International Journal of Research in Education and Science
The International Journal of Research in Education and Science (IJRES) is a peer-reviewed scholarly online journal published quarterly in Winter, Spring, Summer, and Fall. IJRES does not charge any publication fees. IJRES is an international journal that welcomes original and unpublished research papers in the fields of education and science. The journal publishes a wide range of scholarly contributions, including original theoretical studies, literature reviews, research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues. The primary focus of the journal is education. Therefore, submissions from science-related fields are required to clearly demonstrate their educational relevance or implications. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. All manuscripts submitted to IJRES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. Editors and reviewers devote substantial time and effort to the evaluation of submissions. Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes approximately six months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The galley proof will be shared with the authors before publication. Any final requests for changes should be made at this stage. Once the paper has been published, no further changes can be made. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
International Journal of Research in Education and Science (IJRES)
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Integration of Artificial Intelligence in English Language Curriculum Planning at the Early Childhood Education Level
The integration of Artificial Intelligence (AI) into English language curriculum planning at the early childhood education level presents transformative opportunities for pedagogical innovation and personalized learning. This study explores the extent, strategies, and implications of incorporating AI tools and technologies into curriculum design within Enugu State, Nigeria. Drawing on qualitative data from curriculum developers, early childhood educators, and education policymakers, the research examines how AI can enhance language acquisition, support differentiated instruction, and foster learner engagement. The findings reveal that while awareness of AI’s potential is growing, its practical application remains limited due to infrastructural challenges, teacher preparedness, and policy gaps. However, successful pilot programs demonstrate that AI-powered platforms such as speech recognition tools, adaptive learning systems, and interactive storytelling applications can significantly improve vocabulary development, pronunciation accuracy, and reading fluency among young learners. The study advocates for a strategic framework that includes professional development, stakeholder collaboration, and policy reform to facilitate sustainable AI integration. By aligning technological innovation with developmental appropriateness and cultural relevance, Enugu State can pioneer a model for AI-enhanced early childhood English education across sub-Saharan Africa. The article concludes with recommendations for scalable implementation and future research directions.
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Preservice Teachers’ Conceptualization and Understanding of STEM Activities
There are many different views on the conceptualization of STEM, and there is no consensus. The aim of this study is to investigate how pre-service teachers conceptualize STEM. They were also asked to describe the specific characteristics of a STEM activity. The research was designed as phenomenological research design . The study group comprised 37 senior pre-service science teachers, 32 females and five males. An open-ended questionnaire was used as the data collection tool. The data obtained were analyzed by content analysis. According to the findings, a significant part of the study group listed the possibility of problem-solving, being related to daily life, correctly associated with disciplines, and being student-centered when describing specific features of STEM activities. It was revealed that most pre-service teachers had challenges in associating disciplines in STEM integration.
The Effect of Impulsivity on Phubbing: Perceived Stress and Online Vigilance as Mediators
Phubbing refers to the act of ignoring someone in a social environment by focusing on a smartphone rather than engaging in conversation. This behavior can negatively influence the quality of interpersonal relationships, relationship satisfaction, and feelings of well-being. The purpose of this study was to examine the mediating role of stress and online vigilance in the relationship between impulsivity and phubbing. The research data were obtained from 403 university students using the scales of self-control, perceived stress, online vigilance and phubbing. All the analyses were conducted using JASP, a program based on R software. The results of the study revealed that impulsivity predicts phubbing and that three indirect pathways existed: separate mediated effect of stress, separate mediated effect of online vigilance, and serial mediated effect of stress and online vigilance. This research provides valuable insights into the psychological structures associated with phubbing, as well as the potential mediating variables that may explain these relationships.
Artificial Intelligence in Education: In-Service Teachers’ Experiences of Using ChatGPT for Generating Lesson Plans
This study was conducted to explore in-service teachers’ experiences of using Chat Generative Pre-trained Transformer (ChatGPT) for generating lesson plans. Fifteen in-service teachers from an online graduate technology course at a university in the south participated in the study. Participants were required to generate a lesson plan using ChatGPT based on a curriculum standard of their choice. They were also required to compare the Artificial Intelligence (AI) generated lesson plan with the one they had created on their own using the same curricular standard without using AI. To reflect on their experiences participants were required to respond to an open-ended Google questionnaire. Data was analyzed step-by-step starting from assigning codes, categorizing the codes, and developing themes. The themes suggest that comparing the ChatGPT-generated lesson plan with the teacher-generated lesson plan allowed participants to gain a deeper understanding of how to use ChatGPT effectively to generate lesson plans. Findings also focus on some concerns regarding the use of ChatGPT in generating lesson plans.
