Aim. This study aims to examine the intersection of learning feedback and student motivation in the context of Chinese as a Foreign Language (CFL) education within Thai higher education institutions, an area with limited prior research. Methods. Employing a mixed-method design and convenient sampling, 215 Chinese major students at an autonomous Thai institution participated. Data was collected through questionnaires and semi-structured interviews. Confirmatory Factor Analysis (CFA) was conducted to validate the measurement model (χ²/df=2.07, CFI=.932$, TLI=.924, RMSEA=.083, SRMR=.048). The regression analysis was used to examine the relationships between learning feedback and student motivation. Furthermore, thematic analysis was utilised to identify and extract themes from the interview data. Result. The results demonstrated a strong preference among students for corrective feedback and feedback provided by their teachers, with lower-year students exhibiting a greater feedback preference. Advanced academic-year students displayed a propensity to engage critically with feedback, fostering self-reliant learning skills. Learning feedback significantly and positively predicted motivation. Regression analysis showed that this relationship was consistent across academic years. Conclusions. The findings highlight the motivational significance of structured and informative instructional feedback in foreign language education. This study emphasises the crucial role of teachers in delivering feedback and fostering an environment conducive to active learning, emphasising the need for both educators and students to understand and effectively utilise feedback to enhance learning outcomes. Additionally, the findings revealed that Thai undergraduate students' motivation stemmed from their desire to build meaningful social connections with those who value the CFL and recognise its relevance for future career prospects.
Aim. The aim of the study is to explore the professional experience of basic and secondary school mathematics teachers in developing transversal skills. Methods. In total, 126 mathematics teachers and 512 students participated in the study. Students’ transversal skills assessed by teachers were compared with the opportunities provided to develop these skills in both basic and secondary schools. Descriptive statistics and Spearman’s rank correlations were used. Secondary school students’ transversal skill self-assessments were also compared with teacher assessments. The Mann–Whitney U test was conducted. Results. The assessment of basic school students’ transversal skills in many areas does not correlate with the assessment of the opportunities provided. At secondary school, a correlation exists between the assessment of most transversal skills and the evaluation of the opportunities for their development. Additionally, secondary school students rate their skills higher than teachers do in almost all transversal skills; however, this difference is not always statistically significant. Conclusions. The results indicate that although Latvian education policy documents emphasise the development of transversal skills at all levels, in practice this integration often occurs in a fragmented manner, as teachers lack a shared understanding and methodological support for effectively fostering these skills. Teachers believe they provide students with opportunities to develop transversal skills; however, these opportunities do not always translate into actual skill development. Furthermore, the differences between students’ self-assessments and teachers’ evaluations highlight the need for a more unified understanding of how to foster transversal skills effectively.
Aim. This interpretive qualitative study explored Thai EFL students’ emotional experiences in a seven-week generative (Gen) AI-integrated classroom, the perceived impacts of these emotions, and the emotion regulation strategies (ERSs) employed by students in response to their emotional experiences. Methods. The data collected using written interviews on Google Docs from 22 purposively selected second-year university students after the intervention were thematically analysed. Results. The study found that students experienced both negative emotions (e.g., frustration, discouragement, dissatisfaction, anxiety, boredom, and confusion) and positive emotions (e.g., excitement, confidence, and curiosity) in a Gen AI-integrated classroom. Positive emotions that students experienced in a Gen AI-integrated classroom enhanced their learning enjoyment, content understanding, confidence, motivation, and engagement, whereas negative emotions reduced their motivation and classroom focus and led to poorer language development. To regulate their emotions, students employed both antecedent-focused and response-focused strategies ERSs. Conclusions. The study concludes that Gen AI tools induce emotions in learners and that these emotions influence their learning experiences in several ways. It also concludes that learners regulate their emotional experiences in Gen AI-integrated classrooms. Practical implications for ELT policymakers, educators, and students, along with recommendations for future research, are also provided.
