Volume 19, numéro 2, 2025

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This study adopted a pre-test post-test quasi-experimental design. The sample size was 162 students from eight universities. The sample was categorized into two groups: Group I (n=79) and Group II (n=83). Electric VLab, provided the environment. A researcher-made achievement test, comprising multiple-choice, essay and practical questions was used for assessment and data collection. Two weeks before the treatment, students in both groups were given a pre-test in electronics circuit construction and assembly. Before the treatment, one week was used to train the groups on how to use the Electric VLab. During the treatment, each intact class in Group I was taught using the direct instruction method, and the other classes in Group II were divided into units of five students with a selected peer tutor leading each unit while the teacher coordinated the learning. At the end of treatment, the post-test was administered to both groups. Mean statistics, standard deviation, and analysis of covariance were used to analyze the data. There was no significant difference between the achievement of male students in both groups. Female students in indirect instruction classes achieved significantly higher than their counterparts in direct instruction classes. There were significant effects of interaction between teaching methods and gender.

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In the digital revolution era, the role of teachers in utilizing ICT-based learning resources in schools has become very important. However, the utilization of ICT that is not optimal has been identified, which often occurs in some schools in developing countries, possibly because of factors such as human resources readiness, facilities, and regulations inherent in each educational institution. This research aims to describe teachers’ perspectives on ICT learning resources that have been used for the learning process. This research is a qualitative study with a case study type, involving a sample of 7 teachers at the high school level in Central Java and West Java. Data collection techniques include semi-structured interviews, followed by an interview guide as the data collection instrument. As for an interview, it was analyzed thematically to describe an overview of the issues commonly raised by teachers during the data collection process.

The research results show that there are 3 themes that are often the main topics of discussion, namely motivation and readiness of teachers in utilizing ICT-based learning resources, teachers’ perspectives and resource support the implementation of ICT-based learning resources, and the challenges that teachers face when implementing ICT-based learning in the classroom. The results of this research have the potential to assist in the professional development of teachers in integrating ICT to embrace dynamic and innovative learning in the digital era.

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Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students' diverse needs and learning preferences. This systematic review delves into the vast landscape of differentiated instruction, aiming to illuminate its affordances and effectiveness across various educational settings. By synthesizing empirical evidence from many studies, this review examines the impact of differentiated instruction on student engagement, academic achievement, and overall classroom dynamics. Furthermore, it explores the implementation strategies, challenges, and best practices associated with harnessing the full potential of differentiated instruction. Through rigorous analysis, this review seeks to provide valuable insights for educators, policymakers, and researchers, guiding the enhancement of instructional practices and fostering inclusive learning environments. This systematic review demonstrated that differentiated instruction leads to increased student engagement. By tailoring instruction to meet the diverse needs of students, educators can better capture their interest and motivation. Additionally, this review highlights that differentiated instruction positively impacts learning outcomes. In essence, it underscores the role of differentiated instruction in promoting equity and inclusion in education. By recognizing and valuing the unique strengths and challenges of each student, it helps to create a more inclusive learning environment. These findings contribute to a broader understanding of the benefits, challenges, and best practices that are associated with differentiated instruction in educational settings.

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This study examined how faculty who teach in specialized undergraduate programs for autistic college students approach self-advocacy teaching. Test et al.’s (2005) conceptual framework of self-advocacy was used as a lens to investigate this topic. Through ten semi-structured interviews, seven themes emerged to address two research questions: (a) improve students’ learning skills; (b) support students’ career development; (c) improve students’ executive functioning skills; (d) improve students’ transition skills, (e) use flexible classrooms to support students; (f) support students’ skills development; and (g) develop students’ self-awareness skills. The discussions highlight the challenges, approaches, and conceptual implementations of the findings, within the broader literature, on faculty approaches to students' development of self-advocacy skills.

