This study aimed to develop a collaborative supervision, monitoring, and evaluation model based on the Co-4R+ process to enhance the quality of educational management in schools under Roi Et Primary Educational Service Area Office 3. A research and development (R&D) design was employed across four phases. Phase 1 examined current conditions and approaches to educational management through policy and contextual analysis, and established supervision guidelines and instruments. Phase 2 developed the model through drafting, expert validation, and refinement into the collaborative Co-4R model. Phase 3 implemented the model in 211 schools and examined outcomes against defined indicators. Phase 4 evaluated and refined the model by integrating digital technology, yielding the finalized Co-4R+ model. Instruments comprised questionnaires, semi-structured interviews, expert/model-evaluation forms, school self-assessment and national-test record forms, and reflection records; data were analyzed using descriptive statistics and content analysis. The results showed that: 1) the model comprised six components—principles, objectives, scope, process, measurement and evaluation, and success conditions—operationalized through four steps (Co-Replan, Co-Render, Co-Recheck, and Co-Refine) integrated with digital technology; 2) all participating schools (100%) achieved an educational management rating of "very good" or higher and used the supervision results for continuous quality improvement; and 3) Phase 4 evaluators rated the model's appropriateness, feasibility, and utility at the highest level (M = 4.62, SD = 0.58), and stakeholders rated their satisfaction with the model at a high level (M = 4.32, SD = 0.49).
Agent-driven instructional models are spreading rapidly in language education, yet the question of for whom such models work—and for whom they carry risks—has received little attention. Using the cognitive offloading-human-AI co-creation continuum as an analytic lens, this study compared two contrasting learner populations under the same agent-driven Business English project-based learning (PBL) model: first-year undergraduates (n = 30) and MBA students (n = 30). The two cohorts were taught by the same instructor with the same textbook and identical agent roles and interaction rules, and completed parallel versions of the same end-of-semester questionnaire (with minor wording adaptations for undergraduates), supplemented by open-ended responses. Analyses combined between-group comparisons, a seven-dimension profile comparison, an exploratory typological cluster analysis of offloading and co-creation, and hierarchical regression. Results showed that the two populations were strikingly similar in offloading containment and across all outcome dimensions: no between-group difference survived Holm correction (|d| <= 0.52), and the only medium-sized item-level difference was confidence in detecting errors in agent output (higher among MBA students, d = 0.67). The typological analysis indicated that the sample divided into a “deeply engaged” type (56.7%) and a “prudent self-reliant” type (43.3%) that cut across both cohorts, with high co-creation and elevated dependence signals co-occurring and the type distribution independent of cohort (p = .193). After controlling for gender, prior generative-AI experience, and use frequency, the incremental explanatory power of cohort approached zero (dR-squared <= .021). The findings suggest that under one and the same rule-governed design, “level is not destiny”: learner level should remain an explicit consideration in the design and scaling of agent-based pedagogy, but the unit of differentiation should descend to learner types, and differentiated design guidelines are derived accordingly.
The increasing adoption of Industry 4.0 technologies has intensified the need for industrial engineering graduates to acquire competency in Programmable Logic Controller (PLC) programming and industrial automation. Despite the growing implementation of PLC simulation software and digital laboratories, limited empirical research has examined the factors influencing students' acceptance of PLC learning. This study applied the Technology Acceptance Model (TAM) to investigate the relationships among perceived ease of use (PEOU), perceived usefulness (PU), attitude toward PLC learning (ATT), and behavioral intention to use PLC learning systems (BI). A quantitative cross-sectional survey was conducted with 399 undergraduate students from Sichuan Vocational and Technical College of Communications in China who had experience in PLC-related courses. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The measurement model demonstrated satisfactory reliability and validity, with outer loadings ranging from 0.797 to 0.886, composite reliability values between 0.882 and 0.911, and average variance extracted (AVE) values between 0.651 and 0.773. Both the Fornell-Larcker criterion and the heterotrait-monotrait ratio confirmed adequate discriminant validity. The structural model supported all proposed hypotheses. Perceived ease of use significantly influenced perceived usefulness (β = 0.416, p < .001) and attitude (β = 0.196, p < .001), perceived usefulness positively affected attitude (β = 0.372, p < .001), and attitude exerted the strongest influence on behavioral intention (β = 0.511, p < .001). The model explained 17.3% of the variance in perceived usefulness, 23.8% in attitude, and 26.1% in behavioral intention. The findings indicate that students' acceptance of PLC learning is most strongly associated with the perceived educational value of PLC instruction, while positive attitudes serve as the most important predictor of continued intention to engage with PLC learning. Multi-group analysis, preceded by measurement invariance testing, indicated that the effect of perceived ease of use on perceived usefulness was significantly stronger for female than for male students, while the model was otherwise invariant across gender, year of study, and prior PLC experience. These results provide practical implications for designing learner-centered PLC curricula that integrate user-friendly learning environments with authentic industrial automation experiences.