Digital Literacy and Reading Habits: Implications to the Pre-service Teachers’ Comprehension Skills
In today's digital age, the relationship between digital literacy, reading habits, and comprehension skills has become increasingly crucial in teacher education. This study investigated the implications of digital literacy and reading habits on pre-service teachers' reading comprehension skills at a Catholic school in Cagayan de Oro City. Anchored on Anderson's Schema Theory (1978) and Giroux and Willistin's List of Comprehension Skills (1994), the research aimed to determine digital literacy levels, assess reading habits, evaluate reading comprehension abilities, and examine the relationships between these variables. Employing a descriptive-correlational design, the study collected data from 56 third- and fourth-year pre-service teachers using systematic random sampling. Data were gathered through a digital literacy self-assessment survey, reading habits questionnaire, and reading comprehension test, with findings analyzed using descriptive statistics and Pearson correlation. The results revealed that pre-service teachers demonstrated strong digital literacy across all dimensions, particularly in digital competence, with some limitations in troubleshooting skills. Their reading habits showed positive patterns in motivation but moderate consistency in frequency and duration. Reading comprehension levels were generally strong, with particular strengths in drawing conclusions and isolating details, though concept retention needed improvement. Correlation analysis revealed significant positive relationships between digital competence and all reading dimensions, while digital use and transformation showed more selective associations. These findings point out that teacher education programs prioritize developing integrated frameworks that simultaneously enhance digital competence and reading comprehension skills while fostering sustainable reading habits among pre-service teachers.
A PRISMA-Guided Review of Critical Thinking Development in Physics Education Across Educational Levels and Topics
This systematic review aims to investigate and synthesize empirical evidence regarding instructional frameworks and assessment methodologies that effectively cultivate critical thinking within physics education. Adopting the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, the study analyzed high-quality, Scopus-indexed literature published between 2017 and 2024 using the primary search terms “critical thinking” and “physics education.” The findings identify Project-Based Learning (PjBL) as the most prevalent and consistently successful model for advancing student critical thinking. By engaging learners in applying physics principles to authentic, real-world challenges, PjBL fosters reflective practices and enhances complex problem-solving abilities. Most research focused on general physics, demonstrating success through measurable gains in student performance across key indicators: analysis, evaluation, and reflection. Article selection followed rigorous criteria, including instructional methodology, physics content scope, participant demographics, educational tiers, and analytical techniques. Ultimately, this review provides strategic guidance for educators and curriculum architects, emphasizing the necessity of student-centered, constructivist teaching. By deliberately embedding critical thinking into daily lessons, it transforms from an incidental byproduct into a foundational element of future-ready physics education.
Implementation of Wildfire Disaster Modelling in Science Education to Increase Students’ Awareness
Land fires are one of the biggest disasters in Indonesia that occur every year and are important to anticipate. However, fire learning is more in science learning than in social studies learning, even though both require basic knowledge about local disasters. One of the learning efforts that can be done is the use of land fire modeling in learning to increase students' disaster awareness. Therefore, this study aims to determine the effect of wildfire disaster modelling on students' awareness of disaster. This quantitative study uses the One-Group-Pretest-Posttest Design method. The subjects of this study were 50 seventh grade junior high school students. The results of this study indicate an increase in students’ disaster awareness in social studies education which was previously in the moderate category then became a high category after land fire modeling was carried out. With a T-count value of 5.365> T-table value of 2.000 and a significance value of 0.00 <0.05 so that Ha is accepted. As for the recommendation, the data collected by distributing land fire awareness questionnaires before and after the land fire modeling demonstration was too narrow. Further research should be conducted on more students and course not only from science education.
Students & AI Tools: Attitudes & Perceptions
With the widespread use of artificially intelligent (AI) technology among students, educators are faced with new realities that must be addressed. This study investigated students’ attitudes towards the use of AI tools in the classroom, their perceptions of its effect on their learning, and their perceptions of its benefits and disadvantages. Seventy-seven university students participated in this study. Data was collected using a 5-point Likert-type survey with two free response questions. The results of the study indicated that students had a positive attitude toward the use of AI tools in the class. They believed it had a positive effect on their college learning experience and improved their learning. However, students’ responses indicated that the use of AI tools didn’t increase their interaction with their instructor and classmates. Students listed understanding the class concepts as a main benefit to using AI tools. They also mentioned becoming lazy and dependent on these tools as one of the main disadvantages of using these tools.
