This study examines how the cognitive theory of multimedia learning (CTML)-based content quality shapes students’ acceptance of asynchronous learning within an integrated technology acceptance model (TAM)-theory of planned behavior (TPB) framework. The CTML provides the theoretical foundation for designing instructional videos that minimize cognitive load to enhance learning effectiveness. The proposed model links content quality to perceived usefulness and perceived ease of use, which influence attitude, subjective norm, perceived behavioral control, and behavioral intention. A quantitative approach using structural equation modeling (SEM) with SmartPLS was employed to analyze responses from 258 university students who had experienced asynchronous online learning. The results indicate that content quality significantly impacts perceived ease of use (β=0.589) and perceived usefulness (β=0.316). In turn, perceived usefulness significantly influences attitude (β=0.461) and behavioral intention (β=0.200), while attitude (β=0.171), subjective norm (β=0.381), and perceived behavioral control (β=0.156) also significantly predict behavioral intention. These findings validate the integrated TAM-TPB framework and demonstrate that CTML-based content quality functions as a cognitive antecedent of technology acceptance in higher education.
In response to the evolving demands of interior design education, this study aims to explore innovative pedagogical approaches that can better equip students for the complexities of professional practice. The primary focus is on problem-based learning (PBL), a method that promotes critical thinking, creativity, and real-world problem-solving. The study systematically reviews the effects of PBL as an innovative pedagogy within the context of interior design education. The study conducts a systematic review of 21 articles to analyze the impact of PBL on students’ academic performance, engagement, and readiness to face industry challenges. The review process involves a comprehensive examination of existing literature to assess the effectiveness of PBL in fostering critical skills and applying theoretical knowledge to practical situations. The findings indicate that PBL significantly enhances students’ ability to apply theoretical concepts to real-world scenarios, increases student engagement, and develops essential skills such as communication and teamwork. Despite these benefits, the study also identifies challenges in implementing PBL, including the need for adequate resources and effective assessment methods. The results underscore the importance of incorporating PBL into interior design curricula while also highlighting the limitations posed by the limited data available.
Interactive whiteboards (IWBs), or smartboards, improve the teaching and learning process in higher education. The objective of this study was to analyze the use of these whiteboards as a teaching technology resource that contributes to improving this process. A systematic review of the literature was conducted, based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology. The databases used were Scopus and Web of Science (WoS). The results indicated that 25 studies were included in the review. The year 2019 had the highest number of publications, with 20% of the studies identified. In addition, 80% of the research was published in Scopus and 92% of the total was written in English. There is evidence of the positive impact of IWB on student participation, motivation, and performance, as well as a favorable effect on their academic performance. It is concluded that IWB improve student performance by allowing teachers to make engaging presentations, process curriculum information, incorporate diverse resources, combine text and graphics, and store and reproduce created materials. These devices can capture attention through the use of games and the integration of images, text, and sound during learning. They also influence patterns of interaction between teachers and students, promoting communication dynamics in the classroom.
This study examines how pre-service geography teachers utilize artificial intelligence (AI) tools in fieldwork, by focusing selection criteria, usage patterns, and areas. A qualitative approach was employed, using open-ended questionnaires distributed to 31 final-year geography education (GE) students at Universiti Sains Malaysia. Participants had prior fieldwork experience across Malaysia, allowing them to share their experiences and perspectives on data collection, mapping, and geospatial analysis using AI. Findings show that AI is predominantly used for data analysis (90.3%), mapping (87.1%), and information searching (83.9%), with usability and relevance to field studies being primary consideration in tool selection. AI tools such as Google Earth Engine, GeoAI, and ChatGPT enhance geospatial analysis, automate large-scale data processing, and streamline literature reviews, thereby improving the accuracy of spatial assessments, reducing manual workload, and enabling more efficient decision-making in traditional fieldwork methods. Despite these advantages, several challenges have resulted in hindering the maximum usage of AI-generated data. The findings contribute to the broader field of AI integration in education and geography by demonstrating how AI enhances data collection, geospatial analysis, and digital fieldwork methods, while also highlighting the need for AI literacy and critical thinking to ensure effective and ethical implementation in GE.