Vocational education systems worldwide invest substantial capital in virtual simulation infrastructure, yet virtual laboratories deliver instructional value only if students continue to use them. This study applied the Technology Acceptance Model (TAM) to explain acceptance of virtual electrical and electronics laboratories, a context distinguished by imperceptible target phenomena, physical hazard, and a strong emphasis on fault diagnosis, and a population largely absent from the international acceptance literature. Cross-sectional survey data were collected from 409 students. The participants were higher vocational students enrolled at Sichuan Vocational and Technical College of Communications, China. All respondents had prior experience using virtual electrical and electronics laboratories as part of regular coursework, and the data were analyzed using partial least squares structural equation modeling (SmartPLS 4; 5,000 bootstrap subsamples), pairing conventional explanatory assessment with out-of-sample predictive evaluation via PLSpredict. All four hypotheses were supported. Perceived ease of use predicted perceived usefulness (β = 0.491) and attitude toward use (β = 0.252); perceived usefulness predicted attitude (β = 0.497); and attitude predicted behavioral intention (β = 0.597). The model explained 24.1%, 43.4%, and 35.6% of the variance in usefulness, attitude, and intention respectively, and returned positive Q²predict values for every endogenous indicator. Two findings refine TAM in this setting. Perceived usefulness exerted about twice the direct influence on attitude as ease of use (f² = 0.332 versus 0.085), with about half of ease of use's total effect transmitted indirectly through usefulness, indicating that usability operates as an enabling rather than a driving belief. Attitude, in turn, served as the complete conduit linking both beliefs to intention. For experienced vocational learners, instrumental value rather than operational convenience governs continued use, implying that design and procurement should prioritize curricular alignment and diagnostic depth over interface sophistication.
Generative artificial intelligence (AI) is reshaping the resources art students use for learning and creative production, but technological knowledge, learning regulation, and creative confidence may not develop in parallel. This cross-sectional study used latent profile analysis to examine how self-reported AI literacy (AIL), self-directed learning (SDL), and a brief four-item contextualized measure of creative self-efficacy (CSE) co-occurred among 502 art students from three universities in Shaanxi Province, China. Four profiles were retained as a descriptive representation of the sample: moderate AIL-lower SDL/CSE (15.7%), lower AIL-moderate SDL/CSE (18.7%), higher AIL-moderate SDL/CSE (32.5%), and higher AIL-higher SDL/CSE (33.1%). CSE item loadings ranged from .673 to .724, with alpha = .785, omega = .786, and average variance extracted = .479, indicating adequate internal consistency but limited content coverage and marginal convergent validity. Replacing the four CSE items with their composite mean produced high classification agreement with the primary model (adjusted Rand index [ARI] = .869); removing CSE reduced agreement (ARI = .729) but retained substantial heterogeneity. Neither sensitivity specification uniquely supported four rather than three profiles. Prior AI-course experience distinguished the first profile from the higher AIL-higher SDL/CSE profile, and self-reported lifelong learning competence increased across the four profiles. The findings support flexible course designs, but the profiles remain sample- and specification-bound and should not be used for individual screening.