The Effect of the Argumentation Method in Teaching Socio-scientific Issues on Elementary School Students' Critical Thinking Skills
This research focuses on revealing the effect of processing socioscientific issues via argumentation technique in 4th-grade primary school science teaching on students' critical thinking skills. This quantitative study, which adopted a semi-experimental design, included 66 elementary school students (2024-2025 academic year) from a district in the Southeastern Anatolia Region of Turkey. To determine the critical thinking profiles of the students, the four-point Likert-type scale developed by Akar and Uluçınar (2023) was utilized as the data collection tool. The relevant scale provided the opportunity to analyze the process through the dimensions of skepticism, curiosity, open-mindedness, and objectivity. When the analysis results are examined, it was determined that the experimental and control groups were at a similar level initially; however, the experimental group, where argumentation-based activities were applied, recorded a statistically significant improvement in terms of critical thinking skills at the end of the process. In light of these obtained data, it is recommended that educational programs be enriched with activities that support students' higher-order thinking skills.
Empowering Future Engineers: The Impact of the Online iDRONE Camp on Students' STEM Affinity and Electrical Engineering Learning
Engaging middle and high school students in meaningful, hands-on STEM experiences is essential for nurturing future innovators in science, technology, engineering, and mathematics. This study examines the effects of the 2025 iDRONE National Youth Online Camp, a culturally responsive, project-based, inquiry-driven program designed to develop electrical engineering competencies through drone construction, circuit integration, and Arduino programming. Involving 53 diverse students across multiple regions, the camp employed scaffolded, hierarchical instruction aligned with laboratory principles of electrical engineering. Quantitative analyses of pre- and post-camp surveys revealed significant improvements in students’ STEM identity (Δ = 0.35) and self-concept of ability (Δ = 0.38), alongside modest gains in STEM value and personal interest. Qualitative feedback underscored increased enthusiasm, confidence in technical skills, and a deeper understanding of STEM careers and applications. The findings demonstrate that immersive, culturally responsive online STEM programs combining active learning and real-world relevance can effectively foster STEM engagement, identity, and inclusion among youth. This scalable model holds promise for expanding high-quality STEM education and nurturing diverse future STEM professionals, particularly in underserved populations.
Computer Use in Math Lessons: Evidence from a Global Survey
Prior research has suggested an increasing use of information and communication technology in education during the last two decades with mixed support for the positive effect of such use on student literacy. This study examined the use of computers in math lessons for tasks such as drawing graphs, performing calculations, and data entry using a large scale sample of high school old students from 43 countries. Empirical results indicate that despite significant differences in economic, social, and cultural dimensions among surveyed countries, there is little difference in computer use in math lessons between students in OECD and non-OECD countries. Implications are discussed. For future research in this area we suggest two courses of action. First, our study can be replicated with a different sample of countries, subject areas, and students, in order to expand the evidence base for computer use in formal education. Second, our method can be replicated at country level in order to identify country-specific factors of ICT use in the classroom. Given the usually significant differences in economic, social, and cultural atmosphere across countries, this set of factors is likely to differ across countries.
The Effect of Argumentation-Based Teaching Supported by Concept Cartoons on Pre-Service Biology Teachers’ Ability to Translate Chemical Representations About Basic Chemical Concepts
This study aims to investigate the effect of argumentation-based teaching supported by concept cartoons on pre-service biology teachers' conceptual understanding of basic chemistry concepts and their skills of transition between chemical representations. In this study, mixed methods were used as a research design; particularly, a special type of embedded design, a one-phase experimental embedded pattern design, was applied. The sample consisted of pre-service biology teachers studying at the Faculty of Education at a university in western Türkiye. Concept cartoons were prepared by the researchers, and the instruction lasted for nine weeks. In this study, quantitative data were collected through multiple-choice questions on chemical representations prepared by Gkitzia and colleagues (2020), and qualitative data were collected through interviews with students about these questions. We used the SPSS 23 package program for quantitative data analysis, and content analysis for qualitative data analysis. The study found that students correctly interpreted the submicroscopic drawings of substances after instruction, used symbolic representations without errors, and successfully transitioned between chemical representations. The findings of the study emphasize that the role of concept cartoons in the argumentation process is critical, especially in teaching abstract concepts.
