This documentary research aims to analyze and synthesize educational theories and relevant scholarly works to develop a conceptual learning model for teaching geography in primary education based on constructivist theory, with the goal of promoting lifelong learning competencies. The study is driven by the growing global emphasis on 21st-century education reforms that call for learner-centered pedagogies, critical thinking, and skills transferable beyond the classroom. Geography education, often underutilized in foundational skill-building, presents rich potential for developing these competencies when informed (...) by robust theoretical foundations. Constructivist theory, particularly the works of Piaget and Vygotsky, underpins this study. It views learning as an active, contextualized process whereby learners construct knowledge through interaction with their environment and peers. This research involves systematic analysis of academic texts, policy documents (e.g., OECD’s Education 2030 and UNESCO’s lifelong learning frameworks), and scholarly literature on geography instruction and constructivist pedagogy. The methodology includes document selection, thematic coding, comparative synthesis, and theoretical interpretation. Findings from the analysis suggest that constructivist-informed geography education supports the development of lifelong learning competencies, including critical thinking, collaboration, problem-solving, self-direction, and reflective thinking. The proposed learning model integrates four essential components: contextualized content, inquiry-based tasks, collaborative learning environments, and reflective practices. These elements collectively align with global educational goals and provide a structured pathway for curriculum innovation at the primary level. This conceptual model contributes to educational theory and practice by offering a framework for integrating constructivist principles into geography instruction. It supports curriculum designers, teacher educators, and policymakers in shaping pedagogical approaches that foster lifelong learning from an early age. (shrink)

This documentary research aims to analyze and synthesize educational theories and relevant scholarly works to develop a conceptual learning model for teaching geography in primary education based on constructivist theory, with the goal of promoting lifelong learning competencies. The study is driven by the growing global emphasis on 21st-century education reforms that call for learner-centered pedagogies, critical thinking, and skills transferable beyond the classroom. Geography education, often underutilized in foundational skill-building, presents rich potential for developing these competencies when informed (...) by robust theoretical foundations. Constructivist theory, particularly the works of Piaget and Vygotsky, underpins this study. It views learning as an active, contextualized process whereby learners construct knowledge through interaction with their environment and peers. This research involves systematic analysis of academic texts, policy documents (e.g., OECD’s Education 2030 and UNESCO’s lifelong learning frameworks), and scholarly literature on geography instruction and constructivist pedagogy. The methodology includes document selection, thematic coding, comparative synthesis, and theoretical interpretation. Findings from the analysis suggest that constructivist-informed geography education supports the development of lifelong learning competencies, including critical thinking, collaboration, problem-solving, self-direction, and reflective thinking. The proposed learning model integrates four essential components: contextualized content, inquiry-based tasks, collaborative learning environments, and reflective practices. These elements collectively align with global educational goals and provide a structured pathway for curriculum innovation at the primary level. This conceptual model contributes to educational theory and practice by offering a framework for integrating constructivist principles into geography instruction. It supports curriculum designers, teacher educators, and policymakers in shaping pedagogical approaches that foster lifelong learning from an early age. (shrink)

The goal of this research paper is to create model schools for managing learning in the 21st century by combining the Visible Learning method with Professional Learning Communities (PLC) of teachers in the Songkhla Primary Educational Service Area 1. The goal is to enhance the quality of education by preparing students for a rapidly changing, technology-driven society through the development of essential skills such as critical thinking, creativity, collaboration, and communication. In Thailand, educational reform is necessary to equip (...) students with 21st-century skills. This study integrated John Hattie’s Visible Learning model, emphasizing clear and measurable learning processes, with PLC to support teacher development and enhance student engagement. This study had five steps: looking at the needs and starting points of the case study schools; creating a framework and research tools with the help of experts; checking to see if the framework and tools were useful and workable; creating model schools by setting up PLCs and encouraging learning activities that focus on 21st-century skills; and finally, reviewing and judging the results. The findings revealed that developing model schools for 21st-century learning management using the Visible Learning approach combined with PLC significantly improved both the teaching quality of teachers and the learning outcomes of students. The study showed that students learned 21st-century skills like analytical thinking, teamwork, and problem-solving, and they also did better in school, with O-NET scores in Science and English going up by 12.15 and 21.23%, respectively. School administrators identified student engagement, community support, and effective resource management as key factors in the success of educational transformation. This model demonstrates the potential for sustainable improvement in education quality across diverse contexts. (shrink)

This study aims to 1) establish a community-focused learning framework for social studies that incorporates project-based learning; and 2) evaluate the outcomes of this instructional approach. The research utilizes a onegroup pretest-post-test experimental design, involving 67 students from six small schools in the Hat Yai District, administered by the Primary Educational Service Area of Songkhla, Area 2, during the first semester of the 2024 academic year. The research instruments comprised a social studies lesson plan incorporating community-based and project-based (...) learning, a social studies achievement assessment, a behavioral evaluation of students' responsibility towards their studies, and a satisfaction survey gauging students’ perception of the teaching model. We conducted data analysis employing essential statistical methods including percentage, mean, and standard deviation. The research results indicate that: The community-based, project-based learning methodology for social studies comprises four instructional plans, each spanning 16 weeks and totaling 16 hours, executed in five phases: Phase 1 encompasses brainstorming and selecting social studies topics; Phase 2 entails executing the social studies project; Phase 3 emphasizes reflecting on the project process; Phase 4 involves presenting the social studies project to the community; and Phase 5 focuses on evaluating the project’s effectiveness. The application of this method revealed a substantial enhancement in students' disciplined behavior regarding their learning responsibilities following the intervention, achieving statistical significance at the .01 level. Furthermore, students' social studies achievement scores were markedly elevated following the learning period, also at the .01 significance level. The evaluation of student satisfaction with this instructional model indicated a generally elevated level of satisfaction (M = 4.61, SD = 0.26). (shrink)

This study aimed to develop and evaluate a community-based and project-based instructional model for social studies to promote disciplinary behavior and learning responsibility among primary school students in small-sized schools. Using a research and development (R&D) approach guided by the ADDIE model, the study involved 30 Grade 5 students from two small schools in Songkhla Province, Thailand. Participants were divided into experimental and control groups. The PPRSE instructional model, implemented over 20 weeks, was assessed using behavioral scales, (...) academic achievement tests, and satisfaction questionnaires. Data analysis revealed that the experimental group demonstrated significantly higher levels of disciplinary behavior and academic achievement in social studies compared to the control group (p < .05). Students also reported high satisfaction with the model, particularly regarding its real-world relevance and educational benefits. The findings highlight the model's effectiveness in fostering self-discipline, responsibility, and academic success through active, community-engaged learning. The study offers practical implications for educators seeking to enhance student engagement and lifelong learning competencies, especially in resource-constrained or small-school environments. The model provides a replicable framework that bridges classroom learning with local contexts, reinforcing 21st-century skills through meaningful and student-centered pedagogical practices. (shrink)

