model explained 49.8% of the variance in parental satisfaction.Findings indicated that perceived inclusive school quality was the strongest predictor of parental satisfaction. Parental involvement behaviors and general school invitations also made significant positive contributions to the model. However, parental education level and regional location were not significant predictors after controlling for school-level variables.The findings suggest that parents’ evaluations of educational services are influenced more by their experiences of inclusive school practices and family–school relationships than by demographic characteristics. Strengthening inclusive school quality and promoting meaningful family engagement may enhance parental satisfaction and support the implementation of inclusive education in line with Saudi Vision 2030. Received: 04 May 2026 / Accepted: 03 August 2026 / Published: September 2026
The present study aimed to investigate the effect of mental training using virtual reality compared with traditional mental imagery on competitive readiness in the 400-meter race among Jadara University students. The study adopted an experimental research design using a pre-test and post-test approach with two experimental and control groups. The study sample consisted of 50 male and female students enrolled in athletics courses at Jadara University. The participants were randomly assigned into two groups: the experimental (n = 25) received mental training using virtual reality, while control group (n = 25) underwent traditional mental imagery training. The training program was implemented over four weeks, with three training sessions per week, each lasting 50 minutes. A competitive psychological readiness scale was used to measure concentration, anxiety control, self-confidence, and mental preparedness for competition. The results revealed significant improvements in competitive readiness for both groups in the post-test compared to the pre-test. Statistically significant differences were found between the experimental and control groups in all dimensions of competitive readiness and 400-meter race performance, favoring the experimental group. The study concludes that integrating virtual reality technology into mental training programs can significantly enhance competitive readiness among university students and provides practical implications for sports training and physical education programs. Received: 16 March 2026 / Accepted: 06 July 2026 / Published: September 2026
Virtual patient simulators (VPS) are computer-based programmes in which students mimic the role of healthcare providers while caring for virtual patients. They are part of virtual simulation.This work aims to study perceptions and satisfaction with VPS in the continuous learning process of medical interns at the Cheikh Khalifa international university hospital of Casablanca (HCK), as a new virtual simulation technology resource for medical simulation training.The experiment was carried out with 68 medical interns from HCK, followed by the administration of two questionnaires: pre-session (U0 = 27 items) and post-session (U1 = 25 items). All items were assessed on a 7-point Likert scale; the quality of the structure and formulation of the items was approved by the value of Cronbach's alpha coefficient of the order of 0.894 for U0 and 0.941 for U1. Only participants who met the study criteria were included in the final sample, in the order of 22 medical interns, and statistical analysis was carried out using IBM SPSS 26 software.The results show that medical interns are accepting of the use of the VPS in virtual simulation teaching in medicine. and that participants perceived the tool as useful for supporting their continuous learning process. Received: 23 March 2026 / Accepted: 18 August 2026 / Published: September 2026
This cross-sectional study investigates whether demographic factors, health history, and psychological well-being predict Saudi university students' attitudes toward seeking professional psychological help. A total of 267 undergraduates completed an anonymous online survey assessing help-seeking attitudes (ATSPPH-SF), well-being (WHO-5), demographics, and health diagnoses. Mean well-being was slightly above the theoretical midpoint (M = 13.50 vs 12.50, p = .009), best interpreted as a statistically small difference with no implied clinical significance. Help-seeking attitudes were moderately favorable and significantly exceeded the scale midpoint (M = 27.81 vs 25.00, p < .001). Help-seeking attitudes showed a weak positive association with well-being (r = .217, p < .001). Hierarchical multiple regression revealed that the five-predictor model explained 13.4% of the variance in help-seeking attitudes (R² = .134, F(5, 261) = 8.085, p < .001). Psychological diagnosis emerged as the strongest predictor (? = .271, p < .001), followed by well-being (? = .200, p = .001) and gender (? = .186, p = .004), with female students reporting more favorable attitudes. Academic year and physical diagnosis were not significant unique predictors after controlling for other variables. Well-being did not differ by gender or, after conservative post-hoc testing, by academic year. Findings underscore the importance of reducing mental health stigma, strengthening confidentiality assurances, and establishing accessible referral pathways within university counselling services in Saudi Arabia. Received: 07 March 2026 / Accepted: 05 August 2026 / Published: September 2026
