Volume 20, numéro 1, 2026

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The primary objective of this study is to develop a comprehensive theoretical framework for the action-oriented teaching perspective, grounded in the German approach, widely adopted in German-speaking countries. The article proposes a process that teachers can use to design and implement action-oriented teaching to enhance students’ application of academic content in realistic professional situations and social contexts. This study follows a qualitative approach, employing systematic literature review, grounded theory, and thematic analysis methods. The findings reveal that action-oriented teaching has a strong psychological foundation. When analyzed in relation to cognitive and skills taxonomies, and empirical data from Germany and Vietnam, this concept demonstrates its capacity to foster learners’ complex competencies—particularly their ability to apply theoretical knowledge in professional and social contexts. Action-oriented teaching can be implemented through various methods, such as project-based learning, experimentation, design tasks, fabrication tasks, debates, role-plays, and case studies. A key aspect of this concept is that learners actively engage in comprehensive actions to create material (tangible) or verbal learning products, which result from situation-oriented learning tasks. This framework helps address key educational challenges, including student engagement, competency development, and the integration of theory and practice. Its interdisciplinary and cross-cultural relevance makes it valuable for educators, policymakers, and researchers across vocational, general, and higher education contexts.

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This study explores the essential competencies required for future primary school teachers within the context of updated educational systems, focusing on the evolving demands of modern education. Utilizing a mixed-methods approach, the research combines qualitative and quantitative techniques to analyze academic literature, educational policies, and teacher training programs. The analysis highlights key competencies, including planning, communication, social interaction, cooperation, and educational skills, which are crucial for effective teaching. The findings underscore the importance of continuous professional development, critical reflection, and the integration of technology in teacher training. The study also addresses the challenges posed by contemporary issues, including military conflicts and the necessity for adaptable teaching strategies. By examining various competency models and frameworks, the research provides insights into best practices in teacher education, emphasizing a shift from traditional teaching methods to competency-based approaches that align with current educational reforms and technological advancements.

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This study explores how failure is understood within higher education through the perspectives of university administrators at a mid-sized research-intensive institution in Ontario. Using in-depth interviews, the study reveals that failure in higher education exists at the intersection of individual student experiences, institutional structures, and pedagogical approaches. Themes in the discourse surrounding student failure include the fear of failing for the first time, a lack of preparedness for university study, the impacts of imposter syndrome, challenges in taking ownership of academic journeys, unique barriers faced by non-traditional students, and institutional barriers that reinforce failure. While failure is promoted as a learning opportunity in higher education, institutional structures and practices often contradict this view with punitive measures that can impact students' academic careers. Building on Carr's Pedagogy of Failure, this research emphasizes the need for approaches that prioritize emotional well-being, open dialogue, and structured support through failure. One recommendation is to use co-curricular activities, such as living learning communities, as safe spaces for students to experiment with and learn from failure without academic consequences. Overall, institutions need to support student learning through failure better while also addressing systemic barriers and providing equitable support for diverse student populations.

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Teachers' well-being affects the quality of education. The pandemic-related national lockdown and social isolation in South Africa, lasting for two and a half years, harmed teachers and the education sector. Teachers' emotional and occupational well-being changed with online and rotational instruction. This was because they were expected to support students and parents and acquire essential competencies and skills for online technology-based teaching and learning. This paper discusses a study on secondary school teachers' struggles during school closures. Ten teachers from Gauteng, South Africa, were purposively recruited, five from each public and private school, using a qualitative research approach and exploratory case study design. The Teacher Well-being conceptual framework provided a theoretical framework for well-being. The findings illuminate the mental, physical, and social well-being issues of the 10 secondary school instructors, their transition to online teaching, and their intrinsic and extrinsic coping techniques, such as social media and faith. The study showed why school governing bodies should focus on coping methods to promote teachers' well-being. In Gauteng, South Africa, there is little research on teachers' well-being during school closures. More research is needed to address teachers' emotional and occupational well-being and discover professional development support.