This narrative review analyzed what a responsive curriculum is and whether the South African teacher education curriculum is responsive to the demands of the 21st-century. We utilized the desktop research via a narrative review methodology to extract answers to these questions by searching Google, Scopus, ERIC, and EBSCO databases. Findings show that a responsive curriculum allow educators and students to be aware of their responsibilities within the teaching and learning environment, enable students to pursue knowledge and skills that align with their interests and backgrounds, enabling job seekers to become entrepreneurs, and adapting to the shifting demands of employers while ensuring emancipation and empowerment. A responsive curriculum aligns with students’ economic, cultural, disciplinary, and learning needs. However, the South African teacher education curriculum is yet to fully respond to 21st-century skills’ needs. A responsive curriculum is sensitive to current contextual realities and that the South African teacher education curriculum be designed and implemented to develop 21st-century skills among pre-service and graduate teachers. The teacher education curriculum should be dynamic by meeting up with the demands cum expectation of the Fourth Industrial Revolution era and be balanced in addition to its role of developing responsible, humane, and compassionate citizens/graduates. Especially for South African, the decolonization discussion and the inclusion of Indigenous knowledge and systems should be fully enshrined into the teacher education curriculum— the “mother” of other curricula.
The COVID-19 pandemic accelerated the adoption of online learning worldwide, yet it also revealed enduring challenges in infrastructure, pedagogy, and institutional capacity, particularly in developing contexts. In the Philippines, these difficulties are amplified by socio-economic inequalities and inconsistent educational support. This study examined the implementation of online learning at Caraga State University-Cabadbaran Campus, by integrating teacher and student perspectives. A single-case study with an embedded quantitative design was employed, utilizing a validated questionnaire administered to 200 teachers and 500 students. Descriptive statistics were used to analyze responses across three dimensions: technological readiness, pedagogical adaptation, and institutional support. Results indicated that unreliable internet connectivity and limited device access were the most critical barriers, while pedagogical challenges included difficulties in adapting teaching strategies, sustaining engagement, and ensuring reliable assessments. Both teachers and students highlighted the importance of continuous digital literacy training, but perceived institutional support as inconsistent, characterized by unclear policies, limited resources, and inadequate technical assistance. Teachers expressed cautious optimism about hybrid models, while students were more hesitant and less certain of their effectiveness. The study concludes that sustainable online learning requires holistic interventions, including infrastructure investment, capacity-building programs, and equity-driven institutional policies to strengthen resilience and inclusivity in higher education.
The study aims to analyze the Programme for International Student Assessment (PISA) 2022 data of the selected creative thinking test and survey question on the perceptions related to Filipino learners creative thinking skills and their implications on the Philippine science K-12 curriculum. The study employed a descriptive quantitative design using secondary data with respondents from 3662 female and 3531 male learners. Based on the PISA 2022 eight-item questions, the findings showed that Filipino male learners are predominantly perceived as more confident than female learners in their creative thinking skills. However, based on the creative thinking assessment, both gender perceptions did not match their creative thinking skills scores, resulting in a low frequency of full credit, indicating a lack of full proficiency. The analysis of results revealed a mismatch between creative thinking items and Filipino learners’ performance standards assigned to science curricula. The findings serve as a good reference for curriculum developers on how to review and recalibrate the Philippine science curriculum. Additionally, integrating ecopedagogical literacy into science education may offer a contextualized approach to fostering creative thinking skills among learners, ultimately improving learning outcomes for both genders.
This qualitative study examines the challenges, coping mechanisms, and support systems encountered by Malaysian university students during their first year. Using semi-structured interviews with 15 first- and second-year students, the study identifies key non-academic and academic challenges, coping strategies, and sources of support systems. Thematic analysis reveals that students face non-academic challenges such as independence and self-reliance, logistic and environmental challenges, increased autonomy and responsibility, and diminished family and social time. Academic challenges include time management and academic discipline, lack of guidance and support, challenges in course structure and content, academic overload and struggles with balancing university life, and external pressure and expectations. Coping mechanisms include homesickness and emotional support from others, lifestyle, time management and organization, hobbies and leisure activities, participation in university-supported socializing programs, and building friendships at the university. This study highlights the importance of tailored support interventions for first-year students and suggests improvements in university support frameworks. However, the research is limited by its small sample size and reliance on self-reported data. Future research could expand upon these findings with larger, more diverse samples and incorporate quantitative methods to validate and deepen insights into the first-year transition experience.
