Volume 20, Number 2, 2026

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This study investigates the pedagogical foundations and contextual relevance of theatre directing education within teacher preparation programs, with a particular focus on how directing practices align with contemporary teaching and learning demands. Employing a mixed-methods needs analysis, data were collected through curriculum analysis, classroom observation, surveys, and semi-structured interviews with lecturers, pre-service art teachers, and in-service educators. Findings reveal that directing instruction in higher education tends to privilege performance production and technical skills, while its pedagogical implications for school settings remain underexplored. Additionally, humanitarian and socio-emotional elements of theatre, which could enhance learner engagement and inclusive education, were inconsistently embedded in course design. These outcomes underscore the importance of reframing directing education as a learner-centred pedagogical practice that integrates critical reflection, contextual responsiveness, and educational theory. By positioning theatre not only as an artistic endeavour but also as a vehicle for meaningful teaching and learning, this research contributes to theoretical and practical discussions in teacher education and arts-based pedagogies.

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This study aims to evaluate the effectiveness of blended learning strategies in skill acquisition for Chinese classical dance among university students. A cross-sectional survey was conducted with 120 university students to assess various aspects of blended learning. Independent t-tests and linear regression analyses were used to examine how different blended learning variables affected skill improvement in Chinese classical dance. Additionally, thematic analysis was used to explore the challenges and advantages students reported when applying blended learning principles to dance education. The results indicate that blended learning significantly enhances skill development in Chinese classical dance compared to traditional teaching methods. Specifically, the duration of blended learning, instructors' experience with the method, and session frequency all contributed to improved dance skills. The study concludes that blended learning is an effective educational model for enhancing skill acquisition in Chinese classical dance. It combines the benefits of face-to-face and online learning, offering a flexible and collaborative approach to teaching.

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Dealing with the diverse characteristics and learning needs of learners in inclusive learning is one of the main challenges of education today. Teacher competency in inclusive education plays a critical role in addressing these challenges. This systematic review, conducted using the PRISMA method, analyzed literature from Scopus, PubMed, and Web of Science (WoS) databases published between 2020 and 2024. A total of 1,237 articles were initially identified, and after applying inclusion and exclusion criteria, 21 articles were selected for analysis. The review found that core competencies in professional knowledge, classroom management, and differentiated teaching are essential for effective inclusive education. Positive teacher attitudes toward inclusion and self-efficacy significantly influence the success of inclusive practices, particularly in countries such as Indonesia, Mauritius, and South-Central Vietnam. Challenges identified include insufficient training, large class sizes, and a lack of specialized support, all of which hinder the implementation of inclusive strategies. Recommendations for improving teacher competencies include enhancing collaboration between general and special education teachers, providing ongoing professional development, and integrating technology. The findings emphasize the need for tailored training programs, self-assessment tools like the Self-Assessment of Inclusive Skills (SAIS), and the development of competency-based teacher education (CBTE) models to enhance inclusive teaching practices.

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Inclusive elementary education increasingly emphasizes the development of both psychomotor and cognitive skills among students with diverse learning needs. However, existing instructional approaches often rely on conventional strategies that fail to meet the dynamic requirements of inclusive classrooms. Although traditional games are culturally rooted and pedagogically rich, their integration into digital learning tools remains limited, particularly in enhancing specific skill domains such as motor coordination, memory, logical reasoning, and adaptive Journal of Teaching and Learning 20(2) F. Setyawan, A. Priambadha, I. Sofyan, B. Susanto, N. Rohani, D. Astuti, & A. Chun Chun 75 interaction. A critical gap exists in the design of educational applications that adapt traditional gameplay for inclusive use while aligning with differentiated instructional needs. This needs-analysis study is guided by a conceptual framework that integrates inclusive education principles and game-based learning, emphasizing learner-centred engagement, differentiated instruction, and the pedagogical potential of games. Using a sequential mixed-methods approach, data were collected via a closed-ended questionnaire and focus group discussions with 15 inclusive elementary school teachers in Yogyakarta, Indonesia. The questionnaire covered four dimensions: instructional relevance, user accessibility, pedagogical suitability, and digital integration. Findings revealed strong support for incorporating traditional games to engage learners across ability levels, but raised concerns about limited access to assistive features, a lack of digital infrastructure, and insufficient teacher preparedness for using game-based applications. Participants also stressed the need for customizable content, culturally responsive game mechanics, and sensory-sensitive design features to ensure meaningful inclusion. These findings provide critical insights for future development of inclusive educational technologies and emphasize the value of stakeholderinformed design in bridging pedagogical and technological priorities.