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This study aims to systematically compare civics learning models of elementary schools in Indonesia and Finland. This study used the descriptive qualitative method with a literature review design. A systematic comparative literature review method was used, categorized as a configurative review. The data in this study consisted of secondary data sources, including scientific articles, books, and videos regarding civics learning models for elementary schools in Indonesia and Finland. The systems of civics learning models in Indonesia and Finland have several differences, such as: (1) the learning objectives of civics in Indonesia had a greater focus on cultivating character and multiculturalism; (2) the social system aspect is different; (3) the reflection and feedback aspects of civics learning are different; and (4) there are also differences in the instructional impact of civics learning. Meanwhile, the systems of civics learning models used in Indonesia and Finland have similarities, including: (1) civics learning in both countries aims to instill values related to rights, obligations, and democracy; and (2) both systems utilize contextual and experiential learning methods, including outdoor activities and real-life case discussions. Finland's civics learning model is considered more comprehensive and participatory, as it fosters critical thinking, civic engagement, and a deeper understanding of democratic values and societal functions. The novelty of this study lies in its use of a systematic comparative literature review to analyze the design, delivery, and impact of civics learning in two distinct educational contexts.

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Despite its recognition as a high-impact practice, including student research in curricula per se does not guarantee meaningful research experiences or academic gains. Therefore, this study explored how the quality of institutional support affected students’ perceptions of gains and motivation associated with research. Using bivariate correlational analyses, ordinal logistic regression, and mediation analyses on self-reported data from 212 university students, evidence of the relationship between institutional support and research outcomes was obtained. Notably, the findings revealed a strong positive correlation between the research experiences offered and self-assessed gains in research skills and motivation. The gain ratings progressed proportionately to the evaluation of research experiences. Institutional support emerged as a key predictor of research skills mediated by motivation. While institutional type and academic achievement were not significantly associated with research skills ratings, students from teacher education institutions scored lower on perceived gains. In all, the findings underscore the importance of providing students with high-quality, accessible research experiences to enhance their academic and professional development.

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This study is a systematic literature review (SLR) aimed at identifying and analyzing the relationship between reading literacy and critical thinking skills among vocational school pupils. Following the PRISMA guidelines, a total of 20 selected articles published between 2015 and 2025 were thoroughly reviewed using databases such as Scopus, ERIC, Web of Science, and Google Scholar. The findings indicate that reading literacy serves not only as a tool for text comprehension but also as a fundamental component in fostering pupils' analytical, reflective, and evaluative thinking abilities. Instructional strategies such as reciprocal teaching, problem-based learning, and critical questioning have been proven effective in simultaneously enhancing both reading literacy and critical thinking skills. Moreover, digital literacy plays a crucial role in fostering critical thinking in the age of information. Nevertheless, the study identifies several limitations, including inconsistencies in measurement methods and the underrepresentation of studies from developing countries. The results highlight the importance of integrating reading literacy and critical thinking into the vocational education curriculum, as well as the need for strengthened policy support, teacher training, and the development of valid and context-sensitive assessment instruments.

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This paper focuses on the connection between academic writing, academic integrity, and the fact that the application of artificial intelligence (AI) technologies in higher education is rapidly expanding, paying attention to the fundamental issue of the increasing reliance of students on AI-based technologies and the associated threat to the ethical conduct of scholarly activities. It is supported by the need to balance the pedagogical opportunities of AI with the preservation of critical thinking, originality, and responsible authorship in academic writing. In a qualitative study with a mixed design consisting of theoretical analysis, survey of students (n=248) and unstructured interviews of faculty (n=28), the authors establish the common patterns of AI use, perceptions of the students about integrity violation and the concerns of the teaching professionals about the disappearance of analytical and critical skills. The results indicate that, although AI makes academic work more accessible, personalized, and efficient, overreliance on generative systems leads to reduced cognitive effort, accidental plagiarism, and gray morality. The paper suggests a systematic, ethically aware approach to the integration of AI into higher education, with a focus on cultivating academic literacy, clearly defined institutional policies, and the pedagogic integration of AI use while preserving academic integrity standards.

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Education 4.0 (Edu 4.0) is an evolving paradigm that aligns education systems with the demands of Industry 4.0 by integrating emerging technologies (ETs) such as artificial intelligence, the Internet of Things, and extended reality into teaching and learning. This paper presents a systematic literature review (SLR) of 19 peer-reviewed frameworks and models published between 2020 and 2024 that incorporate ETs within the Edu 4.0 context. This study examines the characteristics of these frameworks, the technologies they adopt, and the pedagogical strategies they support. The findings reveal dominant trends in AI and IoT use, a growing reliance on personalized and adaptive learning, and underutilization of advanced technologies such as digital twins and quantum computing. Key gaps include limited attention to primary and secondary education, equity, accessibility, and ethical considerations. In response, a preliminary conceptual framework is proposed to guide the inclusive and scalable implementation of Edu 4.0. This study offers actionable insights for educators, researchers, and policymakers aiming to build future-ready, ethically grounded, and context-sensitive education systems that harness the full potential of technological innovation.

