The increasing adoption of Learning Management Systems (LMS) in higher education highlights the need to understand factors influencing their success. This study investigated the impact of training, satisfaction, integration, and usage on LMS success among 100 undergraduate students in East Java, Indonesia, using a quantitative survey and PLS-SEM analysis. The results showed that all four factors positively and significantly contributed to LMS success, with integration emerging as the most influential factor, followed by training, satisfaction, and usage. The model explained 62% of the variance in LMS success, demonstrating strong explanatory power. The findings emphasize the importance of providing effective user training, ensuring seamless system integration, enhancing user satisfaction, and encouraging active LMS usage. Overall, the study offers valuable insights for higher education institutions seeking to improve digital learning environments and maximize the effectiveness of LMS implementation through a balanced focus on both technological and user-related factors.
This paper proposes a Mobile-based Collaborative Learning Framework (MCLF) to support mobile learning in higher education. The framework introduces a technical architecture that assigns students specific content and resources, guiding them to form dynamic collaborative groups based on predefined objectives. Unlike traditional grouping methods, it emphasizes intelligent group formation through content alignment and shared goals. The model incorporates continuous feedback from student learning patterns and motivation to refine system loops and user-interface services. It integrates peer, technical, and instructor support to foster learning communities and enhance collaboration. Experimental results from college-based trials demonstrate the effectiveness of the approach, achieving high outcomes in participation (97.8%), accessibility (98.9%), performance (96.1%), error handling (98.5%), and student assessment (95.9%). The findings highlight the framework’s potential to significantly improve engagement and learning efficiency in mobile-supported educational environments.
Understanding why individuals from minority groups choose to enter teaching is essential for developing equitable and inclusive education systems. This study adopts a comparative perspective to examine teaching career motivations among two minority groups in Israel—Arab and Jewish-Haredi student teachers. The sample comprised 205 student teachers who completed the Factors Influencing Teaching Choice (FIT-Choice) questionnaire. Quantitative analyses revealed significant differences in five motivational dimensions. Compared with Jewish-Haredi students, Arab student teachers placed greater emphasis on job transferability, job security, fallback career considerations, making a social contribution, and prior teaching and learning experiences. No significant differences were found in intrinsic career value or several other dimensions, suggesting that both groups share a strong commitment to teaching. The findings show that teacher motivation is shaped by cultural values, structural opportunities, and labor-market conditions. The study contributes to international FIT-Choice literature and informs culturally responsive teacher education policies and recruitment strategies.
Background: COVID-19 raised learning poverty to 70% in some low- and middle-income countries, with ten-year-olds unable to read and understand simple text. To address this challenge, Save the Children introduced Catch-up Clubs (CuCs), a remedial, community-based, programme, designed to raise literacy and social and emotional learning of primary school children that are falling behind. Aim: This retrospective study synthesised evidence from five low-income countries where the CuC programme has been implemented, to (i) establish the overall success and generalisability of the programme in different contexts and (ii) identify variables that influenced inequalities in literacy outcomes. Methods: An in-depth evidence synthesis and meta-analysis was conducted on country reports and existing datasets from five countries: Bangladesh, Malawi, Myanmar, the Philippines, and Colombia. Results: Secondary data analyses revealed a positive effect of the CuC programme on literacy outcomes in each of the five countries investigated and improved social and emotional learning in three countries. Generic (baseline literacy) and country-specific variables (sex and language in Malawi and sex in Bangladesh) had a significant impact on children’s literacy attainment. Conclusions: Despite important methodological caveats that may have influenced the findings, CuCs appear to have a positive impact on children’s learning outcomes and overall well-being that are generalisable across different contexts.