Aim. This study examines the predictive relationships between students’ general ICT self-efficacy (S_GENEFF), specialised ICT self-efficacy (S_SPECEFF), and computer and information literacy (CIL) scores within the framework of ICILS 2018 and 2023. It also examines gender-based differences in ICT self-efficacy perceptions across two independent ICILS assessment cycles. Methods. The research employs a secondary data analysis approach using ICILS datasets from 13 participating countries. Both descriptive and inferential statistical analyses were conducted to explore gender differences in general and specialised ICT self-efficacy. Regression analyses were then applied to determine the extent to which these variables predict students’ CIL scores across the two assessment years. Results. The findings reveal a persistent gender gap favouring boys in specialised ICT self-efficacy (S_SPECEFF), though the effect sizes declined in 2023. General ICT self-efficacy (S_GENEFF) was found to be a positive predictor of CIL scores for both genders, whereas specialised ICT self-efficacy emerged as a negative predictor, an effect that was stronger in 2023. These results may suggest a discrepancy between students’ perceived competence in specialised ICT tasks and their demonstrated CIL performance, rather than providing direct evidence of overconfidence. Conclusions. The study suggests that while access to technology and gender equity in digital participation have improved, disparities in confidence and competence remain. Educational policies should aim to align students’ perceived and actual ICT competencies, particularly in advanced technological tasks, while fostering gender-balanced digital learning environments.
Aim. This study aims to investigate how games, as an enjoyable teaching method, can enhance motivation and engagement among young learners. It explores how different aspects of motivation and engagement manifest within a game-based instructional setting. Methods. Using a qualitative approach, the study conducted a case analysis with a randomly selected class of 15 children from a language institute. Data was gathered over two months through video recordings, teacher journals, and classroom observations. Results. The results indicate that learning through games creates an enjoyable environment that significantly boosts learners’ motivation and engagement. Teacher journals, and observation notes revealed that children participated enthusiastically in every lesson and showed high motivation throughout the sessions. These findings align with previous research demonstrating that educational games foster intrinsic motivation and active participation among language learners. Furthermore, games help reduce anxiety and promote positive attitudes towards language learning. Conclusions. Therefore, the findings suggest that game-based instruction serves as an effective motivator and engager, particularly in the early stages of the learning process, contributing positively to learner autonomy and sustained interest in language acquisition. Future studies could explore longitudinal impacts and game design features that maximize motivational benefits.
Aim. The aim of this study is to reveal the victimisation of Lithuanian teachers in educational institutions. In order to achieve the aim of the study, the following hypotheses were put forward: traumatic experiences as a student are related to experiences of bullying and violence as a teacher; different forms of violence are interrelated; and teachers who have experienced one form of violence are more likely to experience others. Methods. A quantitative study was conducted, and a questionnaire was developed for data collection using validated scales: Multidimensional Teacher Victimisation Scale (MT-VS-2); Teacher Bullying Experience Scale; Posttraumatic Cognitions Inventory – PTCI-9; Brief COPE. A probabilistic multistage sampling method was used, involving systematic and cluster sampling, with 1,044 teachers participating. Results. Teachers most often experience psychological and verbal abuse (e.g., the incitement of students to disobey, swearing, gossip, etc.), and less often experience physical abuse, damage to property, sexual harassment, and cyber-attacks. Significant correlations were found between early trauma and current bullying by students, parents, colleagues, and administrative staff. Strong links were also found between physical violence and sexual and cyber harassment, as well as between property damage and psychological violence. Conclusions. Teacher victimisation is a complex phenomenon determined by traumatic experiences, interpersonal relationships, and the overall school climate. Teachers most often experience psychological and verbal violence. The different forms of violence experienced by teachers are interrelated. Originality. The study found that trauma experienced by teachers in childhood is positively associated with current experiences of violence and greater visibility of violence.