This research aimed to develop a social studies instructional model integrating community-based learning (CBL) and project-based learning (PBL) to foster disciplined behavior and learning responsibility among primary school students in small-sized institutions. A one-group pretestposttest experimental design was employed with Grade 5 students and one teacher from Ban Koh Nok School. Research instruments included a demographic questionnaire, instructional model evaluation form, and satisfaction survey, validated through the Index of Item-Objective Congruence (IOC). Data analysis used descriptive statistics (mean, (...) standard deviation).Findings revealed five learning management strategies developed and evaluated as highly appropriate by experts. Both teachers and students expressed high satisfaction, and the model effectively promoted disciplined behavior and learning responsibility. The study suggests that integrating CBL and PBL provides a meaningful, community-responsive approach that strengthens academic skills, civic engagement, and personal accountability. However, the study’s limitation lies in its small sample size and single-site implementation, restricting the generalizability of the findings. Future research should explore the long-term impacts of the CBL-PBL integrated model on student behavior and academic outcomes across diverse educational contexts and larger sample groups. Additionally, there is a need to develop and validate assessment tools specifically designed to measure behavioral growth and socialemotional learning within CBL-PBL frameworks, as well as investigate the integration of digital technologies to enhance project sustainability and student engagement. (shrink)

Extant research on home literacy practices such as parental reading socialisation have demonstrated positive impacts on children in terms of academic performance. A particular aspect that sparks pedagogic importance is the scaffolding potential of reading at home to the learning of English language in non-native English Language contexts. This study aimed to examine the effects of mother’s involvement in home- reading sessions on students’ English reading skill performance in Bau, Sarawak. Prior to carrying out the intervention of reading at (...) home with their children, 31 mothers of Bidayuh ethnicity voluntarily attended a one-day workshop to orient them to the intervention and the use of logbooks to record details of their shared readings. However, only 18 mothers conducted reading sessions with their children and submitted a total of 21 logbooks detailing the frequency and material selection for reading. Their children, consisting of primary 1 to 4 students were required to sit for a pre-test and a post-test that measure their English language reading proficiency. The test scores were analysed using the paired-sample T-test. There was a significant increase in the students’ post-test scores following the reading intervention. The results revealed that despite the low frequency of mother-child shared reading sessions, the sessions positively affected the students’ reading performance. This finding suggests that parental reading socialisation can facilitate students’ literacy development. However, the use of materials in Bidayuh as a native language as opposed to Malay or English may increase the rural parents’ participation in home-literacy activities, and encourage early literacy in children. (shrink)

Background: The education of medical students necessitates teaching not only the science of medicine but also the skills needed for ethical reflection and moral reasoning as well as professionalism. At the Université de Montréal, starting in 2004, third-year medical students were initiated to ethics and professionalism during a weekly seminar on clinical skills during their surgery rotation. Students had to recognize an ethical dilemma or a professionalism issue that occurred during the rotation and write a case narrative (...) and reflection on the moral issue. Method: Student narratives describing ethical or professionalism incidents were collected between 2004 and 2020. These were analyzed to identify the moral challenges that students experienced, and how they reacted to ethical dilemmas or professionalism issues. Results: Of the 1145 narratives collected, 396 were coded as an ethical dilemma, subdivided into end-of-life decisions, decision for treatment, dilemmas concerning justice and resource allocation, and student educational dilemmas including relationships with residents. Professional issues were more frequently reported (n=749), subdivided into communication of bad news, professional behaviour and attitude, consent, confidentiality, truthful disclosure of sensitive results, errors, professional responsibility and commitment and relationships with colleagues. In 40% of narratives there was a positive opinion about the issues reported, while in 60% students felt the ethical decision or professional attitude or conduct was less than ideal. Conclusion: This seminar was an effective means for medical students to identify and discuss the ethical and professional issues experienced during their clerkship – issues regarding communication were the primary concern followed by professional behaviour. These narratives provide a good picture of the hidden curriculum; and they show that students can reflect meaningfully on issues concerning ethics and professionalism. (shrink)

This research assesses the factors influencing students' decision-making when choosing a university. The study proposes eight factors, such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation, on students' university choices. A quantitative approach was employed, utilizing both secondary and primary data. A total of 330 students were sampled for this study. The data were analyzed using SPSS, employing descriptive statistics for data summarization and (...) inferential statistics for analysis. Descriptive tools such as frequency analysis were used to examine the distribution of responses, while regression analysis was conducted to test the predictive power of the factors. The findings of this study indicate that factors such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation are all significant considerations in students' decision-making process when choosing a university. These factors play an influential role in shaping students' preferences and choices. The results show that these factors significantly impact students' university choices. The study contributes to the existing literature by providing empirical evidence on the importance of these factors in the decision-making process. Understanding the influence of these factors can assist universities in developing targeted strategies to attract and meet the needs of prospective students. By recognizing the significance of parental involvement, fostering positive relationships with high school teachers, showcasing successful graduates, promoting positive word-of-mouth recommendations, providing a conducive learning environment, and building a solid reputation, universities can enhance their appeal and effectively compete in the higher education market. Further research in this area can explore additional factors and delve deeper into the mechanisms influencing students' decision-making when choosing a university. (shrink)

Based on the results obtained from primary education students—fifth and sixth graders—the aim of this work is to check the appropriate self-perceived behaviors during and at the end of the game. The study population was made up of 698 students from fifth and sixth grade in the Autonomous Region of Castilla–La Mancha (Spain). Data were collected through a questionnaire (scale) on the social skills of primary school students linked to the adequate skills when losing, the (...) adequate skills when winning, and the adequate skills during the game. Study results revealed that analyzed behaviors vary, depending on the moment of the game, being it more frequently during the development of the game than when losing or winning. (shrink)

This study explores the implementation and effectiveness of Visible Learning strategies in primary schools, focusing on understanding how these strategies work to enhance student learning outcomes. Visible Learning, as proposed by Hattie (2009), emphasizes making learning processes explicit and visible to students, enabling them to engage in their learning journey actively. The study investigates the practical application of Visible Learning techniques in primary school classrooms, examining the impact on student achievement, motivation, and teacher-student interactions. The findings highlight (...) the importance of feedback, clear learning intentions, and teacher-student dialogue in creating a conducive learning environment. This study contributes valuable insights into the practical implementation of Visible Learning strategies, providing a roadmap for educators aiming to enhance the educational experience in primary schools. (shrink)

The primary goal of this research was to determine the influence of social media marketing (SMM) on the customer purchasing behavior (CPB) of senior high school (SHS) students. Utilizing the non-experimental quantitative method of research and validated questionnaires in data analysis with Mean, Person Product-Moment Correlation Coefficient (Pearson-r), and Multiple Linear Regression Analysis as statistical tools, the outcome displayed that the levels of social media marketing and customer purchasing behavior through the lens of SHS students are high, (...) which means that these two variables are oftentimes manifested. There is a strong positive relationship between social media marketing and customer purchasing behavior. It was also found out that quality content, as a domain of social media marketing, best influences customer purchasing behavior. (shrink)

The involvement of parents in their children’s education affects the quality of their learning. The purpose of this study was to investigate the involvement of parents in the education of primary school children. The quantitative descriptive research method was employed to conduct the study. The population of the study was 3,297 children studying at the primary school level and their parents. A proportionate stratified random sampling technique was used to select 348 students and their parents for data (...) collection. The data were collected from children and their parents through a five-point scale. The research instrument consisted of six factors: parenting, communicating, decision-making, learning at home, volunteering, and collaboration with the community. The data were collected through personal visits by the researchers. Data were analyzed through mean, standard deviation, Kruskal Wallis, and Mann-Whitney U test. The research study concluded that primary school students and their parents hold the same perspective regarding parental involvement in their children's education. However, there was a significant difference in parental involvement in their children’s education, as the students reported, based on their demographic characteristics and the educational institutions they were attending. It is suggested to adapt the involvement of parents according to the needs of students of different age groups and grades by developing a strong and continuous connection between school and home. (shrink)