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This meta-analysis aims to examine the extent to which ethnomathematics-based learning improves students' mathematical representation abilities and to identify moderator variables that influence its effectiveness. The results of the literature review in the Google Scholar database yielded 11 studies that met the inclusion criteria. Furthermore, the effect sizes were combined according to the Random Effects Model (REM). Data analysis was performed using CMA v3 and R Studio (Meta Package). The results of the study showed that ethnomathematics learning had a significant effect, with an effect size of . This value indicates that the ethnomathematics approach has a strong positive impact on students' mathematical representation abilities. In addition, the effectiveness of ethnomathematics-based learning is influenced by several moderator variables, including education level, cultural background, independent variables, experimental design, and type of publication. However, other variables such as duration of learning, subject matter, and number of students were not proven to moderate the relationship between ethnomathematics-based learning and students’ mathematical representation. It is also hoped that the results of this study can be the basis for policy making for stakeholders in the world of education (in this case teachers/schools/education offices) so that the quality of mathematics learning in the classroom can be more optimal.

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Research on students’ understanding of covariation has primarily focused on static, linear models, overlooking the cognitive challenges of translating dynamic and cyclical representations. Despite their relevance to real-world applications, few studies have examined how students process covariational relationships in cyclic contexts, thereby limiting the development of effective strategies to improve their problem-solving abilities. Using a sequential mixed-methods design, the study was conducted with 53 first-semester students at STKIP PGRI Sumenep in Indonesia, during the 2024/2025 academic year. Data were collected through pre-tests and post-tests to measure changes in problem-solving performance, along with a closed-ended questionnaire administered to all students and structured interviews with six selected participants, which provided deeper insights into the cognitive processes involved. The findings revealed significant improvements in students’ ability to interpret and solve covariation problems after engaging in tasks that required translating between cyclic graphical and tabular representations. Specifically, students demonstrated improved learning outcomes in recognizing periodicity, understanding variable interdependence, and applying functional reasoning in cyclical contexts. The cognitive analysis indicated that tasks involving representation translation helped students engage more deeply with the cyclical nature of mathematical relationships. These results suggest that focused instruction on representation translation can foster stronger cognitive engagement with Translating Cyclical Mathematical Representations: Effects on Students’ Learning Outcomes and Cognitive Processes in Covariation Problem-Solving 20(2) 120 complex mathematical concepts. The study emphasizes the importance of incorporating cyclic models into early mathematics instruction and recommends that curriculum developers prioritize representational fluency. Further research is needed to explore the broader implications of such instructional strategies in diverse mathematical contexts.

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The effective integration of internationally educated nurses (IENs) into healthcare organizations is essential for the sustainability of our healthcare system. The IEN program was initiated in 2017, with an enhanced program of study commencing in 2018. To assess the relevance, design, and effectiveness of this enhanced IEN program. The evaluation involved a review of existing program documents and interviews with 34 key informants, covering three evaluation domains: relevance, design, and effectiveness. The revised IEN program of study remains pertinent. There remains a need for programs and initiatives that assist IENs in bridging their competency gaps to practice as registered nurses (RNs). From a design perspective, the program of study met the needs of IENs and successfully reached its target audience. The program proved effective; it achieved the expected outcomes and was delivered efficiently. Students and graduates reported that the courses were well-structured, comprehensive, and taught by competent instructors. Stakeholders and program participants agreed that the program offers culturally appropriate, ethical practice and exposes students to diverse nursing contexts. The enhanced program of study effectively addresses the needs of IENs by providing an accessible, flexible, and high-quality pathway for RN licensure.