The science, technology, engineering, and mathematics (STEM) education has emerged as a global education priority, many countries have printed their development strategies to national blueprints and recognized STEM education as a key role in the effective implementation of skills training in the21st-century. Project-based learning (PjBL) and problem-based learning (PrBL) or PBL is significant in cultivating students’ knowledge and skills, integrating PBL into STEM (PBL-STEM) education is a new attempt in recent years to integrate student-centered learning methods into the STEM learning process. This study aims to explore the development trends of PBL-STEM and provide recommendations to support talent cultivation in the digital era. Based on a systematic review of 1999 articles in SCOPUS database, this study uses content analysis to identify key themes in PBL-STEM. The findings indicate that the construction of student-centered PBL curriculum, the development of innovative teaching models, and interdisciplinary integration are central to the evaluation of PBL-STEM. Moreover, the integration of emerging technologies and multi-disciplinary approaches enhances STEM competency to cultivate 21st-century skills. PBL-STEM emphasize students’ higher-order abilities, positioning it as a strategic reform for future society. This study reveals the importance of curriculum innovation, instructional reform, evaluation mechanisms, and the professionalization of STEM educators are fundamental with the rapid technological advancement.
This study delves into the effect of interactive e-content on enhancing listening skills and language comprehension through a quasi-experimental approach. The 200 secondary school students from eighth standard were randomly divided into groups. The researchers executed pre-test to assess the initial language skills of the learners. Experimental group was taught with interactive e-content, control group underwent traditional teaching. The intervention was followed by post-test. SPSS was used to analyze the data descriptive statistics and t-value specified significant enhancements in the experimental group. Pre-test and post-test t-value of control group was 58.4 and experimental group was 146.14, demonstrating substantial progress in listening skills. Post-test t-value of both groups was 31.09 (p0.01), approving superior effect of interactive e-content enhancing listening skills. For language comprehension, pre-test and post-test t-value of control group was 70.23 and experimental group was 113.11. Post-test t-value of both groups was 28.05 (p0.01) conforming greater improvement for experimental group. The t-value of the rural 38.45 and urban 44.18 reveals more significant advancement, implying interactive e-content is effective for enhancing listening skills and language comprehension for both rural and urban students. The study recommends conducting further research on the impact of interactive e-content on reading and speaking skills in English language.
Global citizenship education (GCEd) fosters global awareness and sustainability within mathematics education by highlighting its role in solving global challenges. This quantitative study, grounded in the tripartite attitude model, examines how mathematics students at Institute of Teacher Education Malaysia (IPGM) perceive and integrate GCEd. The 18-item questionnaire, based on the tripartite attitude model, examines emotional response, knowledge, and implementation tendency. Findings show that students generally have a positive attitude towards GCEd integration (M=4.01, SD=0.59) and recognize its importance in fostering critical thinking and social responsibility (M=4.03, SD=0.54), but their understanding remains moderate (M=3.56, SD=0.76). They emphasize the need for professional development and institutional support (M=4.20, SD=0.65) to ensure effective implementation. A significant positive correlation was found between knowledge of GCEd and attitude towards its integration (r=0.65, p0.001) suggests that deeper understanding enhances receptiveness. While students acknowledge GCEd’s value in mathematics education, additional resources and training are necessary for its successful incorporation. Strengthening support systems through targeted educational programs and institutional initiatives will better equip future educators to integrate GCEd principles, promoting global awareness and responsibility among learners.
The aim of this study is to conduct an initial exploration of research published in academic journals dedicated to science, technology, engineering, and mathematics (STEM) education, focusing on the incorporation of problem-solving strategies and the use of open-ended questions. The analysis includes the journals Physical Review Physics Education Research, Journal on Mathematics Education, Journal of Technology and Science Education, and International Journal of STEM Education. A total of 36 articles were selected, and the methodology followed a rigorous literature review process. The results show that 64% of the selected articles focus on students in primary and secondary education. The classification of open-ended question applications reveals that 42% of the studies investigate students’ characteristics, conceptions, and cognitive processes (CS), followed by 36% focusing on educational evaluation (EE). Teaching and learning processes and methods (PMTL) account for 17%, while teaching resources (DRM) and language and discourse (LD) each make up 3%. This study contributes by providing a comprehensive overview of the interrelation between open-ended questions, problem-solving, and STEM education, highlighting relevant areas of focus such as students’ cognitive characteristics and assessment practices. Future research could expand on these categories and explore teaching practices in STEM education in greater depth.