Aim. Problem-Based Learning (PBL) is a popular theory in EFL teacher education, that identify and discuss its influence on the acquisition of interpersonal communication skills through fine-grained classroom interactional practices. Specifically, little attention has been given to how pre-service EFL teachers use verbal and non-verbal interactional resources to reach mutual understanding in collaborative problem-solving. Methods. The present study explored the efficiency of PBL as a pedagogical tool for building interpersonal communication skills, in particular repair strategies, clarification requests, silence, and pausing in classroom conversation. The study used a pre-experimental, one-group pre-test-post-test design with a sample of pre-service EFL teachers engaged in a systematic implementation of PBL over a 15-week instructional session. The interaction data were gathered from audio recordings of group discussions held before and after the intervention. Results. Interactional discourse analysis was employed as a qualitative analysis to study the sequential organisation and interactional role of the targeted features, and descriptive statistics and the Wilcoxon signed-rank test were used as quantitative analyses to examine changes in the frequency and distribution of these targeted features pre- and post-intervention. Conclusions. The data showed statistically significant growth in repair and clarification strategies, as well as a more strategic use of silence and pausing in the post-test interactions. By presenting mixed evidence on how PBL can be used to develop interpersonal communication skills at the interactional level in pre-service teacher education, the study contributes to EFL pedagogy.
Aim. This research aims to examine the paradigm of oral tradition transmission of the Rejung people in the Semende community through an ethnopedagogical perspective. Methods. The method used in this research is a qualitative research approach with an ethnographic orientation. Results. The research findings indicate that rejung, as an oral tradition of the Semende people, is not merely a form of expressive art, but also a manifestation of a living and continuously evolving local knowledge system. Through its poetic structure, mother tongue, and socio-communal context, the rejung plays a dual role as a medium of oral pedagogy and cultural articulation that is resistant to the dominance of formal and global epistemologies. Within a pedagogical framework, the rejung provides an alternative educational model that is contextual, participatory, and based on collective experience. The process of passing down the rejung through vertical (parent to child), horizontal (peer to peer), and oblique (traditional figure to community) channels reflects the strength of social relationships in the reproduction of values, ethics, and spirituality. The knowledge contained in the rejung is not conveyed instructionally, but rather through affective, performative, and symbolic engagement that is integrated into the daily lives of the community. Conclusion. Rejung serves as evidence that knowledge systems based on local experience, spirituality, and mother tongue have their own validity, no less meaningful than formal education systems. Therefore, recognising pedagogical practices like rejung is an important step in building inclusive, contextual, and epistemically just education.
Aim. The aim of this study was to explore the needs expressed by secondary education teachers in public schools in Andalusia regarding work-related stress. Methods. A qualitative approach was applied through semi-structured interviews conducted with 100 teachers from various public schools across the region. The data was analysed using content analysis to identify risk factors, coping strategies, and improvement proposals from the teachers’ own perspectives. Results. The findings indicate that the highest stress levels occur at the end of each school term -particularly in June- mainly due to bureaucratic overload, evaluations, and decisions related to student promotion. Tasks not directly connected to teaching, such as paperwork and administrative planning, were also reported as highly stressful. Additional aggravating factors included strained professional relationships, lack of institutional support, and student behavioural problems. To manage stress, teachers mainly relied on physical activity, relaxation techniques, and personal support networks. The improvement proposals ranged from individual-level actions to broader structural measures, such as reducing student–teacher ratios, providing institutional psychological support, and strengthening team cohesion. Conclusions. Teacher stress is a multifactorial issue that requires a comprehensive response. Effective management demands coordinated interventions at the individual, institutional, and policy levels to ensure both teacher well-being and the overall quality of education. Originality. This study offers novel insights by highlighting teacher stress as a multifactorial issue shaped by individual, institutional, and structural factors, giving teachers a direct voice through qualitative exploration, and linking their lived experiences with practical proposals for evidence-based interventions and policy improvement.
Aim. This qualitative study explores how English language lecturers (ELLs) in a Thai university employ storytelling as a pedagogical tool in English as a foreign language (EFL) instruction. While prior research supports the benefits of storytelling in language learning, a notable gap remains concerning its application and underlying pedagogical principles in higher education EFL settings. Method. Framed within an ethnomethodological perspective, the study addressed two key questions: (a) What are the storytelling practices of ELLs in a Thai university? and (b) What pedagogical principles underlie such practices? Data were collected through in-depth interviews and classroom observations, and the qualitative data were analysed thematically. Results. Findings revealed recurring storytelling practices, including unlocking vocabulary, using visuals to facilitate comprehension, facilitating dialogic questioning for comprehension and critical engagement, using roleplays for practice, and employing activities that enhance creativity and critical thinking skills. Conclusions. These practices appeared rooted in pedagogical principles such as vocabulary learning as comprehensible input, images and visuals as optimal input, promoting communicative competence through interaction, roleplays as socially constructive tools for language learning, and fostering creativity and critical thinking through constructivist pedagogy. The study’s implications for the strategic and culturally responsive use of storytelling in tertiary EFL instruction is also discussed.