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This study investigates the impact of mobile-assisted language learning (MALL) on the English proficiency of English language teaching (ELT) students, comparing its effectiveness to traditional classroom-based instruction. A quasi-experimental design was employed, with 32 ELT students assigned to either an experimental group using commercial learning platforms (CLPs) or a control group receiving traditional instruction over the semester. The results indicated that, based on pre- and post-test scores, the experimental group achieved significantly greater improvements in overall English proficiency compared to the control group. Specifically, the experimental group exhibited greater improvements across all language skills, including vocabulary, listening, speaking, and reading. In addition, students in the MALL group expressed positive perceptions of the platforms, emphasizing increased engagement, flexibility, and motivation, which contributed to enhanced learning experiences. Students also highlighted challenges, such as technical issues and repetitive exercises, but overall, they favoured integrating MALL into their learning routines. These findings suggest that MALL can effectively enhance comprehensive language proficiency and that ELT students view it as a valuable tool for language learning. This study underscores the potential of MALL to improve language outcomes and provides insights into students’ attitudes towards its integration into language education.

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Online video conferencing platforms are now key classroom tools worldwide, following the emergency remote teaching (ERT) response to COVID-19. However, the data risks and privacy issues these tools pose continue to be addressed only minimally by researchers, educators, and students. Moreover, while the ERT online pivot experience was generally global, digital classroom tools and their provenance vary. Many are developed in the United States and used in other countries and jurisdictions. Yet alternate educational technology markets exist in the contemporary world, though Western claims about educational technologies and privacy tend to centre American technologies. This paper seeks to disrupt the trend of global claims based on regional realities and, instead, to provide a direct comparison of privacy policies of two tools from separate markets: Zoom, developed in the United States, and ClassIn, developed in China. The paper compares the terms of service (ToS) and data risks associated with these two online classroom platforms. The findings ultimately suggest that although distinctions exist between the two in terms of data transparency, safety, security, protection, rights, and contexts, the data privacy implications of Zoom and ClassIn are more similar than different. Implications for educational technology companies, institutions, and educators’ teaching and learning practices are discussed.

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School students are increasingly using mobile applications to enhance their learning. The adoption of mobile learning (m-learning) apps by students was accelerated by nearly two years of partial or complete school closures due to the Coronavirus disease (COVID-19) pandemic. The students adopted and experienced m-learning. The intention to continue using a technology is determined by several factors. This study used the factors adapted from the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT) to examine a school student’s continuance intention (CI) to use m-learning. Structural equation modelling analysis was used to investigate the impact of social influence (SI), facilitating conditions (FC), perceived usefulness (PU), and perceived enjoyment (PE) on CI. The study collected data from 366 students attending public and private schools in the National Capital Territory (NCT) of Delhi, India, using a paper-based survey. The results revealed that SI and PE predicted CI. Interestingly, PU had an insignificant direct but significant indirect effect on CI. In addition, implications for researchers, m-learning app managers, and developers are discussed.

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Active learning activities play a crucial role in today's world of education and beyond. In an age of constant distractions and shortened attention spans, active learning activities maintain students' attention better than traditional passive learning methods. This paper introduces a hybrid model that integrates the flipped classroom (FC) with the snowballing technique (FCS), combining pre-class self-learning with in-class collaborative group expansion. This innovative approach aims to foster collaboration, critical thinking, and knowledge retention among engineering students. Students begin by working individually on the given problem or topic, gradually forming groups. Despite extensive research on active learning, limited literature exists on the structured integration of the snowballing technique within a FC framework, particularly in engineering disciplines. This study addresses this gap by investigating the impact of this combined approach in the context of a VLSI testing and verification course, an undergraduate elective course in the third year of electronics engineering. A detailed methodology, supported by quantitative data, student feedback, and assessment results, underscores the approach's effectiveness.

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This study develops a multi-interaction-based Project-Based Learning (PJBL) model to enhance design thinking skills among higher-education students in Indonesia. Addressing the challenges of the Education 4.0 era, the model emphasizes critical thinking, collaboration, and creativity, which are essential competencies for 21st-century learners. Guided by the ADDIE framework (Analyze, Design, Develop, Implement, Evaluate), the research used a mixedmethods design and involved 100 first-year students in an introductory physics course. Participants were divided into experimental and control groups. Instruments used included surveys, observation checklists, and student project evaluations. The implementation spanned eight weeks and covered all stages of the model. Ethical clearance was obtained, and efforts were made to ensure the instruments' validity and reliability. The findings indicate that the model significantly improves students’ design thinking skills, as demonstrated by statistical analysis and qualitative feedback. Key interactions included collaboration among students, lecturers, and external stakeholders such as industry partners. The model incorporated empathy, idea exploration, prototype development, and real-world project implementation. The study concludes that the model is academically effective, fosters motivation, and has broad potential Journal of Teaching and Learning 20(2) P. Karuru, A. Haris, M. Asdar, Surarni, & Baso R. 237 for application across higher education programs to develop innovative, adaptive graduates.