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The rapid advancement of artificial intelligence (AI), particularly deep learning, presents significant opportunities for transforming higher education curricula. This research aims to develop and implement a pedagogical framework for integrating deep learning into an information technology education program in Indonesia. Employing a design-based research (DBR) methodology, the study involved three iterative phases: needs analysis, framework design, and classroom implementation. Participants comprised 240 undergraduate students from the Department of Information Technology Education across all Indonesian universities. The framework emphasizes project-based learning, interdisciplinary integration, and the use of open-source deep learning tools. Data were collected through surveys, interviews, classroom observations, and pre- and post-tests. The results indicate that the integration of deep learning not only improved students’ technical competencies in machine learning and neural networks but also enhanced their problem-solving, collaboration, and critical thinking skills. Furthermore, both students and instructors reported increased engagement and motivation. This study contributes a replicable model for embedding deep learning in IT teacher education and offers practical guidelines for educators and curriculum developers. Future work will focus on scaling the framework and measuring its long-term impact on graduate preparedness and instructional innovation.

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This systematic literature review investigates the effectiveness of interactive media and specific learning strategies, such as project-based learning (PBL) and augmented reality (AR), in improving digital literacy among secondary school students. Analyzing 19 peer-reviewed studies from 2018 to 2024, the review identifies both effective approaches and key barriers. It highlights that while digital tools can enhance students' abilities in content creation, information evaluation, and ethical technology use, their impact depends on well-designed curriculum integration, teacher preparedness, and institutional support. The findings emphasize ongoing challenges, including inadequate infrastructure, insufficient teacher training, and curriculum misalignment, particularly in public schools. In response, the review proposes actionable recommendations to address these barriers, including incorporating culturally responsive media and comprehensive teacher development programs. This study aims to inform policy reforms and provide evidence-based strategies for integrating digital literacy into secondary education, with an emphasis on contextual, interdisciplinary approaches that align with current digital citizenship demands.

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Learning related to games is always interesting to discuss because games promise to stimulate the imagination, spark curiosity, encourage discussion and debate, and enable experimentation and investigation. Various studies related to learning to load games have been conducted and published, making it necessary to examine the impact of games on students’ motivation to learn science. This study aims to compare the success of science learning that uses games with other learning methods, focusing on motivation as the independent variable. This research uses a meta-analysis approach, based on articles published between 2014 and 2023 in Scopus, ERIC, Taylor and Francis, and Dimensions. A total of 51 studies were identified from various countries worldwide. This analysis uses a contrast group model, with moderator variables including publication indexer, school level, motivation indicator, country, and year of publication. The study also examines effect size (ES), outliers, and publication bias using forest plots, funnel plots, and Egger’s test, all analyzed with R software. The results show that digital games affect student motivation in learning general science, with an ES of g = 0.22 (p < 0.001, 95% CI [0.10; 0.34]). The forest plot revealed heterogeneity in the research data, the funnel plot showed the spread of data, and Eggers’ test returned a p-value of 0.25. Possible reasons for these findings, limitations, and future research directions are also discussed.

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The integration of gamification in learning management systems (LMS) has gained traction as a strategy to enhance learning outcomes and promote self-directed learning (SDL); however, existing studies often lack a comprehensive understanding of its specific impacts on student engagement and SDL behaviours in the context of social education. Addressing this gap, this study aims to explore the effects of gamified LMS on learning outcomes and SDL dimensions, self-management, self-motivation, and self-control. A sequential mixed-methods approach was employed, involving 60 undergraduate students in the social education program at Universitas Negeri Surabaya, Indonesia. Quantitative data were collected through pre- and post-tests on learning outcomes and an SDL questionnaire, while qualitative insights were obtained via in-depth interviews. Findings revealed significant improvements in learning outcomes, with students demonstrating better mastery of course content. In terms of SDL, notable gains were observed in self-motivation and self-control, although challenges persisted in maintaining consistent self-management among some participants. Negative insights included technical difficulties and varying levels of digital literacy, both of which affected engagement. These findings suggest that gamified LMS can effectively enhance educational experiences but require tailored support to address individual learner needs. Implications include the need for adaptive gamification designs and instructor facilitation to maximize SDL behaviours.