Aim. This study explores the core parenting values of the Sabu community and their transmission across generations. Methods. Data was collected through in depth interviews with nine participants recruited using snowball sampling. Member checking was used as a triangulation Results. The findings reveal that kinship and communal ties form the foundation of parenting values in Sabu society. Guided by the local philosophy ie lowe wini dome mude para lai (“better to have many siblings because it makes life easier”), parents construct values in a layered structure, social responsibility, group solidarity, and practical ethics, including honesty and the prohibition of theft. These values are transmitted through rituals, traditions, and everyday practices, highlighting that parenting is not an individual responsibility but a collective duty of the community. Ultimately, all values converge on one central orientation, one kinship, which shapes both personal development and collective identity. Conclusions. This study contributes to a broader understanding of parenting values as sociocultural phenomena, while also providing a conceptual model of layered values rooted in indigenous communal life.
Aim. The study addresses the urgent need to optimise motivational mechanisms in education to enhance student engagement and strengthen internal learning orientation. Motivated students typically demonstrate higher academic achievement and develop more sustainable lifelong learning competencies. Methods. The research aims to systematise contemporary approaches to student motivation and propose recommendations for optimising the educational process in line with modern pedagogical practices. The methodology integrates qualitative and quantitative analyses. The qualitative component involves a synthesis of theoretical and empirical literature, applying methods of systematisation and generalisation. The quantitative component comprises a survey of 217 students using the Academic Motivation Scale (AMS-C 28) to assess intrinsic motivation, extrinsic motivation, and amotivation. Results. The findings reveal a high level of intrinsic motivation (M = 5.94), indicating strong intellectual engagement and self-determination (M = 5.55). Lower indices of extrinsic motivation (M = 4.93) and amotivation (M = 3.83) suggest reduced external dependency. Correlation analysis identified a strong positive relationship between achievement and stimulation subtypes (r = 0.821) and a strong negative correlation between amotivation and introjected regulation (r = –0.997). The study concludes that intrinsic motivation predominates, emphasising the need to promote autonomous learning and cognitive stimulation. Conclusions. The research contributes to understanding motivational dynamics in education and provides practical directions for enhancing internal motivation amid digital transformation.
Aim. The research focuses on the impact of Artificial Intelligence (AI) tools on the writing abilities of undergraduate students who are non-native speakers of English. The provision of teaching guidance and AI literacy are vital to the constructive, responsible, and ethical integration of AI tools in teaching the English language. Methods. During a four-week period, Grammarly and ChatGPT were used as integrated instructional tools which incorporated a mixed-methods approach under a quasi-experimental framework. Twenty (20) students’ part of the Department of English Language and Literature completed the pre and post writing intervention tasks that were analysed with a rubric which evaluated the writing for grammar, vocabulary, coherence and academic tone. Results. The analysed data comprised descriptive statistics and paired-sample t-tests which also calculated the respective effect size as Cohen’s dz. The findings indicated a statistically significant improvement across all writing tasks (p < .001) and the effect size measures suggest the improvement was large and substantive (dz = 1.45–2.04). The mean scores of the grammar and coherence constructs were the highest across the tasks, indicating that there was a positive change in AI feedback focused on instructional coherence and organization. Conclusions. Both the focus group and the open-ended questionnaires which were analysed qualitatively generated data with explanatory power that was in parallel with the students’ confidence, autonomy and awareness of errors was amplified. Although, over-dependence on the AI tools, feedback disconnects, and at times, wrong contextualisation had some reported gaps. The results imply that, with teacher mediation, AI tools can act as compatible additions to improving writing proficiency.