This paper uses Chinese higher education institutions as the research context, constructs a theoretical model based on survey data from 438 employees, and conducts empirical testing to explore the mechanisms by which transformational leadership, work environment, and internal marketing affect organizational effectiveness. Current research rarely explains the relationship among transformational leadership, the work environment, and organizational effectiveness from the perspective of internal marketing mechanisms. This study reveals the mediating path of internal marketing in higher education governance. The study uses descriptive statistical analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modelling (SEM) to test the theoretical model. The results show that both transformational leadership and the work environment have significant positive effects on internal marketing and organizational effectiveness; internal marketing also has a significant positive effect on organizational effectiveness. Furthermore, internal marketing plays a mediating role between transformational leadership and organizational effectiveness, as well as between the work environment and organizational effectiveness. This study expands the theory of internal marketing in the context of non-profit organizations. It provides theoretical support and management guidance for improving the governance effectiveness of higher education institutions.
The present study aimed to: (1) examine the levels of perception and opinion of vocational students toward factors influencing their acceptance and use of Generative AI (GenAI) for learning; (2) develop and validate a structural model of causal relationships among such factors; and (3) analyze the direct, indirect, and total effects of predictor variables on behavioral intention and actual use behavior. A sample of 500 students enrolled in Vocational Certificate (VC) and Higher Vocational Certificate (HVC) programs under the Office of the Vocational Education Commission was selected through stratified random sampling. Data was collected using a seven-point Likert scale questionnaire (reliability = 0.978) and analyzed via descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM) using ADANCO software. Results revealed that vocational students held highly positive opinions regarding GenAI acceptance across all dimensions. The PLS-SEM analysis confirmed satisfactory model fit. Performance expectancy (β = 0.149, p < 0.05), effort expectancy (β = 0.138, p < 0.05), social influence (β = 0.127, p < 0.05), hedonic motivation (β = 0.194, p < 0.01), personal innovativeness (β = 0.262, p < 0.01), and trust (β = 0.147, p < 0.01) all had significant positive effects on behavioral intention. Privacy did not exert a significant effect on behavioral intention. Behavioral intention strongly predicted actual use behavior (β = 0.625, p < 0.01), with the model explaining 79.97% of variance in behavioral intention and 39.05% in use behavior. Findings highlight the growing importance of GenAI in vocational education and suggest that institutions should promote AI literacy, ethical AI practices, and supportive learning environments.
The rapid advancement of digital technologies, smart learning environments, and generative artificial intelligence has transformed language learning and writing instruction. This study aimed to (1) synthesize a creative writing skill framework within a Thai language learning environment for secondary school students through systematic analysis of relevant literature and research, and (2) evaluate the suitability of the synthesized framework through expert validation. A qualitative research design was employed using systematic document analysis of scholarly articles, books, and studies published between 2020 and 2025. Key concepts were analyzed to construct a framework encompassing creative writing, Thai language learning, technology-enhanced instruction, smart learning environments, and AI-assisted writing. The proposed framework was evaluated by five experts in Thai language education, curriculum and instruction, educational technology, and AI-assisted learning using a five-point Likert scale questionnaire. Data were analyzed using mean and standard deviation. The findings identified seven interconnected domains: creative thinking and idea generation, writing process and text organization, language expression and stylistic use, digital learning support and smart learning environments, AI-assisted writing support, feedback and revision processes, and ethical and responsible technology use. Expert evaluation indicated a very high level of suitability. The study suggests that the framework is appropriate for enhancing creative writing development in secondary education within digital learning contexts and provides implications for curriculum design, instructional development, teacher preparation, and future research in AI-supported language education.