The present study sought to evaluate the psychometric properties of the UCLA Loneliness Scale (UCLA-LS) among students with physical disabilities and learning disabilities in Jordan, given the scarcity of studies addressing this specific group. The study adopted a descriptive-analytical psychometric approach, including a sample of students with physical disabilities and learning disabilities. The original 20-item UCLA-LS, Russel et al., 1978 scale was used to analyze its psychometric properties. The results indicated that the scale possesses appropriate psychometric properties, with corrected item-total correlation values exceeding the recommended criterion of. 0.30, the findings also showed that the scale has a high level of internal consistency, as evidenced by Cronbach’s alpha coefficient (0.96) and split-half reliability coefficient (0.94). Furthermore, exploratory factor analysis (principal axis factoring) and competing factor models indicated the unidimensional structure of the scale. This study provides important evidence for the suitability of the UCLA-LS in assessing loneliness among students with physical disabilities and learning disabilities, and offers a reliable tool that psychologists and educators can use in designing intervention and therapeutic programs. Received: 02 April 2026 / Accepted: 12 August 2026 / Published: September 2026
This study aims to examine whether there are differences between native and non-native speakers of English in their use of hedges in research articles and across article sections such as the Introduction, Discussion, and Conclusion. With this purpose, a total of 200 research articles in the field of English language teaching, comprising 100 articles by NSs and 100 by NNSs covering the years 2020 through 2024, were analyzed based on the Hyland’s taxonomy (1998). After collecting the data, the researchers created a corpus of the selected articles via Sketch Engine and analyzed both descriptively and statistically. The Log-likelihood ratio was utilized for statistical analysis. The findings showed significant differences between NSs and NNSs both throughout the articles and in the Introduction, Discussion, and Conclusion sections. According to the LL values, NSs overused hedging devices in terms of Modals, Adjectives, Adverbs, Quantifiers, and Nouns. The analyses showed that NNSs overused only Verbal Hedges. Considering the sections, NSs mostly overused hedges in the Introduction, Discussion and Conclusion sections. Based on the findings, implications and further studies were recommended. Received: 05 June 2026 / Accepted: 17 August 2026 / Published: September 2026
Academic performance in first-year engineering education was examined through a quantitative quasi-experimental design involving a control group (n = 36) and an experimental group (n = 35). Because flipped classroom was implemented only in Calculus I (Area 1) and gamification only in Physics I (Area 2), the revised analysis treats the two subjects as separate outcomes and does not interpret the strategies as directly comparable treatments. Baseline Welch tests showed that the control group scored significantly higher before the intervention in both Calculus I (6.02 vs. 5.76; t(46.9) = 2.48, p = .017) and Physics I (6.41 vs. 5.71; p < .001). In Calculus I, the experimental group increased from 5.76 to 8.32, whereas the control group increased from 6.02 to 6.63. In Physics I, the experimental group showed a larger pre-post gain (+1.02) than the control group (+0.67), but its posttest mean remained lower (6.73 vs. 7.08). Accordingly, the revised findings support a strong observed improvement pattern in Calculus I but do not establish that gamification outperformed traditional instruction in Physics I. The previously reported overall composite and global ANCOVA are not used as evidence because they cannot be reconciled with the subject-specific descriptive statistics without reanalysis of the original student-level data. Conclusions are therefore restricted to measured academic performance and interpreted cautiously in light of baseline imbalance, subject-strategy confounding, measurement limitations, and the need for independent verification of the exceptionally large effect sizes. Received: 26 May 2026 / Accepted: 21 August 2026 / Published: September 2026
The ideal L2 self, English learning investment, and identity construction offer complementary perspectives for understanding learners’ experiences of English learning. However, relatively little is known about how these constructs are represented in the accounts of Chinese vocational EFL learners. This paper reports on three Chinese vocational undergraduates’ accounts of English learning in a vocational-university context. Qualitative data were collected through 27 guided written diaries produced over one semester and analysed thematically. The findings showed that the participants described different relationships among future English aspirations, investment in English-learning practices, and self-understandings as English learners. Professionally or personally meaningful future orientations were often described alongside sustained investment, whereas perceived constraints in learning opportunities and earlier negative experiences were expressed with less certain self-understandings as English learners. This exploratory study offers context-sensitive insights that may inform English-learning support for vocational EFL learners. Received: 05 April 2026 / Accepted: 11 August 2026 / Published: September 2026