This study aims to develop a pictorial game-based Chinese character module (CCM) for non-native Chinese language learners in Malaysian National-Type Chinese Primary Schools (SJKCs) to strengthen their recognition and motivation. The design and development research (DDR) model is applied in three phases: needs analysis, design and development, and evaluation. During the needs analysis phase, 75 first-year Chinese language teachers will complete a survey, and five teachers will participate in interviews to identify students’ learning challenges and instructional needs. In the second phase, a prototype of the CCM will be developed and refined based on feedback from 15 experts using the fuzzy delphi method (FDM). In the third phase, a quasi-experimental study involving 200 first-year non-native students (100 in the control group and 100 in the treatment group) will be conducted to evaluate the intervention’s effectiveness using pre- and post-tests, as well as teacher and student questionnaires. The CCM is expected to improve Chinese character recognition skills and increase motivation through pictorial and game-based strategies. If proven effective, the CCM could be scaled for broader classroom use and integrated into the national curriculum as a supplementary tool to create a more inclusive and equitable learning environment in SJKCs.
The study aimed to determine the effectiveness of inquiry-based learning (IBL) as a method of instruction for college mathematics by employing a quasi-experimental methodology with a pretest-posttest design, where two groups of students were randomly selected as the control and experimental groups. There were thirty students in each group. The control group was taught via traditional lecture-based instruction, while the experimental group was taught through the IBL approach. The study took place at a community college in Cebu, Philippines. Validated researcher-made pretest-posttest questionnaires were employed in the study. The study’s findings indicated that the control and experimental groups initially performed below average in the pretest but demonstrated average performance in the posttest. Both groups showed a significant improvement in their performance from pretest to posttest. These outcomes provided empirical support for Joseph Schwab’s IBL model and Siegfried Engelmann’s direct instruction theory, respectively. The performance of the control and experimental groups was comparable, suggesting that IBL is equally effective as the lecture-based approach in enhancing students’ mathematics performance. The results of the study further suggest that incorporating IBL alongside the conventional lecture method when teaching tertiary mathematics enhances the academic performance of students.
The nonchalant attitude of social studies teachers in adopting new and innovative educational technology can be attributed to the high failure rate among students in the subject. Hence the primary aim of the study was to investigate if geographical information system (ArcGIS software) can be used as educational technology for teaching social studies. The study adopted a mixed research design; quantitative (non-equivalent quasi-experimental control group) and phenomenological qualitative (open-ended interview) design. With a sample of 150 students. The data collection instrument was extracted from standardized questions used for basic certificate examinations (BECE). The instrument reported a Pearson product moment correlation (PPMC) coefficient of 0.81 as its reliability index. Mean, standard deviation and analysis of variance (ANOVA) were applied in analyzing quantitative data. While open-ended questions were used as an instrument to collect qualitative data. Quantitative results showed a higher post-test mean score for the treatment group (TG). Similarly, results from the qualitative study were in consonance. Signifying that GIS can be adopted as educational technology for teaching social studies.
Through a comprehensive bibliometric analysis, this study investigates the evolution of career resilience research in technical and vocational education and training (TVET) from 1969 to 2024. Using data from 1019 articles retrieved from Scopus, the study examines publication trends, influential authors, prominent journals, co-authorship networks, and keyword co-occurrence patterns. Key themes identified include career adaptability, psychological factors such as self-esteem and life satisfaction, workplace dynamics like job satisfaction and engagement, and the pivotal role of education in promoting resilience. The analysis highlights a significant increase in research output during global disruptions, such as the COVID-19 pandemic, underscoring the growing relevance of career resilience in addressing contemporary challenges. By leveraging tools like biblioMagika® and VOSviewer, this study provides critical insights into the interplay between career resilience and vocational education, offering actionable recommendations for integrating resilience-focused strategies into TVET curricula. These findings aim to support educators, policymakers, and researchers in enhancing graduate employability and adaptability in dynamic labor markets.