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The study investigated the effectiveness of using the engineering design process (EDP) to enhance student learning outcomes in a physics course. A mixed-methods approach was used in this study. A quasi-experimental pretest-posttest control group (CG) design was applied for the quantitative phase, while a semi-structured interview was employed for the qualitative phase. The study sample consisted of two classes randomly assigned from the Department of Mechanical Engineering at a technical college, which served as the experimental group (EG) and the other as the CG. Before the intervention, the pretest was administered to both groups. The EDP was implemented in the EG during the intervention, whereas the CG was taught using conventional teaching methods. After the intervention, the posttest was administered to both groups, and a semi-structured interview was conducted with eight students in the EG. The quantitative data were analyzed using independent-samples Mann–Whitney U-tests. The qualitative data were analyzed using thematic analysis. The results showed a statistically significant difference in mean scores between the EG and the CG, indicating that learning physics through the EDP model improved students' physics learning outcomes in the EG. Furthermore, the qualitative analysis revealed that students in the EG perceived EDP as an effective and contextually appropriate approach for learning physics within an engineering context.

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Teachers commonly employ inquiry learning, discovery, and group investigation in science education. However, there is limited research on the efficacy of these learning methods in reducing the disparity in students' scientific conceptual understanding between underachievers (UA) and high achievers (HA). The primary objective of this research was to assess the effectiveness of these learning methods in closing the disparity in scientific conceptual understanding among students. This research involved 192 twelfth-grade students (96 UA and 96 HA). Students were randomly assigned to four learning treatments: inquiry, discovery, group investigation, and varied lecture. Students took an essay test to measure their scientific conceptual understanding before and after the treatment. The gap in students’ scientific conceptual understanding was analyzed by examining the interaction between the learning methods and their academic abilities. The outcomes indicated no distinction in scientific conceptual understanding among the three treatment groups (inquiry, discovery, and group investigation). Nonetheless, variations in students' scientific conceptual understanding were observed in varied lecture learning settings. The study affirmed disparities in the comprehension of scientific concepts between UA and HA students across inquiry, discovery, and varied lecture learning. Interestingly, no variation in the understanding of scientific concepts was identified between UA and HA students in the context of group-investigation learning.

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In the 21st century, students are required to incorporate literacy skills into their learning. In this context, the teacher’s role is pivotal, as they are the primary influencers in shaping the learning journey. However, information on how teachers incorporate literacy in this context is not widely available. Therefore, it is necessary to explore this aspect further. The study adopts a phenomenological research approach in which data is collected through in-depth interviews, and thematic analysis is performed using manual methods and ATLAS.ti 23. The research findings reveal that some teachers are familiar with the National Assessment, which primarily focuses on literacy assessment and does not mention character development. Most teachers perceive the National Assessment as a tool to enhance the quality of education. Preparing for the National Assessment involves focusing on classroom learning and infrastructure, particularly computers and networks. The final theme highlights the unique experiences of each vocational teacher in teaching literacy in their schools. Participants shared their perspectives in various ways, most of which incorporated data into the learning process. They believe that this approach can significantly enhance students' literacy. Our research also revealed several recommendations based on the teachers’ perspectives on science subjects.

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Since 2015, research on local wisdom in science education has shown consistent growth, with a notable surge in 2023. While studies integrating local wisdom into physics, biology, and mathematics are abundant, bibliometric analyses focusing on chemistry education remain limited. This study aims to map research trends using data from the Web of Science database, which has been analyzed using VOSviewer and RStudio. The results reveal fluctuations in publication trends from 2015 to 2024, with Indonesia among the top 10 contributor countries. Indonesia’s cultural and geographical diversity—spanning multiple islands and ethnic groups—makes it a rich source for local wisdom-based educational research. Education Sciences, a journal based in Switzerland, is the most active publisher, with 26 related articles. Frequently used keywords include learning models, performance, engagement, achievement, pedagogy, and knowledge. Despite increasing interest, Indigenous knowledge remains underexplored in chemistry education. Therefore, integrating local wisdom requires a thoughtful selection of pedagogical strategies, learning content, and relevant chemistry concepts. The findings underscore that this remains a promising area of research that warrants further investigation.