Foundation phase classroom teachers in South Africa face persistent challenges in teaching English Home Language comprehension to learners from multilingual backgrounds. Teachers in these contexts often struggle with applying effective comprehension strategies, bridging learners’ home languages with English, and adapting instructional materials to suit diverse linguistic needs. These challenges are caused by insufficient professional development opportunities that address multilingual pedagogy and comprehension-specific teaching practices. This qualitative research employs a case study design and uses semi-structured interviews to generate data with four purposively sampled grade one teachers in one urban primary school in King Cetshwayo District, KwaZulu-Natal. Through thematic analysis of the data, the findings reveal that teachers struggle with inadequate parental involvement in their children’s schoolwork, learners’ lack of self-expression, and learners' restrictive residential locations. To overcome these challenges, this research identifies a need for a structured approach to strengthen teacher capacity in navigating the complexities of multilingual foundation phase contexts and proposes a capacity-building model to equip foundation phase teachers with practical tools, reflective practices, and contextualised methodologies for enhancing English Home Language comprehension instruction. This research considers the importance of empowering teachers through a capacity-building model to effectively manage linguistic diversity and promote equitable learning outcomes in the foundation phase classrooms. Received: 20 January 2026 / Accepted: 21 July 2026 / Published: September 2026
This study examined the impact of governance mechanisms on educational policy development in higher education institutions in the United Arab Emirates. The study identified the perceived level of governance mechanisms, assessed the level of educational policy development, examined the predictive effect of governance dimensions on policy development, and tested whether faculty members’ perceptions differed according to gender and academic rank separately for governance mechanisms and educational policy development.The study adopted a descriptive analytical survey design and used a questionnaire administered to 325 faculty members in UAE higher education institutions. The instrument comprised two scales: governance mechanisms and educational policy development. The findings indicated a high level of governance mechanism implementation and a high level of educational policy development. Multiple regression showed that governance mechanisms significantly predicted educational policy development, explaining 56% of its variance. The results indicated no statistically significant gender differences in either construct, while academic-rank differences were found in favor of full professors for both governance mechanisms and educational policy development. The study recommends strengthening transparent governance practices, expanding faculty participation in decision-making, and activating systematic monitoring and evaluation processes. Digital transformation is treated in this study as an institutional context affecting governance and policy priorities, rather than as a separate measured variable. Received: 21 March 2026 / Accepted: 12 July 2026 / Published: September 2026
This study examines the theoretical foundations of translation, the development of translation studies in Kazakh literature, and the criteria of literary translation, with particular attention to the distinctive features of teaching literary translation in online and offline learning environments. The research aims to evaluate students’ theoretical knowledge and analytical competence in the process of learning literary translation. A quasi-experimental design was employed involving 58 volunteer students divided into an experimental group (offline instruction) and a control group (online instruction). Students’ performance was assessed through pretest and posttest measurements, and the results were analyzed using the Benjamini-Hochberg (BH) correction to ensure the reliability of multiple statistical comparisons. The pretest results revealed no statistically significant differences between the two groups, indicating comparable initial levels of knowledge and skills. However, statistically significant differences emerged in the posttest. Students in the offline group demonstrated higher achievement in acquiring theoretical concepts and developing analytical competence than those in the online group. Nevertheless, the lower performance of the online group should not be interpreted as inadequate learning; rather, it reflects the complexity of literary translation and the need for a strong theoretical foundation to support accurate interpretation. The findings suggest that content-oriented, face-to-face instruction combined with collaborative classroom analysis provides more favorable conditions for developing students’ literary translation competence. The novelty of the study lies in its comparative investigation of online and offline approaches to teaching literary translation within the context of Kazakh literature, offering empirical evidence for improving translation pedagogy in higher education. Received: 23 March 2026 / Accepted: 15 July 2026 / Published: September 2026