Development of an Online Education Evaluation Scale for Applied Courses in Primary and Secondary Education
The aim of this study is to develop a valid and reliable scale for evaluating the online education process in applied courses at the primary and secondary education levels. Despite the advantages of online education, such as flexibility, accessibility, and innovation, studies indicate that the lack of material resources and the inability to engage in hands-on learning negatively affect student motivation and interest. In this context, the "Online Education Evaluation Scale for Applied Courses" scale has been developed. Research data were collected from 67 participants using a 35-item draft scale. Exploratory factor analysis was conducted on the pilot study data, resulting in a final version of the scale with three factors and 31 items. The identified factors are "Application and Learning Process," "Efficiency and Success," and "Advantages and Disadvantages." The internal consistency of the scale was assessed using Cronbach’s Alpha, yielding an overall value of .87. The Cronbach’s Alpha values for the sub-factors were .89, .82, and .73, respectively. Additionally, significant positive correlations were found between the total scale score and the sub-factor scores (p < .001). The findings suggest that the developed scale provides a valid and reliable tool for assessing the challenges of online education in applied courses.
Effects of Animation-Supported Jigsaw Cooperative Learning on Students’ Achievement in Geometry: Evidence from a Linear Mixed-Effects Model
Mathematics classrooms in Ghana continue to be dominated by traditional teacher-centered instruction, which often results in low student achievement, particularly in geometry. This study aimed to examine the effect of integrating computer animation with the Jigsaw cooperative learning approach on students’ conceptual understanding of circle theorems. The main research question was: “Does teaching circle theorems through Jigsaw cooperative learning integrated with computer animation improve students’ academic achievement compared to traditional methods?” A quasi-experimental design with pre- and post-tests was employed, involving 291 senior high school students from three public schools. The participants were distributed into three instructional groups: Traditional Lecture Method (TLM), Jigsaw Cooperative Learning (JCL), and Jigsaw Cooperative Learning with Animation (JCAP). Data were collected using the Circle Theorem Achievement Test (CTAT) and the Perceptual Experience Questionnaire (PEQ). A Linear Mixed-Effects Model (LMM) was used to analyze both individual-level and school-level effects. The findings revealed that instructional strategy and pre-test performance significantly predicted students’ post-test achievement. Learners taught with JCL and JCAP outperformed those exposed to TLM by 3.68 (p < 0.001) and 5.50 (p < 0.001) points, respectively. Gender and perceptual experience showed no significant influence, while age exhibited a weak negative trend. The final model demonstrated better fit indices (AIC = 1665.19; BIC = 1705.60), confirming the robustness of the analysis. Consequently, integrating Jigsaw cooperative learning with computer animation was found to significantly enhance students’ understanding of circle theorems by promoting interaction, visualization, and conceptual engagement. These results highlight the importance of embedding technology-supported cooperative pedagogies into mathematics curricula and teacher education programs to improve learning outcomes and align with Ghana’s competency-based education framework.
Using Peer Learning with A Special Focus on Group Activities to Strengthen the Relationship Between Theory and Practice to Enhance Student Accomplishment
This action research project explored the use of peer learning, with a particular focus on group activities, to strengthen the connection between theory and practice and ultimately reduce the fail rate in a nursing module. Prompted by a significantly high failure rate in the previous cohort, the study used Kemmis’ (1988) spiral model of action research: reflect, plan, act, and observe. In the reflection phase, student feedback and entry-level assessments revealed that many lacked the foundational knowledge needed for success and were dissatisfied with the module’s delivery. In response, the teaching strategy was adapted: the class was divided into small groups of eight, each assigned a topic from the course content. Students collaboratively analysed a relevant scenario using Gibbs’ (1988) six-stage reflective model, with each group member contributing to one stage. Observations focused on classroom engagement, student feedback, and final assessment outcomes. The results demonstrated improved student participation and a notable reduction in the failure rate compared to the previous cohort. Additionally, the process enhanced the educator’s teaching practice by encouraging more student-centred and innovative methods. The project highlighted the effectiveness of structured peer learning and reflection in improving both student outcomes and teaching strategies.
Critical Media Literacy in Kindergarten Teacher Training: A Case Study from Austria
Given the critical role that kindergarten teachers play in fostering children’s critical reflection and analysis of media at an early age, the purpose of this study was to examine a kindergarten teacher training on digital media education to explore if critical media literacy was integrated into the teaching practices of the training. Using a post-training survey and a critical media literacy framework, the findings reveal that the critical dimension of media literacy, questioning ideology and power, was downplayed and overlooked in the training. As a result, teachers’ perspectives on media literacy and education remained the same after the training. They still view media education as merely a means to learn how to use different digital media and protect children from media dangers.