This study examined pre-service science teachers’ scientific inquiry questioning ability and the types of inquiry questions generated before and after participating in learning activities using an AI-supported scaffolding strategy. A one-group pretest-posttest design was employed. The research instruments consisted of (1) learning activities using an AI-supported scaffolding strategy, (2) a situational assessment of scientific inquiry questioning ability, and (3) criteria for evaluating scientific inquiry questions. The findings revealed that students’ scientific inquiry questioning ability improved from a moderate level before the intervention to a high level after the intervention, with the difference being statistically significant at the .05 level. In addition, the predominant type of students’ questions shifted from reasoning questions before the intervention to predictive or forecasting questions after the intervention. Students also reported that AI-generated feedback, together with instructor guidance, helped them identify weaknesses and refine their scientific inquiry questions. These findings suggest that AI-supported scaffolding can serve as a practical approach for supporting pre-service science teachers and science educators in designing learning activities that promote scientific inquiry in 21st-century classrooms.
Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 16, Number 2 Abdelaziz Mohammed, Albaha University, Saudi Arabia Alaa Aladini, Dhofar University, Oman Alina Mag, University Lucian Blaga of Sibiu, Romania Ana Maria Carneiro, University of Campinas (Unicamp), Brazil Antonina Lukenchuk, National Louis University, USA Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Arwa Aleryani, Independent Researcher, Canada Bo Chang, Ball State University, USA Can Tansel Tugcu, Nevsehir University, Turkey Chia Jung Yeh, East Carolina University, USA Dawson Roy Lewis III, Nagasaki Junshin Catholic University, Japan Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India Donna Harp Ziegenfuss, The University of Utah, USA Ercan Tomakin, Ordu University, Turkey Fatma Elhassan, University of Hafr Al Batin, Saudi Arabia Fernando Acevedo, Universidad de la Repúblic, Uruguay Filomena Soares, Porto Accounting and Business School - Polytechnic of Porto, Portugal Florentine Paudel, University College of Teacher Education Vienna, Austria Gabin Fernandes Balou, Marien NGOUABI University, Congo Geraldine N. Hill, North Carolina Central University, United States Halupa Colleen, East Texas Baptist University Marshall, USA Huda Fadhil Halawachy, University of Mosul, Iraq Jacquelyn Benchik-Osborne, Chicago State University, USA Jayanti Dutta, Panjab University, India Jimena Alcaide Jorge, University of Oviedo, Spain John Cowan, Edinburgh Napier University, United Kingdom Ke Yu, University of Johannesburg, South Africa Kholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi Arabia Laid Fekih, University of Tlemcen Algeria, Algeria Lung-Tan Lu, Fo Guang University, Taiwan Marlon Tayag, Holy Angel University, Philippines Mei Jiun Wu, Faculty of Education, University of Macau, China Michael Eneye Abdullahi, Boston College, USA Michael Muswere, University of the Free State Alluminee, Zimbabwe Mirosław Kowalski, University of Zielona Góra, Poland Mpoki Mwaikokesya, University of Dar-es-Salaam, Tanzania Nayereh Shahmohammadi, Academic Staff in Organization for Educational Research and Planning, Iran Nicos Souleles, Cyprus University of Technology, Cyprus Oktavian Mantiri, Asia-Pacific International University, Thailand Philip Denton, Liverpool John Moores University, United Kingdom Pooya Taheri, BCIT, School of Energy, Canada Prashneel Ravisan Goundar, University of New England, Australia Rebecca Cacho, De La Salle University, Philippines Sadeeqa Saleha, Lahore College for Women University Lahore, Pakistan Sarasa-Cabezuelo Antonio, Universidad Complutense de Madrid, Spain Saravanan Sathiyaseelan, Nil, Singapore Sharmila Sivalingam, Maryville University of St.Louis, USA Susan Gasson, James Cook University, Australia Susanne Garvis, Griffith University, Australia Thamer Almemony, Hafer AlBatin Health Cluster, Saudi Arabia
The management of academics in international colleges in Inner Mongolia, China illustrates the lack of systematic approaches in the potential fostering of Global Citizenship Education (GCE). This study aims to (1) analyze the current (D) and the desirable (I) states of Academic Management (AM) and GCE and (2) determine improvement needs in order of priority using the Modified Priority Needs Index (PNI). Using the Quantitative design method, positive data was collected from 362 international students, administrators, and teachers from 14 different colleges using a validated questionnaire which was measured by descriptive statistics and the PNI. The results of the data collected showed that Partnerships & Mobility (EAM5), Curriculum Internationalization (EAM2), and Student & Intercultural Support (EAM4) are the three top needs of the AM. A Loop-based Academic Management was constructed and validated consisting of Integrated Academic Loop, Integrative Experiential Loop, Feedback-Governance Loop and is integrated into an Intercultural ‘third space’ as the core connector. The needs are prioritized, it is possible that the colleges be able to address the gaps in strategy and execution and improve GCE. This study provides theoretical contributions to the Practical and needs-based diagnostic modeling as well as practical approaches to the academic management of borderland higher education.