This retrospective multisite academic-record study examined the associations of English and mathematics achievement with accounting achievement and assessed campus-level differences in recorded course grades among Bachelor of Science in Accountancy students in a Philippine private higher education system. De-identified academic records from 182 regular students across five campuses were analysed. Kruskal–Wallis tests with Dwass–Steel–Critchlow–Fligner post hoc comparisons were used to assess campus-level differences, while Spearman rank-order correlations and hierarchical regression examined associations among English, mathematics, and accounting achievement. Recorded grades differed significantly across campuses in English, mathematics, and accounting, with more pronounced variation in mathematics and accounting. After controlling for campus affiliation, English achievement (B = .330, ? = .142, p = .033) and mathematics achievement (B = .274, ? = .166, p = .022) remained positively associated with accounting achievement. Campus indicators explained an additional 33.0% of the variance in accounting course-grade achievement, increasing R² from .128 to .458. The three indicators are campus course-grade proxies rather than standardised measures of English proficiency, mathematical ability, or accounting competence. The campus increment may reflect grading standards, instructors, assessment difficulty, student intake, curriculum implementation, or academic support. The results should therefore be interpreted as associations in recorded course grades, not as causal effects, standardised competency differences, or campus rankings. Received: 23 June 2026 / Accepted: 15 August 2026 / Published: September 2026
Artificial intelligence (AI) is being rapidly integrated into China's basic education, yet the psychological mechanism linking AI integration to secondary school teachers' job satisfaction has not been systematically examined. Drawing on the Job Demands–Resources (JD-R) theory, this study developed a moderated mediation model linking AI integration, work environment perception, AI literacy, and intrinsic job satisfaction. Survey data were collected from 500 secondary school teachers in mainland China, and five hypotheses were tested using PROCESS Model 4 and Model 7. The results showed that AI integration significantly and positively predicted intrinsic job satisfaction (c = 0.333, p < .001). Work environment perception partially mediated this relationship, accounting for approximately 64.0% of the total effect (ab = 0.213, 95% CI [0.163, 0.265]). AI literacy significantly moderated the first-stage path from AI integration to work environment perception, with an Index of Moderated Mediation of 0.071 (95% CI [0.032, 0.116]); the conditional indirect effect increased monotonically as AI literacy rose. The findings extend the JD-R theory to the AI integration context in Chinese secondary schools and clarify the mediating position of work environment perception together with the conditional role of AI literacy, although the cross-sectional self-report design supports statements of association rather than of causal effect, so that the implications drawn for administrative resource allocation, for the implementation of the national education digitalization strategy, and for the design of teacher AI literacy training are offered as directions warranting intervention research among a sample that was not drawn under a probability design. Received: 30 April 2026 / Accepted: 19 August 2026 / Published: September 2026
This study examines the relationship between perceived digital coaching feedback quality and perceived athlete readiness, with trust in digital feedback tested as a mediator. Digital coaching feedback quality is defined as athletes’ perceptions of the personalization, timeliness, clarity, actionability, and training relevance of feedback delivered through digital coaching technologies; AI-enabled systems are treated as one subset of this broader digital feedback environment rather than as the sole source of exposure. Guided by stimulus-organism-response logic, a cross-sectional survey was conducted among university athletes recruited from eight anonymized universities across multiple regions of China. Data were collected in March 2026 through a WeChat mini-program questionnaire. After screening and data-quality checks, 377 valid responses were analyzed using PLS-SEM in SmartPLS 4. Perceived digital coaching feedback quality was positively associated with trust in digital feedback (? = .553, p < .001) and perceived athlete readiness (? = .276, p < .001), while trust was positively associated with readiness (? = .262, p < .001). The specific indirect association through trust was also significant (? = .145, p < .001), indicating complementary partial mediation in the statistical model. The findings support a feedback-quality-trust-readiness mechanism in which the value of digital coaching feedback for university athletes depends not only on the information provided but also on whether athletes regard that information as sufficiently reliable and useful to inform readiness judgments. Because the design is cross-sectional and all focal constructs are self-reported, the findings are interpreted as associations rather than causal effects. Received: 12 June 2026 / Accepted: 17 August 2026 / Published: September 2026