Understanding the Pedagogical Drivers of Students’ Career Interests in Astronomy in Public Universities
Grooming future astronomers is significant to the sustainable development of an emerging economy like Nigeria but this will require proper understanding of the drivers of students’ interest in astronomy as a career path. This study examined the pedagogical drivers of students’ career interest in astronomy in public Universities in Nigeria. Three research questions were answered in the study which adopted mixed method design. There were 162 respondents (154 students and eight lecturers) who were sampled for the study. The instrument used for data collection was a structured questionnaire. The research questions raised were analyzed using percentage, Ordinary Least Square (OLS) regression and thematic analysis. The result of the study indicated that technology, perception, welfare, incentives, and curiosity were among the factors that influenced students’ interest in astronomy as perceived by the lecturers. The study equally showed that student’s interest to choose astronomy as a career path is influenced by students’ level of awareness about astronomy, conceptual understanding and membership of professional bodies significantly while the gender of the student, year of study and academic performance were not significant. The challenges to taking up astronomy as a career included lack of institutional collaboration, teacher competence and inadequate facilities among others. The study recommended that students pursuing a course in astronomy should be enrolled into available professional bodies from their first year in school.
Power, Harmony, and Silence: An Organizational Behavior Perspective on Teachers’ Collegial Relationships
In the context of China’s collectivist culture and hierarchical organizational structures, teachers often navigate a delicate balance between voicing opinions and maintaining silence in their professional interactions. While open communication is widely recognized as essential to school development and organizational learning, Chinese teachers may choose silence as a culturally appropriate strategy to preserve interpersonal harmony and avoid conflict, especially within rigid hierarchies. This phenomenon organizational silence is not merely the absence of speech, but a complex, context-dependent behavior influenced by relational risk, power distance, and social norms. Despite growing interest in silence within organizational research, existing studies have largely overlooked how cultural values shape silence behaviors in non-Western settings. By examining the relationship between collegial interactions and organizational silence among Chinese teachers, this study aims to provide culturally grounded insights into how silence functions as a form of adaptive behavior, and to contribute to the development of more inclusive and context-sensitive theories of organizational communication.
Empowering Educators: Harnessing Artificial Intelligence to Revolutionize English Proficiency Among Primary School Teachers
The research examines the transformative impact of Artificial Intelligence (AI) on enhancing English language skills among primary school teachers in Rwanda. As Rwanda's education sector undergoes significant reforms, the adoption of AI tools, such as Grammarly and Meta, has become a vital resource for educators seeking to improve their language abilities while teaching English as a second language. The study is guided by two theoretical frameworks: the Constructivist Learning Theory and the Technology Acceptance Model (TAM). It utilizes both qualitative and quantitative research methods to gather and analyze data. The findings illustrate how AI offers personalized learning experiences, instant feedback, and customized resources that assist teachers in improving their writing and communication skills. The research highlights that by addressing the diverse needs of educators, AI creates a supportive environment that encourages professional development and peer collaboration. The results demonstrate how AI technology complements Rwanda's national strategy for enhancing English proficiency, emphasizing its importance in preparing teachers and students for a competitive global environment. Therefore, the study suggests that strategic utilization of AI in education not only improves teaching practices but also fosters a more engaging and effective learning experience for both teachers and students.
Unlocking Mathematical Minds: Exploring Creative Thinking, Critical Thinking, and Problem-Solving Skills of Generation Z Learners
This study investigates the level of creative thinking, critical thinking, and problem-solving skills of Generation Z learners in Mathematics, focusing on 77 Grade 10 students from five public schools in the district of Tangalan, Aklan, Philippines. Using a quantitative correlational research design, the study employed cluster sampling to select one section per school, and G*Power was used to determine the appropriate sample size. Three test instruments were utilized to assess the levels of creative thinking, critical thinking, and problem-solving skills. The Mathematical Creative Thinking Test included four items: Items 1 and 2 were adopted from Paniagua (2022), Item 3 was based on Ariawan et al. (2024), and Item 4 from Fauzi et al. (2019). Descriptive statistics such as mean, standard deviation, and frequency were used to analyze students’ performance levels. Pearson’s r and multiple regression analyses were employed to explore relationships and predictive effects. The findings revealed that most learners demonstrated moderate creative thinking and problem-solving skills, while critical thinking was predominantly at Level 1 (Beginning). Correlation and regression analyses indicated no significant relationships or predictive effects among the three variables. These findings suggest that creative thinking, critical thinking, and problem-solving are distinct cognitive skills that must be developed independently. While this study confirms that Gen Z learners exhibit varying proficiency levels in these skills, its broader implication lies in understanding how these abilities develop independently rather than in a sequential or interdependent manner.