In order to enhance music education courses, the study's primary goal is to evaluate students' academic performance in music at Visayas State University (VSU). It specifically sought to establish the respondents' age, gender, educational attainment, and demographic profile. It also aimed to determine the students’ academic success in music and provide suggestions to enhance the curriculum at the Visayas State University. In the demographic profile of the respondents in terms of age, the students dominate the younger (...) generation wherein they belong to the age bracket of 16-20 years old. 75% of the participants were females, which reflected the majority of the population. Most of the students only got average grades. The weak background and foundation are due to less time given to music in MAPEH as a subject. Thus, they just encountered proper music education upon reaching the tertiary level hence, lacking the basic skills necessary for them to learn and appreciate the course then and obtain higher grades. (shrink)

The primary purpose of the study was to determine the level of parents’ engagement in the modular learning of elementary school students. The researchers used survey questionnaires as an instrument, utilized the descriptive type of research and total population sampling in the selection of the respondents, the entire parents of Grades 4-6 was studied. The respondents of this study are the 30 parents which are categorized based on their educational attainment and family monthly income. The researchers used the (...) adapted research questionnaire from the study of Gumapac, et al., (2022) which based on the three indicators: sustaining motivation, coaching and tutoring and monitoring student’s compliance. The result of the study showed that there is no significance difference in the parents’ level of engagement in modular learning when categorized according to educational attainment and family monthly income. Parents are encouraged to continue to support and motivate their children in various aspects and encourage their children to continue in schooling despite on the family income or educational attainment of their parents. Furthermore, the future researchers should conduct the same study in different schools, particularly in Island Garden City of Samal. (shrink)

A student's self-efficacy—defined as their belief in their capacity to succeed in particular circumstances—is a critical factor in their food decisions. Also a university’s overall environment, including the presence of fast-food outlets and the nature of food marketing on campus, can shape undergraduate students' eating habits and self-efficacy. The primary purpose of this cross-sectional correlational study was to investigate eating self-efficacy in Nigerian public university students. A sample of 400 undergraduate students were surveyed at a Nigerian (...) public university using validated instruments to assess their level of eating self-efficacy and identify the relationships between their eating self-efficacy and eating habits. The Eating Self-Efficacy Brief Scale (ESEBS)–8 items was used to assess students' level of difficulty in resisting the desire to eat. The researcher utilized the Eating Attitudes Test (EAT)–16 items to evaluate the students’ eating habits. Statistical analysis was conducted at a significance level of p<.05. The results revealed that mean eating self-efficacy score (ESEBS-8) of 2.21 (SD=0.68). Regression analysis showed that gender, school environment, peer factor, and parental factor significantly predicted eating self-efficacy, F(4,398)=9.17, p<.001. Eating self-efficacy (ESEBS-8) was strongly positively correlated with eating habits (EAT-16), r=.861, p<. 001. Regression analysis showed that ESEBS-8 significantly predicted EAT-16 scores, B=1.399, β=.861, t=33.68, p<.001. The findings highlight significant correlations between various factors and eating self-efficacy through the lenses of gender, school environment, peer influence, and parental factors, as well as the relationship between eating self-efficacy and eating habits. (shrink)

This paper reflects the students' attitude toward learning English in secondary schools. The current study was conducted following 57 students at Dire Dawa secondary Schools. The findings suggest that students were generally uncomfortable with the language and subject areas offered in secondary school and agreed that learning English is important for them. Respondents to the current study, who had recently received their primary education, reported that the secondary school syllabus helped them to acquire the language needed (...) for work and personal development. The findings of this study also showed a positive attitude towards English learning at Dire Dawa secondary Schools. (shrink)

This study explored the integration of play-based learning strategies within teaching practices, examining the types of activities, their frequency, and alignment with the curriculum. A single public primary school in Gasabo District was purposefully selected for its unique approach to implementing play-based learning, which had not been examined in previous research. The participants included all 26 teachers at the school, consisting of 18 women and 8 men. Employing a qualitative approach, the study utilized semi-structured interviews to investigate into the (...) dynamics of play-based learning. Data analysis involved thematic coding to identify core themes, with participant responses triangulated across various sources and validated through member checking. The findings have shown a different array of play-based activities, with role-playing and storytelling standing out as the most frequently utilized. While some teachers readily incorporated these strategies into their daily lessons, others struggled due to time limitations and curriculum weights. Despite these challenges, the teachers acknowledged the significant benefits of play-based learning in enhancing student engagement, motivation, and socio-emotional development. These insights highlighted the potential of such strategies to transform classroom practices and raise a more interactive and supportive learning environment. To address the identified challenges, the study recommends sustained professional development programs and increased support for teachers to integrate play-based learning effectively. It emphasizes the need for collaborative efforts between policymakers and teachers to reduce barriers such as rigid curricula and time constraints. By aligning policy and practice, the study advises for the optimization of play-based approaches, ensuring their positive impact on Rwandan classrooms is maximized. (shrink)

High school students are in the stage of Adolescence and it is the time for developing independence. Typically, adolescents exercise their independence by questioning and sometimes by breaking rules. Parents and teachers must play a major role in supporting & influencing the children positively by their ethical & appropriate approaches. Teachers in school as well as parent at home, often wonder how to disciple a child and to mould their behaviour so to bring up the child with virtues. Although (...) some children truly have challenging behaviours regardless of what strategies to try, many children just need to have the adults in their lives make changes in the way they react, respond, or interact with them. It is also a great responsibility of the teacher in school to have positive approach towards students. If not there are possibilities in change of behaviour among students & leads to several problems. For example, frequent episodes of fighting, scholastic backwardness, substance abuse; antisocial or institutional activities, destructive behaviour and change in attitude in students are much more significant than isolated episodes of the same activities. Other warning signs include deterioration of performance at school and running away from home. This research paper’s aim is the teacher-students relationship and its impact on the behaviour of High school students. The objectives are to know the teachers attitudes both positive and negative towards students and its impact to bring positive as well as negative behaviour change in the students. The study has reported that students are often facing emotional problems by the negative approach of the teachers. It is recommended that to create awareness among teachers in the school for the smooth handling the children with the positive approaches. 50 high school students; 25 girls and 25 boys were taken and interview schedule is used. Both the primary and secondary methods are used and the study is descriptive in nature. (shrink)

Board games have emerged as powerful pedagogical tools capable of enriching primary social studies education through their unique integration of cognitive challenge, social interaction, and participatory engagement. This article examines the theoretical foundations, empirical evidence, and practical applications associated with board-game-based learning, highlighting its potential to transform traditional instruction into dynamic, student-centered experiences. Drawing on constructivist, social constructivist, experiential learning, and game-based learning theories, the study proposes a conceptual framework consisting of three interrelated dimensions-cognitive, social-effective, and participatory. A review (...) of international research reveals that board games enhance learners’ motivation, conceptual understanding, strategic reasoning, and socio-emotional competencies, while also fostering civic dispositions such as cooperation, empathy, and responsible decision-making. Classroom applications demonstrate that both commercial and teacher-designed games can be effectively integrated into inquiry-based, cooperative, and interdisciplinary learning models when supported by structured reflection and intentional facilitation. However, challenges related to curriculum alignment, teacher readiness, classroom management, inclusivity, and assessment highlight the need for thoughtful implementation and professional support. Overall, the article argues that board games offer a promising avenue for cultivating active citizenship and deeper social understanding, positioning them as transformative tools for participatory learning in primary social studies classrooms. (shrink)