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Human resources and employment are issues related to achieving two of the Sustainable Development Goals (SDGs): SDGs 4 and 8, which focus on sustainable education and decent work, respectively. The purpose of this study is to create contextual stimulation that can address various learning barriers in accounting subjects. The implementation of this index-card match model aims to foster group cooperation, mutual appreciation, and learning correction. This research employs a statistical method, specifically a combination of the paired T-test and the 4-D Thiagarajan model. The instrument for collecting research data utilizes an open questionnaire validated through expert review. The research results indicate that, overall, students exhibit high motivation towards the accounting material studied in class when using contextual index-card matching, and that there is a significant difference between using a card-match index and not using one. The findings reveal that learning through the index-card match-type active learning method positively affects learning activities and achievement compared with the talking stick method. This suggests that the index-card match-type active learning model offers students opportunities to improve their learning outcomes.

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This study explored the perceptions, challenges, and expectations of lecturers and students at IAIN Curup and UIN Raden Fatah Palembang regarding hybrid learning in Islamic education. Using a mixed-methods design, the study combined quantitative data from 150 students and 20 lecturers collected through closed-ended questionnaires with qualitative insights from semi-structured interviews. The findings indicated that while 80.4% of lecturers and 63% of students supported hybrid learning, significant challenges remain, including inadequate technological infrastructure, high costs, and insufficient faculty training. Participants emphasized the need for better resource allocation, improved infrastructure, and stronger support systems to enhance learning outcomes. Findings suggest that addressing these barriers is critical for the successful implementation of hybrid learning in Islamic education contexts. Furthermore, integrating technological advancements with Islamic educational principles is essential. This paper offers specific policy recommendations to overcome these challenges and enhance the quality of Islamic education in the region, as well as valuable guidance for stakeholders seeking to adapt to modern educational trends while preserving Islamic educational values.

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This paper analyses higher education graduates’ feedback on how teaching and learning methods enhance competencies. The analysis focuses on Belarus and uses data from the Fostering Competencies Development in Belarusian Higher Education (FOSTERC) survey, an online survey of 5443 young graduates conducted in 2018. The survey gathered information on 12 items related to educational methods and 24 competencies emphasized in graduate study programs. Factor analysis allowed us to group these 24 competencies into two categories: entrepreneurial and transversal. We also considered other variables, such as graduate characteristics and contextual factors. Our results indicate that, overall, the most common teaching-learning method in Belarusian study programs is the traditional lecturer-led approach, with the teacher as the main source of information. However, graduates exposed to more active teaching-learning methods reported that these methods positively influenced the development of entrepreneurial and transversal competencies. We observed gender stereotypes related to study fields: female graduates in education sciences (compared to male peers) had a more positive perception of their study programs in terms of promoting entrepreneurial and transversal competencies. This finding raises concerns, as courses in the natural sciences, engineering, and social sciences have traditionally been considered more likely to produce future entrepreneurs and innovators.

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This study examined the effect of the types of family on learner drug abuse in selected high schools in Soweto, South Africa. The study adopted a correlational survey research design. The sample size comprised 80 students obtained using census sampling. Data from the learners was gathered using the learner drug abuse and family drug abuse scales. Data was analyzed using inferential statistics such as Analysis of Variance (ANOVA) and Tukey HSD test. The study findings established that the type of family has statistically significant relationship with (F=3.972; P=.011) the level of drug abuse among the secondary school learners, with learners living in well-organized type of family, like nuclear, are likely to indulge less in drug abuse than their counterparts who live in a single-parent family, child headed family, and extended family. The study recommends that school counsellors should adopt holistic therapy techniques to support learners who abuse drugs.