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Research on corpus linguistics in language learning has primarily emphasized lexical patterns, collocations, and discourse structures, yet their application to onomastics remains underexplored. Research on Batik Madura’s naming conventions has largely been descriptive, lacking integration into vocabulary acquisition and cultural identity development in English as a Foreign Language (EFL) instruction. To address this gap, this study examines the impact of corpus-based onomastic analysis on students’ vocabulary acquisition and cultural awareness. A sequential mixed-methods approach was employed, involving pre- and post-tests and a closed-ended questionnaire to measure lexical retention, semantic comprehension, and cultural identity awareness among 53 undergraduate students at STKIP PGRI Sumenep, Indonesia. Additionally, structured interviews with six selected students provided in-depth insights into their experiences with corpus-based learning. The findings revealed that exposure to Batik Madura’s naming conventions through corpus analysis improved students’ ability to recognize word formations and contextual meanings, leading to a deeper understanding of linguistic structures. However, some students encountered difficulties interpreting abstract cultural meanings embedded in names. The study suggests incorporating explicit instructional scaffolding to bridge conceptual gaps. These findings highlight the potential of onomastics-based corpus analysis in enhancing vocabulary learning while underscoring the need for pedagogical adjustments to optimize its effectiveness in EFL contexts.

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Strategies and their efficacy in supporting children with ASD to learn motor skills have not been widely discussed. Therefore, little information is available on this subject. This systematic review was designed to describe motor skills learning strategies for children with school-age ASD. The method used in this research is the PRISMA method. Articles were retrieved from two databases, namely Scopus and Web of Science. The articles were collected from 2010 to 2025, and 17 articles met the inclusion and exclusion criteria. The results of this study indicate that (1) there are nine types of strategies used in learning motor skills of children with school-age ASD, namely: implicit learning; attention-focused instruction; game-based learning; observational learning; real-time visual feedback; virtual-real environment learning transfer; task modification; TMGD-2 program; CPRT; (2) all nine types of strategies proved to be effective; (3) while recommendations for future research focus on the development of learning strategies based on the ability levels of children with ASD and longitudinal evaluations, there are pressing challenges in implementation. Collaboration between educators and therapists is essential to the strategy's effectiveness.

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Faculties of Education make important decisions about who our next generation of teachers will be. While universities have been making declarations of commitment to equity, diversity, and inclusion (EDI) principles, there is little alignment between their stated goals and their admissions practices. This study examined the relationship between two metrics intended to identify strong teacher candidates (i.e., experience profile scores and Computer-Based Assessment for Sampling Personal Characteristics (CASPer) z scores) to determine whether they identify the same candidates. The second goal was to examine the relative contributions of our admission criteria to our decision-making process. Data from 3017 teacher education applicants were analyzed. All variables were unique and significant predictors of admission status. Poor agreement was observed between the two admission metrics. However, the CASPer data addressed non-cognitive metrics and identified who was more likely to struggle in the program. We used this data to reimagine our admissions process, creating a more just and equitable system.

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Sino-foreign cooperative education (SFCE) refers to the education offered by Sino-foreign cooperative education institutions. Students can gain international educational experience without leaving China. Foreign parties mainly provide teachers, researchers, courses, and resources. From students' perspectives, SFCE has a comprehensive quality-assurance system, strong teacher support, sufficient and effective resources, and efficient management. However, there are some problems, such as students' unclear understanding of the social role of quality assurance, a lack of evidence of process-oriented management in quality assurance content, and weak improvement in scientific-research ability, as reflected in students' learning outcomes. The authors surveyed the quality-assurance effect of SFCE in Jiangsu Province, China, with 587 questionnaires recovered and 546 valid responses. Through the analysis, it was found that the quality-assurance effect of SFCE was affected by curriculum, teacher support, resource and management efficiency, multiple evaluations, and other factors. To further strengthen quality assurance, it is necessary to optimize this system and popularize it, supplement process-management links, highlight social-value guidance, and improve the training system for scientific-research ability by addressing the gap in high-level ability development.

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This paper addresses the current divide in the field of education between proponents and critics of evidence-based education. It examines the nature of this divide and argues that it is caused by a particular way of conceptualizing the relationship between academic knowledge and practice, called technical rationality, that is shared by both sides. The paper argues that technical rationality is fallacious and highlights an alternative approach grounded in the centrality of people’s understanding of situations of practice. It further argues that this alternative conceptualization of the relationship between knowledge and practice makes it possible to overcome the divide and foster advancement toward a science-based education.