Aim. This research aims to analyse the legal framework governing the use of copyrighted works for educational and research purposes within the European Union (EU). It focuses on the balance between authors’ rights and public interest, emphasising exceptions codified in the InfoSoc Directive (2001/29/EC) and the CDSM Directive (2019/790), with comparative insights from selected EU Member States. Methods. The research employs a comparative legal analysis of EU directives and national legislation across Latvia, Lithuania, Estonia, Hungary, France, Germany, Spain, Poland, Slovenia, Finland, and Switzerland. Results. Findings reveal significant divergence in national implementation. Latvia, Lithuania, Estonia, Hungary, France, and Switzerland offer full exceptions without remuneration. Finland uses extended collective licensing, while countries like Slovenia, Poland, Spain, and Germany adopt hybrid models requiring partial compensation. The CDSM Directive enhances digital and cross-border educational use, but national discretion leads to uneven application. Conclusions. EU copyright law provides a structured yet flexible framework for educational use, but harmonisation remains incomplete. Clearer guidelines and broader awareness are needed to ensure lawful use of copyrighted materials in academia while safeguarding creators’ rights. Early intellectual property education and simplified licensing systems could further support compliance and innovation. Originality. This research contributes original insights by evaluating the implementation practice of EU directives in the laws of different countries, revealing the interplay between harmonised legal norms and national educational practices. It advances cognitive understanding by identifying four core criteria - educational institution, non-commercial purpose, secure electronic environment, and illustrative purpose as the pillars of lawful educational use.
Aim. This article examines how heritage functions as a mode of civic learning in post-socialist Vietnam through an ethnographic study of the Temple of Literature in Hanoi. Rather than treating heritage as a passive site of remembrance, the study explores how ritual atmospheres, embodied conduct, and affective coordination quietly train people to sense what is appropriate, trustworthy, and morally shared within rapidly transforming urban life. Methods. The research draws on twelve months of ethnographic fieldwork conducted between 2023 and 2024, combining participant observation, affective fieldnotes, emotional diaries, on-site recordings, and thirty-five semi-structured interviews with students, teachers, pilgrims, guides, and heritage staff. Analysis focused on affective rhythms, embodied adjustments, and moments where emotion organized moral recognition before explicit interpretation emerged. Results. The findings identify three interrelated mechanisms of civic learning. First, visitors learn embodied discipline through silence, slowed movement, and self-regulated conduct. Second, collective attunement emerges through shared affective adjustments that align strangers without direct instruction. Third, ethical reflexivity develops as individuals continue to participate in ritual practices while remaining simultaneously aware, uncertain, and reflective about belief itself. Together, these processes enable heritage to operate as a moral infrastructure that stabilizes forms of civic coexistence under post-socialist conditions of social acceleration and uncertainty. Conclusions. The study argues that heritage functions not only as cultural memory but as an affective technology through which civic sensibilities are continuously recalibrated. This perspective repositions civic learning beyond institutional education and suggests that moral life may be sustained through shared atmospheres, ritual rhythms, and everyday practices of affective coordination.
Aim. The goal of this study was to look into how early childhood educator feel about deep learning, including their knowledge, attitudes, practices, and support for it. Methods. This research employed a cross-sectional quantitative survey with 5,580 non-formal early childhood education instructors in Yogyakarta Province, Indonesia. We used an 18-item structured questionnaire to collect data. It asked about four areas: awareness of deep learning, attitudes and interest in implementation, deep learning–based teaching techniques, and hurdles and support for implementation. Results. These results show that even while people have positive attitudes and are very interested, there are still practical problems. To use deep learning effectively, schools need to support it, teachers need to get professional development that is relevant to their work, and the curriculum needs to be in line with it. Conclusions. Support from school leaders and educational institutions is crucial to close the gap between theory and practice and make sure that new ways of teaching are used successfully in early childhood education.