In an era defined by rapid information exchange and complex global challenges, the role of education in cultivating critical thinking among young learners has never been more vital. Within this context, history education traditionally reliant on memorization of facts, dates, and figures must evolve to meet the needs of 21st-century learners. This study aims to explore and propose an instructional innovation for history learning that leverages active learning approaches to enhance critical thinking among primary school students. Using the (...) documentary research method, this paper synthesizes a wide range of scholarly sources, policy documents, and pedagogical models to construct a conceptual framework for innovative and student-centered history instruction. The research is grounded in the theoretical underpinnings of constructivism and social constructivism, which advocate for learning as an active, contextualized process of knowledge construction. These frameworks support pedagogical strategies that prioritize inquiry, collaboration, and reflection—elements central to both active learning and critical thinking. By analyzing historical thinking models, inquiry-based learning theories, and international curricular standards, the study identifies key features of effective history instruction, including the use of primary sources, debate and discussion formats, and project-based assessments. The findings indicate that active learning in history is not only possible but highly effective in developing critical thinking skills such as source evaluation, contextual analysis, and reasoned argumentation. Empirical evidence from global contexts must including educational systems in the UK, Australia, and the United States demonstrates that when students are engaged in historical inquiry, they develop deeper conceptual understandings and are better able to analyze complex social and historical phenomena. Furthermore, national education policies, including Thailand’s Basic Education Core Curriculum (2008), emphasize analytical and evaluative learning outcomes, providing institutional support for such innovations. Key instructional models emerging from the documentary analysis include the Historical Inquiry Model, which fosters independent investigation; Project-Based Learning, which promotes long-term engagement with historical questions; and dialogic teaching strategies, which cultivate reasoning and empathy through classroom discussion. Each model places the learner at the center of the educational experience, empowering them to question, interpret, and connect historical content to their own lives and societies. These approaches contrast sharply with traditional lecture-based methods, which often fail to develop higher-order thinking skills. The paper concludes by offering a set of practical recommendations for integrating active learning into primary-level history instruction. These include professional development for teachers in active learning methodologies, the development of contextualized instructional materials such as historical case studies and source packs, and the alignment of assessment practices with critical thinking objectives. The study also highlights the importance of teacher roles as facilitators and co-learners in the classroom, requiring shifts in both mindset and instructional practice. By documenting, analyzing, and synthesizing key sources in the field, this paper provides a foundational resource for educators, curriculum developers, and policymakers seeking to innovate history education in ways that are pedagogically sound, contextually appropriate, and oriented toward the development of essential 21st-century competencies. The proposed instructional innovation aligns with global educational priorities and offers a roadmap for transformative teaching practices that empower students to think historically and critically from a young age. (shrink)

The demands of the 21st century—marked by technological advancement, globalization, and dynamic labor markets—have prompted a global emphasis on competencies like critical thinking, creativity, communication, and collaboration, commonly known as the "4Cs." To cultivate these skills in learners from an early age, education systems are increasingly turning to self-directed learning (SDL), a pedagogical approach that emphasizes autonomy, responsibility, and reflection. SDL, defined as a process where learners take the initiative to assess their learning needs, set goals, seek resources, and evaluate (...) outcomes (Knowles, 1975), aligns well with constructivist theories of learning. Though traditionally applied in adult education, SDL is proving valuable in primary education for developing metacognitive skills, learner agency, and adaptability. Through goal setting, reflection, and peer collaboration, young students begin to mirror competencies emphasized in global frameworks such as the OECD’s Learning Compass 2030. Effective SDL integration involves strategies like formative assessment, project-based learning, and digital tools that support personalized learning. Teachers play a critical role as facilitators who scaffold and guide learning, rather than act as sole content deliverers. When implemented well, SDL fosters not only cognitive skills but also emotional and social development, supporting inclusive, differentiated, and student-centered education. However, challenges include rigid curricula, limited teacher training, and standardized assessments focused on content recall. Addressing these barriers requires systemic reforms, including teacher professional development, competency-focused curricula, and new assessment models. Ultimately, embedding SDL in primary education offers a strategic path toward preparing students to navigate the complexities of the 21st century with confidence, resilience, and independence. (shrink)

This study focused on designing a management approach for social studies instruction that incorporates problem-based learning alongside community-based learning. Additionally, examine the outcomes of instructing social studies through the integration of problem-based learning alongside community-based learning. This study employs an experimental design featuring a one-group pretest-posttest approach, involving students from five small schools located in the Hat Yai District, under the jurisdiction of the Office of the Primary Educational Service Area of Songkhla, Area 2. During the initial semester (...) of the 2024 academic year, a total of 89 individuals were examined. The instruments utilized in the study included a teaching plan for social studies that incorporated problem-based learning alongside community-based learning, as well as an assessment form for 21st-century learner skills. Assessment of the Social Studies Achievement Test and the evaluation form regarding student satisfaction with instructional methods, utilizing the specified model, among other considerations. The analysis of the data involved the application of fundamental statistical methods, specifically percentage, mean, and standard deviation. The findings indicated that social studies instruction was structured through the integration of problem-based learning alongside community-based learning. Comprising four learning management plans, one six-week period, totaling 16 hours, the learning management process unfolds in five steps: Step 1: Addressing social studies scenarios, Step 2: Incorporating Concepts from Social Studies, Step 3: Creation of social studies project, Step 4: Sharing findings from social studies research, and Step 5: Finalizing the Social Studies Audit. The findings from the implementation of problem-based learning alongside community-based learning in social studies revealed that learners are developing essential skills for the 21st century. The post-test scores of the students showed a significant increase compared to their pre-test scores, achieving a statistical significance level of .01. Additionally, the students' social studies achievement after their study period was notably higher than their performance prior to studying, also at the .01 level. The findings from the investigation into students' satisfaction with the teaching and learning process revealed that the students reported the highest overall satisfaction (M = 4.58, SD = 0.24). (shrink)

In this paper, I describe some strategies for teaching an introductory philosophy of science course to Science, Technology, Engineering, and Mathematics (STEM) students, with reference to my own experience teaching a philosophy of science course in the Fall of 2020. The most important strategy that I advocate is what I call the “Second Philosophy” approach, according to which instructors ought to emphasize that the problems that concern philosophers of science are not manufactured and imposed by philosophers from the outside, (...) but rather are ones that arise internally, during the practice of science itself. To justify this approach, I appeal to considerations from both educational research and the epistemology of testimony. In addition, I defend some distinctive learning goals that philosophy of science instructors ought to adopt when teaching STEM students, which include rectifying empirically well-documented shortcomings in students’ conceptions of the “scientific method” and the “nature of science.” Although my primary focus will be on teaching philosophy of science to STEM students, much of what I propose can be applied to non-philosophy majors generally. Ultimately, as I argue, a successful philosophy of science course for non-philosophy majors must be one that advances a student’s science education. The strategies that I describe and defend here are aimed at precisely that end. (shrink)