Online doctoral programs have expanded across disciplines and institutional settings, yet the literature on completion, attrition, persistence, and extended time-to-degree remains fragmented. This scoping review mapped peer-reviewed, open-access empirical studies on factors associated with these outcomes in online doctoral programs. The review followed PRISMA-ScR reporting principles and JBI methodological guidance. The search targeted open-access articles that are also discoverable through major scholarly indexing systems, even when accessed directly via open interfaces or publisher sites. Across ERIC, DOAJ, targeted journal sites, DOI-based discovery, and backward and forward citation chasing, 66 records were identified. After removal of 15 duplicates, 51 titles and abstracts were screened, 36 full texts were assessed for eligibility, and 22 studies were included. The studies were published between 2007 and 2025 and were concentrated in U.S.-based contexts in education, leadership, and psychology, with smaller contributions from Canada, Spain, and Australia. Seven studies examined direct outcomes or explicit persistence-group membership, whereas 15 examined persistence-related proxy constructs. Across the sample, the most frequently studied domains were supervision, advising, mentoring, dissertation-stage structure, peer and cohort interaction, and program integration. The clearest direct evidence concerned dissertation-stage architecture and time to completion. Overall, the field is conceptually rich but methodologically uneven. This review offers a transparent evidence map of an open-access study sample and clarifies where direct evidence on completion and attrition remains limited.
It is recognized that innovative thinking is a key competency in 21st-century higher education; however, research on the integration of project-based learning and peer coaching is limited, especially in English teacher education. This study, therefore, investigates their integration in enhancing students’ innovative thinking skills. The objectives were 1) to compare students’ innovative thinking skills before and after participating in project-based learning with peer coaching; 2) to compare students’ innovative thinking skills between the control group and the experimental group after the intervention; and 3) to evaluate the quality of students’ innovations after the intervention. The participants consisted of 57 second-year English majors, with 29 students in the experimental group and 28 students in the control group. The research instruments included an innovative thinking skills assessment form and an innovation quality assessment form. Data were analyzed using mean, standard deviation, t-test, and effect size. The results revealed that students showed statistically significantly higher innovative thinking skills after the intervention at the .05 level. After the intervention, students in the experimental group indicated significantly higher innovative thinking skills than those in the control group at the .05 level. The quality of the innovations created by the students was at the highest level. The results indicate that this approach successfully enhances students’ innovative thinking skills and increases their ability to create educational innovations in a real-world learning environment.
There is a need to evaluate the efficacy of mental health educational programs designed to improve skills in university students to support themselves and others experiencing mental health crises. The Objective Structured Video Examination (OSVE) utilises a virtual platform to assess the understanding of communication skills in response to mental health contingency. There is a lack of research into the psychometric properties of the OSVE in the tertiary education context. The aim of this study was to determine the split-half reliability, inter-item reliability, and concurrent validity of the OSVE evaluating mental health literacy and crisis communication skills in tertiary university students. Method: This study is a secondary analysis of data collected from 96 tertiary university students enrolled in the “Talk-to-Me” Mass Open Online Learning Course. Participant scores from the OSVE were correlated against scores from the Suicide Intervention Response Inventory Revised. Consumer and Community Involvement: University students and mental health consumers had been involved in the co-production of the MOOC. Results: The OSVE’s reliability was determined by measuring the consistency between items using Spearman-Brown prophecy (0.45) formula and Cronbach’s alpha (0.42). A weak, but statistically significant negative concurrent validity was detected (r = -0.38, p < 0.05). Conclusion: The OSVE showed promise as an evaluation tool in assessing crisis communication skills in university students and would benefit from further refinement and testing.