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The integration of innovative learning models is essential for preparing vocational high school (VHS) students with 21st-century skills. This study aimed to explore the need for a Problem-Based Flipped Learning (PBFL) model with a Science Technology Engineering Mathematics (STEM) approach tailored to the needs of vocational high school students. Employing a qualitative descriptive method, the study involved 33 vocational high-school students and three mathematics teachers. Data was collected through interviews, observations, and questionnaires, with validity using triangulation. The results indicated that 87.9% of students endorsed the incorporation of PBFL-STEM, highlighting its efficacy in promoting collaboration and critical thinking. Educators emphasized its capacity to bridge theory and practice for enhanced industry alignment. Nonetheless, insufficient technology infrastructure and inadequate teacher preparation have been recognized as impediments to effective adoption. To tackle these issues, this study employed adaptive solutions, including the utilization of readily available technology (e.g., smartphones) and the provision of continuous teacher mentorship for better implementation. This research identified that the PBFL-STEM approach is extremely pertinent for vocational high schools, providing significant possibilities to cultivate students' 21st-century talents. This study showed that vocational schools can quickly fix these problems by encouraging teachers to improve their skills and ensuring that they understand the importance of new ways of learning for giving students a good education.

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Autonomous learning is a fundamental aspect of education that builds important skills, like critical thinking, problem-solving, and adaptability, which are important for achievement in a constantly changing professional environment. Cultivating it promotes lifelong learning, self-improvement, and knowledge beyond traditional educational settings. The objective of this study is to demonstrate the impact of the investigated autonomous learning approach to learners, and assess their ability to sustain the learning process, hence fostering lifelong learning within the framework of formal education. An Autonomous Learning Model (ALM) based 14-week qualitative study examined learners' work and reflections. Theme-based analysis was conducted with 62 fourth-semester English-language learners. A six-stage thematic analysis discovered coded responses' themes. The ALM examined the following key aspects of individual development: personal responsibility, positive self-esteem, decision-making, problem-solving, interpersonal skills, critical and creative thinking abilities, and a strong enthusiasm for learning. The results showed that autonomous learning is achievable, and that instructors’ support and institutional collaboration will improve new curriculum and courses. This study aims to enhance semester-end evaluations, leading to significant improvements for future language-programed learners and ensuring the sustainability of their learning.

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The issues and experiences of work-integrated learning (WIL) accounting and financial planning academics across higher education (HE) institutions in developing innovative WIL programs are discussed by the authors. The authors reflect on their responsibilities and goals and how these aligned with student and institutional expectations for both work-based situations as well as classroom-based simulations. Cross-institutional collaboration on WIL approaches in undergraduate and postgraduate accounting courses reveal contrasting priorities and tensions when addressing the needs of stakeholders. Particularly noticeable are the institutional requirements for a technology-driven WIL curriculum, that meet with student, industry and institutional expectations. We contribute with insights on educator preparedness for delivering technology enhanced WIL programs and provide an in-depth analysis of academic engagement with WIL designs. Drawing on Activity Theory to analyse the constraints and confluences perceived in the design and teaching of WIL programs, this research contributes to our understanding of effective ways to manage this activity.

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In the context of global educational exchange, this study explores the experiences of Chinese teachers temporarily teaching Mandarin Chinese in United States K-12 schools. Using case-study methodology, this research examines the professional challenges and learning experiences of these transnational Chinese language teachers. Findings reveal that teachers’ career difficulties arise from the use of teaching strategies that do not align well with the environments of the host schools and from insufficient cultural sensitivity. Moreover, inadequate pre-service training and limited professional development opportunities exacerbate these challenges, prompting self-directed transformative learning efforts. The findings also emphasize how tailored training combined with teachers' transformative learning initiatives can effectively address and mitigate the difficulties faced in transnational teaching environments. This study provides valuable insights into the preparation for transnational educators navigating cross-cultural teaching landscapes, thereby contributing to the discourse on international teacher-exchange programs.