Background: Community-based education (CBE) involves educating the head (cognitive), heart (affective), and the hand (practical) by utilizing tools that enable us to broaden and interrogate our value systems. This article reports on the use of virtue ethics (VE) theory for understanding the principles that create, maintain and sustain a socially accountable community placement programme for undergraduate medical students. Our research questions driving this secondary analysis were; what are the goods which are internal to the successful practice of CBE in (...) medicine, and what are the virtues that are likely to promote and sustain them? -/- Methods: We conducted a secondary theoretically informed thematic analysis of the primary data based on MacIntyre’s virtue ethics theory as the conceptual framework. -/- Results: Virtue ethics is an ethical approach that emphasizes the role of character and virtue in shaping moral behavior; when individuals engage in practices (such as CBE), goods internal to those practices (such as a collaborative attitude) strengthen the practices themselves, but also augment those individuals’ virtues, and that of their community (such as empathy). We identified several goods that are internal to the practice of CBE and accompanying virtues as important for the development, implementation and sustainability of a socially accountable community placement programme. A service-oriented mind-set, a deep understanding of community needs, a transformed mind, and a collaborative approach emerged as goods internal to the practice of a socially accountable CBE. The virtues needed to sustain the identified internal goods included empathy and compassion, connectedness, accountability, engagement [sustained relationship], cooperation, perseverance, and willingness to be an agent of change. -/- Conclusion: This study found that MacIntyre’s virtue ethics theory provided a useful theoretical lens for understanding the principles that create, maintain and sustain CBE practice. (shrink)

Aim of the Study: This study examined the ICT literacy level of primary education lecturers and its implications for effective teaching and learning. Methodology: Employing a descriptive research design, a survey method was utilized to gather data from tertiary institutions in Anambra State, southeastern Nigeria. The population comprised tertiary institutions offering primary education, early childhood education, and related courses. A self-structured questionnaire was administered via Google survey, comprising demographic data and questions aligned with the research objectives. The instrument's (...) validity was ensured through expert validation, while reliability was tested using the test-retest method, yielding a reliability score of 0.75. Data were collected virtually from knowledgeable respondents via email, WhatsApp, Instagram, and Facebook groups. Eighty (80) appropriately filled questionnaires were received within three weeks. Descriptive statistical analysis, including mean and standard deviation computation, was employed to analyze the data. Findings: The result showed that Primary education lecturers vary in their ICT proficiency, impacting teaching effectiveness. While some confidently employ technology, positively impacting student engagement, others struggle, hindering integration. ICT-savvy and proficient lecturers create interactive lessons, fostering active learning. Moreover, professional development through conferences, workshops, and sandwich courses enhances ICT literacy, improving teaching quality and learning outcomes. Conclusion: The study contribute to understanding the ICT literacy level of primary education lecturers and inform strategies for enhancing teaching effectiveness and student learning outcomes in the digital age. (shrink)

This research paper was a pretest and posttest single-group experimental research. (One Group Pretest-Posttest Design). The purposes of this research were 1) to design a learning management system based on the concept of active learning and 2) to study the results of learning management based on the concept of active learning. There are students from small schools Mueang Songkhla District Under the office of Songkhla Primary Educational Service Area Office 1, 8 schools in the first semester of the (...) academic year 2022 had 75 students. The research tools consisted of management plan based on the concept of active learning. History achievement test: A test to measure Higher-order thinking skills in history subjects and questionnaires of teachers in small schools. Data were analyzed using basic statistics, namely percentage, mean and standard deviation. The results showed that learning management based on active learning Concepts It consists of 6 learning management plans, 16 weeks, 16 hours, and implements learning management in 5 steps. Step 1 Understanding the situation. Step 2 Gather relevant evidence. Step 3 Data consideration and interpretation; Step 4 Conclusion decision making; and Step 5 Discuss information together 2) The results of learning management according to the proactive learning concept found that the students' learning achievement in history subjects after learning was significantly higher than before learning. 05. Higher-order thinking skills of students after school were significantly higher than before.05. And the results of the study of teachers' opinions towards learning management revealed that teachers had overall opinions at a high level (M = 4.35, S.D. = 0.12). (shrink)

With the rapid advancement of society, online learning has become more popular in the entire world due to Covid-19 pandemic. The pandemic offered almost a total paradigm shift to online teaching and learning across various educational platforms. This paper was aimed at reviewing the teaching and learning changes in higher education during COVID-19 Lockdown using empirical evidence from central universities in India. The study adopted a survey method utilizing an online questionnaire as the primary tool for data collection. The (...) study covered 19 Central Universities in India that are offering Library and Information Science courses. Major findings showed, amongst others, that- most universities provided online classes during the lockdown period; Zoom application was the most utilized for online instructional during the COVID-19 Lockdown; the major difficulty faced by students during the online classes was the lack of internet facilities; the use of webinars in the field of LIS field was considered as an important source of education and learning. Based on these findings, key implications were discussed for the sustainability of LIS teaching and learning in higher education. (shrink)

This paper makes a case for why philosophy would be beneficial if promoted among the subjects offered to secondary students in Aotearoa New Zealand. Philosophical inquiry in the form of Philosophy for Children (P4C) has made some inroads at the primary level, but currently very few students are offered philosophy as a subject at the secondary level. Philosophy is suited to be offered as a standalone subject and incorporated into the National Certificates of Educational Achievement (NCEA) system. (...) Philosophy has been shown to benefit students in numerous ways, including the development of their critical thinking. Critical thinking is a focus of education around the world, including in the New Zealand Curriculum, and this focus on critical thinking could precipitate a focus on philosophy. (shrink)

Selection within the educational domain breeds a special kind of suspicion. Whether it is the absence of transparency in the selection procedure, the observable outcomes of the selection, or the criteria of selection itself, there is much to corroborate the suspicion many have that selection in practice is unfair. And certainly as it concerns primary and secondary education, the principle of educational equity requires that children not have their educational experiences or opportunities determined by their postcode, their ethnic status, (...) first language, or family wealth. Indeed educational opportunities determined by unearned advantage or disadvantage offend against basic notions of fairness. But are public schools even permitted to select their students, and if so, how can selection procedures used by schools be best structured to achieve equitable ends? In this article we delineate, describe, and defend what we believe are the essential features of selection and also why we need to pay equal attention to both the outcomes and the processes leading to those outcomes. Provided the selection is motivated and guided by the right reasons, as well as appropriately monitored, we argue that selection can be equity promoting. (shrink)

It is unclear that United States schools are doing sufficient work to identify and protect the interests of their LGB students this analysis, we rely on certain public-health research in social epidemiology to show that discrimination against LGB adolescents imposes morally significant harms to both adolescents and community. We apply "trust” and “social capital” to educational standards and practices as foundations for educational practices that work toward full equality of LGB students in regard to opportunity and other (...) class='Hi'>primary social goods. (shrink)