This study aims to determine how the use of flashcards in an online environment can influence motivation for revising and the achievement of conceptual understanding of biological content. The sample consisted of fifth-grade students (N=112), of whom 59 used online interactive flashcards created with the CRAM system. A control group of 53 students revised the same educational topics using traditional methods through discussion. After the revision, students took a final assessment. A survey questionnaire was used to gather information on the learning experience with flashcards, in which students evaluated their experiences and shared their impressions. A comparison of the final assessment results reveals that students who revised using flashcards performed better on tasks assessing knowledge reproduction and higher-order cognitive tasks than students who revised through discussion. Most students assessed that learning with online flashcards was more practical and easier than traditional revision through discussion, and those who used hint cards found them helpful for a better understanding of biological content. Flashcards have proven to be an effective method for revising biology content. In addition to memorizing, flashcards also enable better understanding with good visual support for conceptual understanding, whereby students show positive attitudes towards this learning approach.
This study examines the perceptions of pre-service physical education (PE) teachers (N=31) regarding artificial intelligence (AI) education and their self-efficacy in teaching AI at a Korean university. Although participants demonstrated high interest levels and acknowledged the necessity of AI in education, their understanding of AI concepts and pedagogical applications was notably limited. Statistical analyses revealed that prior exposure to AI-related coursework significantly increased both understanding and perceived importance of AI education (p0.05). However, participants reported low confidence in designing AI-integrated lessons and applying instructional strategies, indicating a substantial gap in their readiness to teach effectively with AI. The disciplinary gap is particularly pronounced in PE, which is traditionally underrepresented in AI education research compared to STEM subjects. Unlike technology-intensive disciplines, PE curricula often emphasize physical skill development and experiential learning, leaving minimal room for the integration of emerging technologies such as AI. This underrepresentation means that PE teacher education programs lack established models or best practices for embedding AI into instruction, further widening the preparedness gap. While participants recognized the societal relevance of AI and expressed a strong sense of responsibility for student learning, they remained hesitant about emotionally intelligent AI and human–AI interactions. These findings underscore the urgent need for structured AI training programs within teacher education—particularly in non-STEM fields like PE—that combine theoretical understanding with practical teaching competence. The results provide foundational evidence to guide the development of AI-integrated curricula that can prepare future educators for an increasingly AI-driven educational landscape.
This study investigates how gamification influences student engagement in fully distance higher education, distinguishing academic, cognitive, and affective engagement. Using survey data from 234 undergraduates, we tested a structural model linking motivational and social gamification components (motivation, teamwork, peer interaction, and teacher participation) to engagement outcomes. Results show that motivation predicts academic and cognitive engagement, while teacher participation is the strongest driver of affective engagement; affective engagement, in turn, strengthens cognitive engagement. Teamwork contributes positively across engagement dimensions, whereas peer interaction is not significant in this distance-learning context. By modeling engagement as a multidimensional construct and separating specific gamification components, this study clarifies why some gamified mechanisms work better than others online. Practically, effective gamified course design should prioritize instructor presence and structured teamwork alongside motivational elements to sustain engagement in virtual higher education.
This study examined the experiences and support needs of female persons deprived of liberty (PDLs) who participated in the Education Behind Bars (EBB) program implemented by Davao del Sur State College in one of the correctional facilities in the Philippines. Employing a qualitative phenomenological approach, the study emphasized the transformative role of education in the rehabilitation and reintegration of PDLs. Data were collected through purposive sampling and semi-structured interviews and were analyzed thematically to identify key themes. Findings revealed that PDLs were primarily motivated by hopes for a better future, including aspirations for family stability, economic security, and personal redemption. However, they faced significant challenges such as cognitive and instructional difficulties, as well as limited access to learning materials and digital resources. Despite these obstacles, participation in the program enhanced their academic performance, self-confidence, and motivation. To maximize the rehabilitative potential of the program, the study recommends complementing it with peer mentoring, digital education, and career counseling while expanding opportunities for post-incarceration learning. Correctional education is affirmed as a powerful tool for rehabilitation, underscoring the necessity of strengthening educational support systems within correctional settings. Future research could explore the long-term effects of prison education on employment and recidivism rates, as well as undertake comparative studies of various correctional education models.
