In information technology era, individuals are required to develop advanced technological skills to support professional development, and lifelong learning. Over the past decade, flipped learning, a learner-centered approach in higher education, has been increasingly implemented in many countries. This study aims to identify learners’ readiness for the implementation of flipped learning and to examine the key factors influencing their readiness. A total 208 second-year students at the Mongolian National University of Education (MNUE) who are studying the “Introduction to Coding” course in 2024-2025 academic year were participated. The survey consisted of 20 questions with six criteria: general information, perception of flipped learning, learning styles, learning materials, technological readiness, learning attitude, and time management. The survey was analyzed using SPSS. The internal consistency of the questionnaire was confirmed with a Cronbach’s alpha of α = 0.917, indicating a high level of reliability. Correlation analysis revealed strong positive relationships among activities such as watching instructional videos on time, completing assignments in advance, and active participation in class (r = 0.62–0.74, P < 0.01). Factor analysis identified four main factors: learning environment, time management, participation, and engagement. The findings suggest that the research method can be used to detect student readiness for flipped learning.
In this study, we initially examined the psychometric properties of the Mongolian version of the Experiences in Close Relationships–Revised Child version (ECR-RC) based on 434 secondary school students’ data. Of these, data from 427 participants were included in the validity analyses, and 374 participants completed a two-week retest. Reliability and construct validity were evaluated using internal consistency analysis, test–retest reliability, exploratory and confirmatory factor analyses, and indices of convergent and discriminant validity. The expected two-factor structure, comprising attachment anxiety and attachment avoidance, was generally supported. However, several items were removed during model refinement because of low factor loadings or problematic cross-loadings, resulting in a final 24-item model. 24-item model demonstrated acceptable fit for both the father form (RMSEA = 0.0475, SRMR = 0.0507, CFI = 0.932, TLI = 0.923) and the mother form (RMSEA = 0.0474, SRMR = 0.0499, CFI = 0.931, TLI = 0.921). Reliability was satisfactory across both parental contexts, with composite reliability values above 0.70 and two-week intra-class correlation coefficients for individual items ranging from 0.731 to 0.888. Discriminant validity was supported, whereas convergent validity received only partial support. Overall, the findings indicate that the Mongolian ECR-RC demonstrates good reliability and acceptable psychometric properties for assessing attachment-related anxiety and avoidance in children and adolescents; however, further validation using independent and more diverse samples is recommended.
Leadership values play a critical role in shaping organizational culture, ethical decision making, professional collaboration, and institutional effectiveness in schools. Despite increasing international interest in value-based educational leadership, limited empirical research has examined leadership values within culturally grounded and Non-Western educational contexts. This study investigated the value orientations of principals in Mongolian general secondary schools using the “One Person’s Values and Their Triad” model as a conceptual framework. In this study, we used a quantitative cross-sectional design to illustrate characteristics of principals’ value orientations in Mongolian secondary schools. Data were collected from 140 school principals representing six regions of Mongolia using a structured value-selection questionnaire developed by the authors based on the Triadic Model of Values. Participants selected and prioritized nine values from a predefined list of 27 value indicators. Internal consistency of the instrument demonstrated high reliability (Cronbach’s α = 0.89). Data were analyzed using descriptive statistics, generalized estimating equations (GEE), lift analysis, and Ward’s hierarchical cluster analysis with squared Euclidean distance. The findings identified four distinct leadership value profiles: (1) health and security-oriented leadership, (2) knowledge and competence-oriented leadership, (3) homeland-oriented leadership, and (4) tradition and social integration-oriented leadership. Cluster analysis demonstrated stable structural differentiation among leadership value orientations. In addition, regional context and professional experience significantly influenced leadership value patterns (χ² = 12.457, P = 0.014; χ² = 9.933, P = 0.019), whereas age differences were not statistically significant (P > 0.05). The findings suggest that leadership values in Mongolian schools constitute a multidimensional and culturally embedded system integrating professional, ethical, and socio-cultural dimensions.
This study investigated the relationship between institutional leaders’ cultural intelligence (CQ) and organisational climate in public primary schools in Lagos State, Nigeria. It examined three CQ indices, intercultural awareness, cultural flexibility, and cultural influence, and their relationships with school climate in a highly diverse urban context like Lagos. The research used a descriptive survey design, sampling 818 teachers from 1,018 public primary schools using a multistage sampling technique. Data were collected through a researcher-developed instrument entitled: Cultural Intelligence and School Climate Questionnaire (CQ-SCQ) and analysed using Pearson Product-Moment Correlation at 0.05 level of significance. The study tested three null hypotheses: (1) intercultural awareness has no significant relationship with school climate; (2) cultural flexibility is not significantly correlated with school climate; (3) cultural influence is not significantly related to school climate. Results rejected all three null hypotheses: intercultural awareness (r = 0.55, P < 0.001), cultural flexibility (r = 0.41, P < 0.001), and cultural influence (r = 0.39, P < .001) each showed significant, positive relationships with school climate. The study concluded that school leaders’ cultural intelligence highly contributes to an open and engaged school climate. It also reported a significant relationship between leaders’ cultural flexibility and public primary schools’ climate in Lagos State. Based on the findings, the study recommends periodic CQ training for head-teachers, deliberate cultivation of cultural flexibility, and structured opportunities for leaders to engage across cultural groups to strengthen inclusivity, teacher support, and overall school climate.
The research involved the use of WhatsApp as a tool for online classes and virtual learning experiences in the chosen elementary schools in Azad Kashmir. A mixed methods design was followed to collect quantitative and qualitative data from 100 participants, comprising 20 teachers, 60 students, 20 parents or guardians and 5 interviews. The quantitative data collection included teacher delivery logs, student participation logs and General Science pre-test and post-test scores, whereas the qualitative data collection included semi-structured interviews. The results revealed that WhatsApp facilitated the delivery of lessons, sharing of materials, explaining voice notes, submitting homework and communicating between teachers and their students. The mean score of students in General Science improved to 63.10, as compared to 52.40, and performance showed improvement following the use of WhatsApp to aid instruction. The research suggests educator education, parental oversight, a precise group framework and enhanced web access.