The aim of this research was to x-ray some causes of poor performance of pupils in primary school mathematics. Specifically, the study examined the use of instructional materials and pupils’ academic performance in mathematics; parents’ socio-economic background and pupils’ academic performance in mathematics; compared the performance of private and public primary school pupils in mathematics; examined ways in which teachers contribute to pupils’ poor performance in mathematics. The study employed a correlational and quasi- experimental research designs. A simple (...) random sampling technique was used to select a sample of 270 pupils and 45 teachers drawn from nine primary schools in Akamkpa local government area of Cross River State. A questionnaire and a mathematics achievement test (MAT) were instruments used for data collection. The collected data was analysed using a simple percentage (%) and arithmetic mean (X). The findings of the study revealed that the use of instructional materials adequately led to pupils’ poor performance in mathematics; parents’ socio-economic status contributed to the pupils’ performance in mathematics; pupils in private primary school perform better than their colleagues in public schools in mathematics; and teachers contribute to the poor performance of pupils in mathematics. Based on this results, conclusions and recommendations were made. (shrink)

Classes in higher education often consist of both lecture and laboratory time for the subject of physics. An example of experience-based learning would be doing experiments in the classroom. Kolb's theory of experiential learning posits that learning is a process that involves the generation of knowledge via the accumulation of experience. However, due to the fact that doing experiments in a laboratory takes much more time and money than other methods of instruction, the usage of labs in the classroom has (...) become a contentious topic. The primary objective of this research was to report on the activities that students of physics participated in during their physics laboratory lessons. Interviews with four different individuals were conducted utilizing a semi-structured format. Giorgi's descriptive phenomenological method was used, and the findings revealed the following constituents: (1) the clarification, visualization, and retention of concepts; (2) the application of learnings acquired from the laboratory; (3) involvement, cooperation, and interaction; (4) laboratory manuals and equipment; and (5) challenges. Recommendations were formulated to improve the Physics laboratory. (shrink)

Financial literacy is becoming a pivotal skill in navigating the marketplaces within the predominant rising digital branches of trading domains; however, there remains a concerning gap in the purchasing behavior of adolescents, who are its primary users. With this in mind, the main objective of our research is to determine whether there is a relationship between a student's level of financial literacy and their online purchase decision-making. The researchers employed an explanatory mixed approach and purposive sampling to identify respondents (...) from Immaculate Conception College of Balayan, Inc. A 5-point Likert scale survey was utilized to collect data from 66 respondents, followed by semi-structured interviews with 10 selected participants. The results showed a moderately positive correlation between a student's financial literacy and online purchase decisions, as determined by the Pearson correlation coefficient. Thus, the thematic analysis revealed that respondents generally have good financial literacy, emphasizing factors like pricing, online reviews, and product ratings when making digital marketplace decisions. However, there are notable gaps in their understanding of basic financial concepts and their ability to apply them in real-life situations. To effectively enhance students’ financial literacy and online purchasing decisions, a holistic approach is necessary, including targeted interventions, practical applications, and continuous adaptation to evolving consumer behaviors. Educational institutions, policymakers, and stakeholders should work together to create comprehensive programs that provide students with the knowledge, skills, and attitudes needed to negotiate real-world financial situations and make sound judgments in the digital commerce ecosystem. By emphasizing practical learning, key financial concepts, and trustbuilding approaches, educators may empower students to become responsible consumers capable of managing their resources successfully and ethically. (shrink)

This research focused on creating an instructional model for social studies that combines problem-based learning with community-based learning to enhance 21st-century skills in students attending small schools. The study analyzed the effects of implementing this integrated instructional model on developing skills within the target student group. The results indicated the following points: The teaching model combines problem-solving and community involvement and has four main parts: (1) learning actively and on your own; (2) hands-on experiences connected to civic duty, culture, (...) and social life; (3) working together to share ideas; and (4) using what you've learned in real-life situations outside of school. The model consists of a five-step instructional process: (1) encountering a social studies situation, (2) integrating social studies thinking, (3) producing social studies work, (4) disseminating social studies outcomes, and (5) consolidating reflective social studies evaluation. The experimental group showed a much better improvement in 21st-century skills after the intervention compared to the control group, with results that are statistically significant at the .05 level. The experimental group demonstrated significantly greater academic achievement in social studies compared to the control group at the .05 level. The overall satisfaction of students was at its highest level with the social studies instructional model that integrates problem-based and community-based learning. (shrink)

Introduction: Sexual harassment involves an assortment of coercive behaviors, including physical force, intimidation, and various forms of compulsion, including verbal harassment and forced penetration [1]. Sexual abuse can happen to both men and women. In the United Kingdom(UK), the problem of child sexual abuse (CSA) has epidemic proportions and is a global public health issue [2]. 53,874 incidents were reported under the 2012 Protection of Children from Sexual Offences Act as of 2021 [3]. to their ignorance about puberty, sexuality, and (...) fundamental human biological changes, adolescents have a very difficult time addressing their SRH demands. These underlying causes contribute to high rates of teen pregnancy, STIs, sexual assault, poor negotiating skills, forced marriage, and high fertility rates [4]. Methods: The study used a quantitative technique and a descriptive cross-sectional design. Students at Jahangir Nagar University and the American International University of Bangladesh were the intended target group. Jahangir Nagar University and American International University of Bangladesh served as the study locations. The six-month trial period ran from January 2022 through June 2022. For this investigation, primary sources of data were used. The study unit was the individual student. Non-probability (purposive) sampling techniques were used for the investigation. Results: The majority of survey participants (N=81) 62.2% were aged between 19 and 21 years old, and there was a statistically significant difference in age between students at public and private universities. None of our study participants suffered from any kind of sexual abuse, though they mentioned hearing about it. Regarding the view of sexual abuse, public universities 23% of those polled claimed sexual abuse as a justification for sharing inappropriate photos. At private universities, the response rate for crude jokes is 32.5%. Only the least number of public (2%) and private university (10%) students took part in sexual abuse-related awareness or training programs. Regarding the rights to receive training for prevention and safeguarding from sexual abuse, only 28% of the public and 40% of the private university students replied in affirmative. Conclusion: Sexual harassment is a sensitive issue, though due to various reasons, the rate of reporting and providing justice to the victims is delayed all over the world including Bangladesh. There social, religious, and policy lacking in this context. (shrink)

This study made use of descriptive correlational method of research that utilized standard questionnaires as primary data gathering tools, substantiated by extensive documentary analysis. The respondents of the study were teachers and principals of public secondary schools in the City Division of Malolos. The following null hypotheses were subjected for testing at .05 level of significance. “The transformational leadership of principals in the City Division of Malolos does not significantly affect students’ academic achievement” “The quality of school learning (...) environment in the City Division of Malolos does not significantly affect students’ academic achievement”. School principals who are good transformational leaders are contributors of best possible leadership outputs that facilitate more students learning and academic achievement, likewise would help teachers to become more productive in practicing their teaching professions as committed member of school organization. The very good quality of school learning environment in the City Division of Malolos can be a springboard to the achievement of 21st century classroom experience. Principals’ transformational leadership significantly influences the academic achievement of students in English, Math, and Science. The quality of school learning environment significantly influences the academic achievement of students in English, Math, and Science. Implications drawn from the findings of the study are good insights that may be used in further improving the quality academic achievement of students in public secondary schools. (shrink)