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This study examined the effects of children's metacognitive awareness, critical thinking tendencies, and demographic characteristics (gender and parents' education levels) on their academic achievement in the social studies course using a structural equation model. The study group comprises 854 secondary school students aged 10-13 who attended three secondary schools in the central district of Kilis province during the 2022-2023 academic year. Within the scope of the research, a hypothesized path diagram was developed using a structural equation model. As a result of the research, it was determined that children's gender, and mothers' and parents' education level had an indirect effect on their academic success in the social studies course, their metacognitive awareness had a direct and mediating effect, and their critical thinking tendencies had a direct, indirect and mediating effect. In addition, it was determined that children's gender and parental education level had direct and indirect effects on their metacognitive awareness, and only a direct effect on their critical thinking tendencies.

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This study investigates the effectiveness of reflection-based continuous professional development (CPD) in enhancing teacher professionalism within Indonesian madrasahs. Employing an exploratory sequential mixed-methods design, this study integrates qualitative data derived from interviews, classroom observations, and document analysis with a quantitative survey encompassing 123 teachers across four madrasahs in Metro City, Lampung Province, Indonesia. The findings indicate that participation in CPD is positively associated with self-reported enhancements in pedagogical competence, professional motivation, and the adoption of innovative teaching practices. Nevertheless, the research identifies several challenges, including limited institutional support, poor alignment between CPD content and classroom requirements, and low stakeholder engagement. Statistical analysis demonstrates a significant positive correlation between CPD engagement and perceived pedagogical competence (r = 0.68, p < 0.05). Guided by the CIPP evaluation model and grounded theory, this study proposes a culturally responsive, contextspecific framework for evaluating CPD that reflects the dual religious and academic mandates inherent in madrasah education. This research contributes to the relatively underexplored discourse on professional development in Islamic educational contexts and provides actionable insights for integrating reflective practice into teacher development policies and programs.

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This study explores teachers' experiences with and follow-up on large-scale diagnostic assessments in Indonesia, specifically the Indonesian Madrasah Competency Assessment (AKMI). A phenomenological approach within a qualitative methodology was adopted. Six 5th-grade teachers from an Indonesian Islamic Primary School participated. Data were collected through focus group discussions (FGDs). Data analysis was conducted in four steps: decontextualization, recontextualization, categorization, and compilation, to identify the content's underlying meanings. Key findings include: (1) teachers acquired administrative knowledge (e.g., test content management) and technical skills (e.g., student data management); (2) teachers' assessment understanding varied significantly but remained predominantly traditional rather than diagnostic; and (3) follow-up efforts primarily involved socialization and school programs, rather than instructional improvement. The study implies an urgent need to align assessment systems with classroom practice.

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This study aims to map the research landscape on English literacy difficulties and interventions among primary school students with dyslexia using a bibliometric approach. Data were retrieved from the Scopus database using targeted keywords, resulting in 63,184 documents. After applying filters for publication year (2020–2025), subject area (social sciences), language (English), and open-access status, a final dataset of 1492 relevant articles was obtained. Following this, the analysis was subsequently performed in RStudio using Biblioshiny and visualized with VOSviewer. The results indicate a substantial decrease in annual growth in publications, despite high levels of author involvement and collaborative endeavours. The United States and the United Kingdom dominate in production and citation impact, and notable journals, scholars, institutions, and nations are among the key contributors. Likewise, four major research areas emerged from the thematic cluster analysis, including foundational literacy skills, learning disorders in school settings, speech and communication difficulties, and educational psychology aspects such as self-esteem. Findings from this study stress the need for early, organized, and comprehensive interventions for children with dyslexia, which has several facets. To close the gap in dyslexia-related scholarship worldwide, it also highlights the need for more inclusive, geographically diverse research collaborations.

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Syllabi are foundational documents for higher education pedagogies because they shape the learning experience for professors and students. This work explores key aspects of crafting an inclusive syllabus that promotes belonging, accessible design, asset-based content, inclusive language, and communicating dedication to accessible education through an inclusivity statement. Inclusivity isn't just ethical; it's essential. Accessible design ensures students have access to course materials; asset-based content broadens perspectives, promotes critical thinking, and affirms the experiences of students experiencing systemic marginalization; inclusive language fosters a welcoming atmosphere; and the inclusivity statement underscores the educator’s commitment to accessible education. Crafting an inclusive syllabus is complex, potentially transformative, and empowering for educators as champions of diversity, and contributes to greater equity in higher education within the realm of psychology. The strategies outlined are intended for immediate application by higher education faculty and staff seeking to transform their teaching environments.