Aviation equipment training institutions undertake the important mission of cultivating high-quality aircraft support personnel for aviation forces. With the accelerated commissioning of new aviation equipment and the deep transformation of maintenance support models, a large number of technical backbones from the front line of military maintenance and civilian personnel recruited from society have entered the teaching staff. Despite having a solid professional foundation or a high level of education, this group generally has structural shortcomings in terms of teaching concepts, teaching designs, and classroom control. Based on the characteristics of aviation maintenance teaching and using the theory of teacher professional development, this paper systematically explores feasible paths for improving the competence and quality of new instructors from three dimensions: teaching organization and management, internal and external collaborative empowerment, and teaching innovation practice, with the aim of providing theoretical references and practical lessons for the construction of the instructor team in military vocational education.
Competencies of Thai EFL pre-service teachers in integrating English language teaching with higher-order thinking skills (HOTS) play a crucial role in student development. However, these competencies remain underexplored. This study aimed to explore Thai EFL pre-service teachers’ competencies, namely knowledge, skills, attitudes, and attributes for promoting HOTS in students. The Delphi technique was employed for data collection, beginning with an open-ended questionnaire in the first round, followed by 5-point rating scale questionnaires in the second and third rounds to reach consensus. A total of 40 experts were purposively selected from faculties of education at various universities across Thailand. They were divided into four panels, each comprising 10 experts in the fields of English language teaching, educational psychology, curriculum and instruction, and measurement and assessment. Content analysis was used to analyze qualitative data from the first round. Mean, standard deviation, and interquartile range (IQR) were used to determine the level of consensus for each item. The findings revealed a high level of consensus across four competency domains. In the knowledge domain, the consensus included linguistic knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, technological knowledge, knowledge of thinking theories, and research knowledge. The skill domain comprised both hard and soft skills, including pedagogical skills, English language proficiency, technological skills for teaching, teamwork and collaboration, thinking skills, and life and career skills. The attitude domain consisted of affective, cognitive, and psychomotor subdomains such as enthusiasm for learning and teaching HOTS, caring and empathy, belief in the importance of HOTS, and commitment to HOTS development. Finally, the attribute domain encompassed both personal and professional attributes essential for effectively promoting HOTS in students.
The purposes of this research and development were to 1) develop an instructional model integrating constructivist and phenomenon-based learning concepts; 2) compare digital skills and creative problem-solving achievement before and after learning; and 3) study learning achievement motivation. The sample group consisted of 30 High Vocational Certificate students in the Department of Electrical Power at Thatphanom College, selected via cluster random sampling. The research instruments included lesson plans, a digital skills assessment form, a creative problem-solving assessment form, and a learning achievement motivation scale. The statistics used for data analysis were mean (x ), standard deviation (S.D.), t-test for dependent samples, and effect size (Cohen’s d). The research results were as follows: 1) The instructional model focused on knowledge construction through hands-on practice in authentic situations. 2) Students had post-learning digital skill scores (x =21.50, S.D.=3.25) significantly higher than pre-learning scores (x =18.20, S.D.=3.45) at the .01 level (t=5.41) with a large effect size (d=0.98); and post-learning creative problem-solving scores (x =32.50, S.D.=5.10) were significantly higher than pre-learning scores (x =28.10, S.D.=4.80) at the .01 level (t=4.88) with a large effect size (d=0.89). 3) Learning achievement motivation was overall at a high level (x =4.08, S.D.=0.42).