The success of any election depends on whether it was free and fair both to the candidates and the voters. Due to media coverage of national elections locally, regionally and globally, subtle psychological cues have become popular and are being used in student Representative Council (SRC) elections to harness voter preferences. This study focused on investigating the relationship between subtle psychological cues and voter preferences among university of Zimbabwe students. More so, the study was focused on four operationally defined (...) subtle psychological cues namely Ballot order effects, Hallo effects, Negativity bias and Push polls on whether they would influence the participant’s voter preference. The study takes the form of an experimental research design and is based on a sample of 80 purposefully selected participants. In addition, primary data was gathered using 4 ballot papers with a Likert scale and was analysed using Statistical Package for Social Studies (SPSS) version 23. Descriptive statistics, T-tests for independent samples, Chi-square tests and Pearson correlation were computed to establish the degree of the relationship between the variables in question. Results show that of the four subtle psychological cues under investigation, negativity bias and hallo effects were predominantly popular due to the American presidential debates such as that of Richard Nixon against Kennedy and Barack Obama against Hilary Clinton. In addition the results show no statistically significant group differences on how gender, ethnicity and year of study affected voter preferences. Ultimately, there were three positive correlations for the experiments Ballot order effects, Hallo effects and Negativity bias. However, contrary to the reviewed literature there was a negative correlation between Push polls and voter preferences. The conclusion was that there is statistically significant relationship between subtle psychological cues and voter preferences and hence have the potential to increase or decrease the votes a candidate obtains. Therefore, the University can closely monitor SRC elections and make sure the students do not abuse psychological cues such as negativity bias and push polls as they have the potential of ruining the student’s reputations. Also the organisation can add to its current SRC election policies the strategies that were implemented in this study to hold other factors at a constant such as using butterfly ballot paper ordering to help make the free and fair. (shrink)

This research study investigates the consumption patterns and perceptions of alcoholic beverages among varsity-athlete players. Employing a descriptive research design, the study utilizes a random sampling method in selecting 50 participants from the varsity athlete population. Data collection is facilitated through a Google Form survey comprising a 10-item checklist and five open-ended questions. The checklist items assess the frequency and quantity of alcohol consumption, while the open-ended questions delve into participants' experiences and perceptions of alcohol consumption. The study's primary (...) objective is to gain insights into the approaches that varsity athletes take toward alcohol consumption, explore its potential impact on their athletic performance and recovery, and gauge their awareness of responsible drinking practices. The research findings are expected to contribute to a deeper understanding of alcohol consumption behaviors among varsity players and inform the development of strategies to promote healthy lifestyles within this particular population. (shrink)

This research aimed to develop and evaluate a training kit for Thai teachers in the 21st century, utilizing the Visible Learning concept to improve the quality of educational management in schools across the five southern border provinces of Thailand. The study focused on three areas: the efficiency of the training kit, comparative achievement of participants before and after training, and the satisfaction of teachers and educational personnel with the training program. The training kit was designed to help teachers implement the (...) Visible Learning framework,asizing student-centered learning, effective teaching strategies, and continuous assessment. The results of the efficiency test showed that the training kit achieved an efficiency value of 84.54/87.33, exceeding the standard criteria, demonstrating its effectiveness in enhancing teachers' competencies. Comparative achievement analysis between pre-test and post-test scores indicated significant improvement (value = 19.745, p < 0.001), confirming that the training had a positive impact on teachers' skills in educational management. Additionally, the satisfaction survey revealed that teachers and educational personnel were highly satisfied with the training, especially in areas related to content clarity, participation, and post-training support. In conclusion, the study found that the training kit based on the Visible Learning concept was effective in improving teacher skills and educational management in schools. The kit holds potential as a valuable tool for teacher development, particularly in the southern border provinces of Thailand, and could contribute to educational reform efforts in the country. (shrink)

The success of any election depends on whether it was free and fair both to the candidates and the voters. Due to media coverage of national elections locally, regionally and globally, subtle psychological cues have become popular and are being used in student Representative Council (SRC) elections to harness voter preferences. This study focused on investigating the relationship between subtle psychological cues and voter preferences among university of Zimbabwe students. More so, the study was focused on four operationally defined (...) subtle psychological cues namely Ballot order effects, Hallo effects, Negativity bias and Push polls on whether they would influence the participant’s voter preference. The study takes the form of an experimental research design and is based on a sample of 80 purposefully selected participants. In addition, primary data was gathered using 4 ballot papers with a Likert scale and was analysed using Statistical Package for Social Studies (SPSS) version 23. Descriptive statistics, T-tests for independent samples, Chi-square tests and Pearson correlation were computed to establish the degree of the relationship between the variables in question. Results show that of the four subtle psychological cues under investigation, negativity bias and hallo effects were predominantly popular due to the American presidential debates such as that of Richard Nixon against Kennedy and Barack Obama against Hilary Clinton. In addition the results show no statistically significant group differences on how gender, ethnicity and year of study affected voter preferences. Ultimately, there were three positive correlations for the experiments Ballot order effects, Hallo effects and Negativity bias. However, contrary to the reviewed literature there was a negative correlation between Push polls and voter preferences. The conclusion was that there is statistically significant relationship between subtle psychological cues and voter preferences and hence have the potential to increase or decrease the votes a candidate obtains. Therefore, the University can closely monitor SRC elections and make sure the students do not abuse psychological cues such as negativity bias and push polls as they have the potential of ruining the student’s reputations. Also the organisation can add to its current SRC election policies the strategies that were implemented in this study to hold other factors at a constant such as using butterfly ballot paper ordering to help make the free and fair. (shrink)

The difficulty of primary students in solving simple fractions is because students fail to understand the concept of simple fractions. Meanwhile, the results of previous studies allow the integration of PowToon animation multimedia into a constructivist approach to facilitate the conception of the simple fraction. This research aims to develop constructivist-based PowToon animation multimedia (CoPAM) as a valid, practical, and effective learning media for simple fraction material. PowToon was developed using a research and development (R&D) method with (...) a define, design, and development (3-D) model that involved 12 fourth-grade primary students. The data analysis used was descriptive analysis with data collection methods using observation, tests (pre-test and post-test), validation questionnaires (validation of media and material experts, teacher responses, and student responses), and documentation. The results showed that CoPAM has very feasible product criteria for validity, practicality, and effectiveness to facilitate primary students in understanding simple fractions. The recommendations for the next study are needed to further develop and test CoPAM products or the like (which could go through the dissemination stage) by involving a larger and wider number of participants by testing inferential statistics. (shrink)

Reflective Field Pedagogy (RFP) is a learner-centered approach that positions curiosity and questioning at the heart of education. Emerging from personal explorations in quantum physics and classroom practice, RFP emphasizes the teacher’s role in setting a structured yet flexible “field” where inquiry can thrive. Rather than transmitting facts, educators scaffold context, encourage reflection, and empower students to take ownership of discovery. This pedagogy bridges cognitive and emotional dimensions of learning, fostering agency, engagement, and the thrill of exploration. Distinct from (...) traditional inquiry-based or project-based models, RFP highlights the importance of context-setting and reflective ownership, ensuring that complex phenomena become meaningful rather than overwhelming. Applicable across both advanced and primary STEM education, RFP cultivates critical thinking, creativity, and confidence in navigating uncertainty. By integrating human intuition with emerging technologies such as AI facilitators, RFP offers a pathway to personalized, participatory learning that awakens natural curiosity and plants seeds for lifelong discovery. (shrink)