This paper examines the pervasive issue of irregular class attendance among students in higher education institutions, focusing specifically on the context of South Africa. A comprehensive case analysis was conducted at a prominent University of Technology in the Western Cape province. The study illuminated the multifaceted factors contributing to irregular attendance patterns and explored students' and academic instructors' perceptions of how attendance influences academic engagement and success. Through a mixed-methods research approach, the investigation incorporates students’ surveys and academic instructors’ interviews to gather nuanced insights into the causes and consequences of irregular class attendance. The research identifies socio-economic factors, academic workload, and personal circumstances as key determinants influencing students' attendance behaviour. Furthermore, the study examines perceived links between attendance behaviour, student engagement, and academic success. The study findings contribute to the understanding of attendance dynamics in the South African higher education landscape. At the same time, the findings offer practical recommendations for institutional policies and interventions to address the attendance challenge. The study provides a valuable resource for educators, administrators, and policymakers seeking to enhance the overall educational experience and success rates of students in higher education institutions in South Africa. Received: 11 January 2026 / Accepted: 21 July 2026 / Published: September 2026
The global issue of teacher burnout is on the rise, particularly in the field of early childhood education, where instructors are faced with the dual responsibilities of instructing and caring for students. The arduous conditions in which preschool educators in Vietnam's Central Highlands operate, which are characterized by substantial burdens, scarce resources, and cultural diversity, may increase their susceptibility to occupational burnout. However, empirical evidence in this field remains scarce. This cross-sectional investigation, conducted in the Central Highlands of Vietnam, surveyed 414 preschool teachers. A 30-item standardized scale that includes four subscales: emotional exhaustion, physical energy depletion, deterioration, and decreased work efficacy was employed to assess occupational burnout. Descriptive statistics (mean, standard deviation) and one-way analysis of variance (ANOVA) were employed to analyze the data in order to investigate disparities among demographic variables. The findings indicated that overall occupational burnout among preschool teachers was at a moderate level (M = 2.39, SD = 0.84). Physical energy depletion was the most pronounced dimension (M = 3.05, SD = 0.99), while depersonalization was the least severe (M = 1.89, SD = 0.94). Significant differences in burnout were found by school type (F(1, 412) = 21.70, p < .001), seniority (F(3, 410) = 11.38, p < .001), work location (F(2, 411) = 11.73, p < .001), and ethnicity (F(1, 412) = 19.48, p < .001). No significant differences were observed regarding professional qualifications or class level in charge. The study highlights that occupational burnout among preschool educators in the Central Highlands is affected by organizational, experiential, regional, and cultural elements. These findings have significant implications for educational policy and school administration in Vietnam, and they enhance the understanding of teacher well-being in under-explored environments. Received: 19 December 2025 / Accepted: 06 August 2026 / Published: September 2026
Lifelong learning has become an increasingly important function of higher education; however, research on its implementation remains fragmented across technologies, pedagogies, institutional arrangements, and learner contexts. This study maps the development and characteristics of lifelong learning practices in higher education from 2019 to 2024 using a two-phase design that combines bibliometric analysis with a systematic literature review. Following the PRISMA 2020 guidelines, an initial Scopus search identified 2,709 records. After predefined filters were applied, 285 documents were retained for bibliometric analysis using VOSviewer, while 23 studies that met the eligibility and quality criteria were included in the thematic synthesis. The bibliometric analysis revealed substantial growth in scholarly attention, with annual publication output increasing from 27 documents in 2019 to 94 in 2024. Research activity was geographically widespread but concentrated in several leading countries and institutions. Keyword networks positioned higher education and lifelong learning as central themes linked to adult education, self-directed learning, digital provision, employability, professional development, micro-credentials, and sustainability. The systematic review identified a shift from isolated continuing education activities towards broader lifelong learning ecosystems incorporating flexible and non-formal provision, digital and open learning, experiential curriculum design, staff development, alumni engagement, and intergenerational participation. Across these contexts, effective practices were associated with learner autonomy, authenticity, reflection, collaboration, digital competence, and institutional support. Explicit instructional models, however, remained uncommon, implementation was often fragmented, and the available evidence was constrained by short-term evaluations, inconsistent outcome measures, and the underrepresentation of marginalised learners. The study concludes that lifelong learning should be understood as a context-dependent institutional function whose effectiveness depends on the alignment of learner-centred pedagogy, purposeful technology use, inclusive access, coherent governance, and responsiveness to social and professional change. Received: 16 March 2026 / Accepted: 27 July 2026 / Published: September 2026