This study aimed to: (1) develop and evaluate the quality of an Augmented Reality (AR) board game set - entitled “Awareness of Us, Awareness of Them” - for promoting virtuous behaviors and life skills reflecting self-awareness among early elementary school students in Phetchaburi Province, Thailand; and (2) compare students’ self-awareness-related behaviors and life skills before and after using the AR board game set. A Research and Development (R&D) design comprising five sequential phases was employed. The sample consisted of 60 Grade 3 students drawn from two schools - Saint Joseph Phetchaburi School and Anuban Phetchaburi School - selected through cluster random sampling. Research instruments included document analysis forms, structured questionnaires, interview protocols, activity facilitation assessment rubrics, and a behavioral observation checklist. Data were analyzed using the mean (x ), standard deviation (S.D.), dependent-samples t-test, and content analysis. The AR board game set comprised four thematically distinct games: (1) The Forest of Self - Discovery, (2) Mirror of Insight, (3) Bridge of Understanding, and (4) Summit of Pride, each targeting specific dimensions of self-awareness. Expert evaluation confirmed that the overall quality of the game set was at the highest level (x = 4.89, S.D. = 0.48). Following implementation, students demonstrated significantly higher scores on self -awareness behaviors and life skills than before the intervention (t = -69.06, p < .001), with mean scores increasing from 26.97 (29.32%) to 81.42 (88.50%) out of a possible 92 points, representing a 59.18% improvement. These findings suggest that AR-integrated board games constitute an effective pedagogical innovation for developing moral competencies and life skills in young learners.
To address the challenges of outdated teaching methods, low student interest, and inadequate practical application in higher mathematics teaching of vocational colleges, this study explored the effectiveness of a blended teaching method integrating Problem-Based Learning (PBL) and traditional lecture teaching. A quasi-experimental design was adopted, with 103 first-year students from two classes of the 2025 cohort in the College of Intelligent Manufacturing of Zhengzhou Vocational College of Business, Tourism and Trade as research objects. The experimental group (52 students) received the blended teaching method, while the control group (51 students) received traditional lecture-based instruction. The intervention lasted for 32 class hours (8 weeks, 4 hours per week). Data were collected through closed-book academic achievement tests and a mathematics learning interest scale (developed based on Hidi & Renninger's Four-Phase Model of Interest with verified reliability and validity). The tool used to compare the target teaching plan with three experts yielded an excellent score (4.55). The academic achievement test and interest survey scale, IOC, was evaluated by three experts to determine its content validity and the Index of Item-Objective Congruence (IOC). consistent with the defined criteria. According to the experts' evaluation, the IOC value obtained was 1.00. The Cronbach’s α coefficient of 0.817 and a KMO value of 0.841, which is greater than 0. An independent-samples t-test showed that the experimental group achieved a significantly higher average score (69.14) than the control group (54.77) on the academic achievement test (t = -5.832, p = 0.000), with significant differences across sub-items, including single-choice, gap-filling, calculation, and application questions. Regarding learning interest, the pretest scores of the two groups showed no significant difference (p>0.05), but the posttest score of the experimental group (47.04) was significantly higher than that of the control group (40.10) (t=-3.710, p=0.000). The findings indicate that the blended teaching method of PBL and lecture is effective in improving vocational college students' higher mathematics academic achievement and learning interest, providing a practical reference for the reform of higher mathematics teaching in vocational colleges.
This study examines the mechanism through which perceived resilient leadership influences Teacher boundary-spanning behavior among university teachers in Hainan Province, China, and further tests the mediating effect of constructive responsibility perception. Using university teachers in Hainan Province as the research sample, this study employed a convenience sampling method to conduct a questionnaire survey and obtained 756 valid responses. The research instruments included the Perceived Resilient Leadership Scale, the Constructive Responsibility Perception Scale, and the Teacher boundary-spanning behavior Scale. Structural equation modeling was used for all data analyses and hypothesis testing. The results indicate that perceived resilient leadership is significantly associated with teacher boundary-spanning behavior in universities in Hainan Province, China, and that constructive responsibility perception plays a mediating role in this relationship.