Contract cheating, or students outsourcing their assignments to be completed by others, has emerged as a significant threat to academic integrity in higher education institutions around the world. During the COVID-19, when traditional face-to-face instruction became unsustainable, the number of contract cheating students increased dramatically. Through focus group interviews, this study sought the perspectives of 25 students enrolled in first year writing in a private higher education institution in Kuwait during the pandemic in 2020–2021, on their attitudes (...) towards contract cheating. MAXQDA 2020 was used to examine the data. The participants believe that the primary motivations for engaging in contract cheating are mainly the opportunities presented by online learning and the psychological and physical challenges they experienced during online learning. Those who did not cheat had some shared traits, such as a competitive spirit, confidence in their talents, and a strong desire to learn. Additionally, those with high moral values avoided cheating. To combat contract cheating, students believe that teaching and evaluation techniques should be drastically altered and that students should be educated about plagiarism, while institutions should impose tougher sanctions on repeat offenders. (shrink)

Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central questions to (...) provide insight into the dynamics of their shared process of teaching/learning. Methods and procedures: We conducted semi-structured with interviews philosophy teachers (n = 9), classroom observations (n = 142), and student focus groups at 16 diverse high schools. Transcripts were coded according to themes. Results: Our findings reflect the complicated nature of philosophy as a discipline characterized by abstract thinking. Participants found it mind-opening, yet challenging, providing educational opportunities that are largely absent in conventional schooling. They saw multiple connections between philosophy and other subjects, but also appreciated its distinctive benefits. Teachers relied primarily on textbooks and contemporary media to deliver the curriculum. We found that a teacher’s background in philosophy may influence what is taught in philosophy courses and how, especially given the flexibility of the provincial curriculum. Conclusions: The findings suggest that philosophy is a unique, beneficial subject that teachers enjoy teaching and students greatly value, characterizing it as both difficult and rewarding. Our study revealed that considerable differences exist in how philosophy is taught and learned around the province. The flexibility of the provincial curriculum appears to be an invitation for creative and responsive teaching; however, philosophy teachers’ weak preparation can, by their own admission, be a hindrance to effective curriculum delivery. Studying philosophy enhances students’ thinking about other academic areas of study and in some cases opens them up to new ways of thinking. (shrink)

The authors of the contribution closely follow the published results of their sociological research regarding views of Slovak teachers at primary and secondary schools in the area of relationships with students, parents, colleagues and superiors (Gluchman, & Gluchmanová, 2016). The present contribution analyses views of students at the second level of primary school and at secondary schools by means of evaluating their relationship to teachers, as well as relationships between parents and teachers while students’ views (...) regarding the presence of violence and bullying at school are also addressed. The research results indicate that almost a third of students do not perceive their teachers as ethical models of behaviour and actions; moreover, they have also witnessed instances of corrupt behaviour on the part of teachers. On the other hand, almost two thirds of students appreciate that teachers, when addressing problems at school, proceed in accordance with ethical principles and norms. Unlike teachers, students do not believe serious problems are present when it comes to the behaviour of parents toward teachers. They, however, believe the behaviour of students towards teachers is a more problematic area. (shrink)

The primary sense of the word ‘hypothesis’ in modern colloquial English includes “proposition not yet settled” or “open question”. Its opposite is ‘fact’ in the sense of “proposition widely known to be true”. People are amazed that Plato [1, p. 1684] and Aristotle [Post. An. I.2 72a14–24, quoted below] used the Greek form of the word for indemonstrable first principles [sc. axioms] in general or for certain kinds of axioms. These two facts create the paradoxical situation that in many (...) cases it is impossible to translate the Greek form of the word using the English form: the primary sense of the word ‘hypothesis’ in modern colloquial English is diametrically opposed to one sense used by Plato and by his most accomplished student Given current colloquial English usage it is impossible to get the word hypothesis to carry the connotation of “settled truth” much less “axiomatic truth”. The ‘hypo-’ [under] in the Plato-Aristotle use of ‘hypothesis’ might carry the sense of “basis” or “foundational” as opposed to “less than usual or normal”. This paradox parallels the one pointed out by Robin Smith: it is impossible for the English word ‘syllogism’ to carry the meaning of its Greek form Aristotle intended. There are other cases as well: it is impossible for the English biological term ‘genus’ to carry the meaning of its Greek form the Greek genos refers to family as in our ‘genealogy’, not to “higher species” as in our ‘generic’. (shrink)

The primary objective of this study was to determine the level of proficiency of students in analyzing the novel of Dr. Jose Rizal, particularly El Filibusterismo, as well as the challenges and experiences they encountered in reading and examining the text. The respondents of the study were ninety-four (94) Grade 10 learners. The research employed a combined qualitative and quantitative methodology. In the qualitative phase, interviews were utilized to identify the challenges and experiences of the students, while (...) in the quantitative phase, a questionnaire was administered to measure their proficiency in analyzing the novel. The findings revealed that the students exhibited only a moderate level of proficiency in analyzing the novel, especially in the areas of vocabulary, characters, setting, and events. The study also confirmed that unsupported assumptions are not acceptable, as there were significant differences in the level of analysis based on the respondents’ characteristics. Among the major challenges faced by the students were lack of interest in the Filipino subject, difficulty in understanding the text, insufficient parental support, and the burden of household responsibilities that limited their study time. As a recommendation, teachers should implement various strategies and techniques in teaching to better motivate students to engage actively in reading and analyzing literary works. (shrink)

The primary objective of this book titled ‘The encyclopedia of female pioneers in online learning’ is to record and disseminate the voices and contributions of women who pioneered online learning. The pioneers themselves contributed the majority of the content. Because of this, this book serves as a timeless, living record of these women’s experiences, stories, and accomplishments at a time when the majority of the world switched from traditional, print-based correspondence to a bewildering array of immersive-learning experiences that are (...) enhanced by technology. The goal of these direct contributions, combined with a qualitative research study on the pioneers’ interview data, is to further inform readers about the struggles and successes of these female pioneers and their experiences, perceptions, and driving forces. For policymakers, administrators, educators, historians, researchers, writers, and students interested in topics related to distance education (DE), online learning, and educational technology. (shrink)

The primary purpose of this study was to examine the intricate relationship between enrichment programs, pedagogical preparedness, and the mathematical proficiency of pre-service teachers. Employing a quantitative research design, the study utilized a descriptive-correlational method to establish the relationship between variables. A comprehensive sampling was used and adapted well-structured survey questionnaires were distributed to gather relevant data from the participants. Correspondingly, the data analysis was performed using statistical tools such as mean and standard deviation, Pearson’s correlation coefficient (r), and (...) regression analysis to distill complex data into meaningful insights and answer the research objectives. The findings revealed that the levels of both enrichment programs and pedagogical preparedness among pre-service teachers were very high, indicating that they are always manifested and consistently implemented. Additionally, the level of mathematical proficiency was found to be high, suggesting that the pre-service teachers frequently exhibited strong mathematical skills. There is a confirmation that the levels of enrichment programs and pedagogical preparedness have a significant relationship with mathematical proficiency. Therefore, this connects to the idea that enrichment programs and pedagogical preparedness influence the mathematical proficiency of pre-service teachers. These findings emphasize the importance of integrating comprehensive enrichment programs and adaptive pedagogical strategies into teacher training, enabling pre-service teachers to develop advanced mathematical understanding and effective teaching practices. Continuous professional development tailored for pre-service teachers, complemented by peer mentoring, seminars, and collaborative training within and beyond schools, can further refine teaching skills and enhance mathematical proficiency. By fostering this holistic approach, the study contributes to improving teaching effectiveness and student outcomes, promoting a culture of excellence in mathematics education. (shrink)