This study aimed to investigate students' perceptions of the media’s role in shaping their social values and behavior. This study considers both traditional and digital forms of media. Media is deemed a socialization agent and therefore, can have an influence on younger students who are still developing and finding their identity. A qualitative approach was employed, with twenty-six students (below the age of twenty-five) participating successfully. The findings of the data analysis show that most students agree that the media plays both positive and negative roles in values and behavior. On the positive side, for instance, students can learn new concepts and be motivated to engage in social causes through media mobilization. Yet, the media can be negative if overused and if users begin to imitate and adopt cultures that go contrary to their local values and cultures. The phenomenon of social media influencers and celebrities was of particular concern since there was a negative perception concerning characters and lifestyles. The media was also linked to some form of control through content prioritization, the spread of global and mainstream culture, and diminished mental health. Received: 04 April 2026 / Accepted: 13 August 2026 / Published: September 2026
This article aims at finding out digital skills role in distance e-learning to enhance educational quality from faculty members at Zarqa University point of view. The descriptive-analytical method is employed, and the study population consists of (210) faculty members at Zarqa University during the first semester of the academic year (2025–2026). The use of information and communication technology in recent years has brought about a revolution in the way higher education institutions conduct their educational and instructional roles. These skills have increasingly permeated all aspects of life, including those related to the teaching-learning process. Some universities and institutes have succeeded in offering fully integrated electronic programs. In line with these rapid scientific and technological developments, countries and institutions are required to periodically and continuously review their educational systems and policies in universities. E-learning is accessible to students in an infinite time and space environment. Indeed, the students utilize the feedback to move forward with the interactive learning process at their own speed. As a result, digital transformation in education is considered to be an intrinsic part of the current information technology era. During this era, the use of technological tools like computers and laptops is not only beneficial to the optimization of teaching activities, but also has a positive impact on faculty members, students, and the educational system as a whole. Received: 21 March 2026 / Accepted: 15 July 2026 / Published: September 2026
This systematic review examines how artificial intelligence (AI), including generative and non-generative systems, is integrated into practice-based and creative learning in higher education, and how strongly the reported outcomes are supported by the underlying evidence. Searches of Scopus, Web of Science, and ERIC identified 166 records. After duplicate removal, title/abstract screening, retrieval, and full-text assessment, 38 studies were retained for synthesis after one conference paper that conflicted with the stated eligibility criteria was removed. The included literature was concentrated in architecture/interior design, art/visual arts, and graphic/visual design. Studio-based pedagogy was the most frequent primary format (14/38, 36.8%), followed by project-based learning (11/38, 28.9%). AI most often supported ideation and visualization (23/38, 60.5%), although 15 studies embedded AI across multiple stages of the learning or design cycle. Twenty-eight studies (73.7%) were coded as positive in direction, four (10.5%) as mixed-to-positive, and six (15.8%) as mixed. These directions should not be interpreted as equivalent causal effects: eight studies relied primarily on objective tests/performance, eight on artefact/expert evaluation, eight on self-report, and the remainder on mixed or process evidence. Methodological appraisal using the Mixed Methods Appraisal Tool (MMAT) identified eight studies with relatively higher confidence, 23 with moderate confidence, and seven with lower confidence within this review corpus. The evidence therefore supports a cautious conclusion: AI commonly expands ideation, visualization, feedback, and workflow options, while stronger claims about improved creativity or learning depend on controlled designs, objective/artefact-based assessment, and longer-term evidence. Received: 22 April 2026 / Accepted: 13 August 2026 / Published: September 2026