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Pedagogical research competence has recently become an essential educational outcome in future teacher training to conduct social and professional activities. The purpose of this study is to identify the state and means of development of research activity of future primary schoolteachers. A questionnaire survey of students at a pedagogical university was conducted. The conditions for the formation of the specified competence in the system of modern education of Kazakhstan are offered. During this empirical research, the level of students’ mastering of skills, which are the basis of research competence, was established. Future teachers at the stage of training need to receive proper research experience. The practical significance of this lies in the development of methodological recommendations, covering key, theoretical information about the features of pedagogical-research competence and its means of development, in the context of training future primary schoolteachers.

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Expanding information related to environmental degradation is one potential approach to enhance students' environmental literacy and awareness (eco-literate). This research investigates the relationship between students' skills in writing popular text-based articles and their ecological literacy. A quasi-experimental research design was employed with a one-group test. The sample consisted of 23 Indonesian Language and Literature Education Program students, selected through purposive sampling. Data collected included scores on writing assignments of popular articles and questionnaire results regarding students' knowledge of ecological literacy. Data analysis techniques involved testing for correlation, regression, normality, multicollinearity, heteroskedasticity, F-test, and t-test. Pearson correlation results showed a significant relationship between students' eco-literate knowledge and their ability to write popular articles, with a coefficient of determination of 55.4%, indicating that 55.4% of the variation in the ability to write articles can be explained by eco-literate knowledge. The regression analysis revealed a strong correlation coefficient of 0.942, indicating a very strong relationship between various aspects of eco-literate knowledge and students' ability to write popular articles. The t-test further demonstrated that environmental concern is the factor that has the most significant influence on students' writing ability, with a regression coefficient (b2) of 1.793.

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The discussion on multiword expressions is an unavoidable aspect of any target language. Idioms, which are part of multiword expressions in the English Language, are viewed as one of the neglected areas in the second-language classroom. This study explored how teachers from the three main levels of education in two municipalities in the Bono Region of Ghana approached the teaching of idioms. This descriptive qualitative case study examined the resources available to teachers, assessing their preferences and awareness of approaches. The findings revealed that these instructors relied primarily on the core teaching materials and sometimes on other online resources for additional support. Due to changes in the curriculum, what emerged from the study is that idioms were not part of the content that was taught at the teacher-training colleges. These results also demonstrate a strong preference for traditional techniques because of familiarity and curriculum constraints. Teachers' awareness and usage of other methods, which are cognitively motivated, are limited. The implications could be linked to pedagogy, training, and resource constraints that teachers may face. It also highlights the necessity for curriculum adjustments to cater to the inadequacies. Addressing the identified concerns will improve the teaching and learning experience, to meet the approved standards, the expectations of teachers, and the needs of students. A focus on professional development programs tailored toward innovative teaching practices could address the training needs of educators and create more dynamic learning opportunities for learners.

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The COVID-19 pandemic disrupted higher education globally, revealing both traditional pedagogies' strengths and weaknesses. As institutions turned to online learning, significant gaps in accessibility, digital literacy, and adaptability became apparent. This paper argues for a radical transformation of pedagogical innovation in post-pandemic higher education, advocating for a shift towards more flexible, inclusive, and student-centred learning models to bring the sustainable change we all want. It highlights key strategies, such as hybrid models, personalized learning, active and experiential learning, and rethinking assessment methods. These innovations, supported by digital tools, can better address diverse student needs and prepare learners for a rapidly evolving workforce. Nevertheless, institutional resistance to change, addressing the digital divide, and ensuring scalability remain potential barriers and challenges that must be overcome to achieve it. This paper, therefore, calls for collective and coordinated efforts by higher education institutions, stakeholders and policymakers to drive the required systemic change in higher education. By embracing these innovations, universities can build a more flexible, resilient, equitable, and future-ready education system that moves beyond the limitations of traditional pedagogies. The pandemic offers a unique opportunity to rethink the foundations of higher education and prioritize pedagogical practices that promote critical thinking, adaptability, and lifelong learning in an uncertain world.