Aim. The aim of the paper is to specify the areas of values and value orientation that need to be strengthened in the framework of school prevention, based on the analysis of the results of a survey of the value orientation of youth and young adults (through the questionnaire HO-PO-MO). Methods. We used the Values Orientations, Attitudes toward Values, and Motivations for Performance Questionnaire (further referred to as HO-PO-MO). The research sample consisted of 285 respondents, 109 respondents from the Centre for Children and Families (further referred to as CDR) - a resocialisation facility for drug addiction treatment Komunita Ľudovítov and the Centre for Drug Addiction Treatment in Košice (further referred to as CPLDZ) with an average age of 31 years and 176 respondents from among students of full-time and part-time teacher study programs at the Catholic University in Ružomberok and Charles University in Prague. Results. The results of the research show differences in motivation, value orientation, and prosocial behaviour among CDR clients, CPLDZs, and students of teaching study programmes. The research confirmed the existence of statistically significant differences in motivation to prosocial behaviour. Significant differences further emerged in value orientation. Conclusions. The findings indicate the need to strengthen moral and prosocial value orientations in preventive education, particularly among populations at risk of social exclusion and substance abuse. School prevention should emphasise the development of empathy, cooperation, and responsibility alongside cognitive skills. Value-oriented and experiential learning approaches appear crucial for promoting healthy personal development and social reintegration.
Aim. This study examines the effectiveness of project-based learning (PBL) in developing communicative competence in primary school students and identifies which components are most sensitive to PBL-based intervention. Methods. A mixed-methods quasi-experimental design was implemented with 148 students aged 6–10 from four mainstream primary schools, divided into an experimental group (PBL intervention) and a control group (traditional instruction). The 12-week PBL programme included collaborative projects, peer critique, co-construction of oral and written products, and public presentations. Communicative competence was assessed at pre-test and post-test across four components – oral interaction, pragmatic competence, strategic competence, and written communication – using piloted instruments with high internal consistency (Cronbach’s α = .80–.89). Quantitative data were analysed using descriptive statistics, paired t-tests, ANOVA, and effect sizes; qualitative data underwent thematic analysis. Results. The experimental group showed improvement across all four components compared with the control group (p < .001), whereas gains in the control group were not significant (p > .05). Effect sizes ranged from d = 0.55 to 0.80, indicating medium to large effects. The proportion of students reaching a high level of communicative competence increased, especially in pragmatic and strategic components. Qualitative findings revealed improved collaboration, audience awareness, strategic communication, and contribution to joint writing. Conclusions. PBL substantially enhances communicative competence in primary education by embedding meaningful, authentic communication into collaborative inquiry. It functions not only as a content-delivery pedagogy but also as a environment for communicative growth. The findings support integrating communication-focused PBL into primary school curricula to foster 21st-century skills.
Aim. This study examines the relationship among teachers' experiences, their assessments of teaching and learning quality, and professional development (PD) in schools. It investigates how internal school assessment policies and quality assurance frameworks impact school performance and teachers' professional development needs, focusing on the Kosovo educational context. Methods. The research utilises a mixed-methods approach, collecting quantitative data from 136 teachers through surveys and qualitative insights from six school principals via interviews. Quantitative analysis involved correlation, ANOVA, and descriptive statistics (SPSS), while qualitative data underwent thematic analysis. Results. Findings indicate that institutional support and quality assurance frameworks shape perceptions of quality, while a gap exists between bureaucratic compliance and instructional innovation. Quantitative data shows no correlation between teachers’ experience and their assessment of quality, suggesting institutional socialisation. Conclusions. The study underscores the need to shift from evaluating policy implementation to fostering peer-driven professional development. Effective school improvement requires context-specific policies beyond a "one-size-fits-all" strategy.
Aim. The purpose of the study is to address the applicability of guided participation in Non-Western contexts along with the Bangladeshi perspectives. The study also tries to explore the behavioural challenges of the learners that arise from non-contextual teaching-learning activities in Bangladesh. Method. Guided Participation was the core theoretical framework to address the issues for this study. Interpretative analysis was applied to collect information for the study from various sources such as historical documents, library sources like books, journals, scholarly articles, documentations, government websites, newspapers, and other secondary sources. Results. The data reflects the findings that human learning development is a dynamic and collaborative process where individuals learn within the tapestry of their social and cultural worlds using social tools. In terms of Bangladesh, here the education system is rigid, teacher-centred, full of rote memorisation which emphasises individual performance, competition with peers, tests and exam results. This gap between the guided learning at home and the formal schooling system creates confusion and frustration among students and leads to behavioural challenges such as disengagement, lack of motivation, or disruptive behaviour and inattention to learning. Conclusions. These findings may offer some guidance and information for future educators and authorities so that they can formulate an education policy that is convenient for learners.