Panoramic Mapping of Student Development Interests Across Six Domains in Higher Education
Student affairs planning often proceeds without direct evidence of students’ expressed development needs; this study provides a six-domain, demand-focused profile to ground decisions. Using a descriptive cross-sectional survey, 259 undergraduates from a Philippine higher education institution rated their interest in six development areas: self-development, study skills, time management, learning expectations about college, preparation for living and working, and support systems. Descriptive statistics profiled each domain; internal consistency reliability was examined; and group comparisons tested differences by sex. Interest was high across all areas, with the strongest ratings for learning-oriented domains (self-development, study skills, time management), while preparation for living and working and support systems also showed substantial interest. Comparisons indicated no practically meaningful differences by sex across domains, challenging assumptions about gender-differentiated programming and suggesting broadly shared priorities. The study contributes an institution-specific, six-domain profile that centers student voice, distinguishes learning-skills demand from support-services demand, and establishes a baseline for monitoring future cohorts. These results clarify where students most want development opportunities in this context and demonstrate the value of structured needs assessments for aligning student affairs initiatives with stated student interests.
Examination of Science Teachers’ Technological Pedagogical Content Knowledge and Classroom Practices
The aim of this study is to investigate science teachers’ technological pedagogical content knowledge and classroom practices related to the topic of global warming. The study group consists of a total of 108 science teachers working in the southeastern region of Turkey who voluntarily participated in the research. The data were collected through the Global Warming Knowledge Questionnaire, Technopedagogical Educational Competency Scale, and the Revised Teaching Observation Protocol. The findings revealed that as science teachers’ knowledge levels regarding global warming increased, their technopedagogical educational competencies also improved; an increase in one area of technopedagogical competency led to a high-level increase in other competencies; teachers who perceived their school's resources as sufficient scored higher in the ethics and expertise sub-dimensions of technopedagogical competencies; teachers who always followed scientific studies and news on global warming, and consistently shared this information with students, had higher technopedagogical competencies.
Voices in the Classroom: Classroom Interaction Patterns of Biology Teachers
The study identified the various interaction patterns employed by biology teachers during classroom lessons. It identified the factors that influence interaction patterns in science classes while investigating if school type (private or public) influences interaction patterns in biology classes. The study adopted a descriptive survey research design. The targeted population for this study comprises senior secondary school students. The sample for this study comprises 150 biology students selected randomly from ten secondary schools. An adapted observation checklist was used for data collection based on Flanders’ interaction analysis framework. Data collected were analyzed using descriptive statistics, frequency counts and percentages. The frequency of teacher-student and student-student interactions among Biology Teachers in the study area shows that teacher talk predominates at 62.9%. Within the teacher talk, direct talk was more prominent than indirect talk, with an average percentage of 40.7%. The study showed that 90% of the respondents indicated that teachers’ personality traits, the time of the day, availability of teaching resources, and the teacher’s level of experience affect the classroom interaction pattern. The study showed that school type has a significant influence on direct teacher talk and student talk, but no significant effect was found for indirect teacher talk, teacher talk overall, or silence.
Collaborate to Learn: A Scoping Review of Peer Tutoring Strategies in Secondary Science Education
This scoping review examines peer tutoring strategies in secondary science education from January 2020 to June 2025. As demands for equitable, student-centered instruction increase, peer tutoring has gained attention as a cost-effective and collaborative approach that enhances understanding, engagement, and achievement. Following PRISMA-ScR guidelines, 19 empirical studies were synthesized from Scopus, OpenAlex, PubMed, Crossref, and Google Scholar. Studies were analyzed based on geographical distribution, grade level, science discipline, learning outcomes, tutoring strategies, and duration of implementation. Results show strong representation from the Global South, particularly Nigeria and the Philippines, where peer tutoring helps address large class sizes and limited resources. Chemistry was the most frequently tutored subject, with strategies including Reciprocal Peer Tutoring (RPT), Class-Wide Peer Tutoring (CWPT), Jigsaw, and online models. Most programs lasted 4-6 weeks and demonstrated positive impacts on academic performance, motivation, metacognition, and collaborative learning. Findings affirm peer tutoring’s adaptability across disciplines and contexts, highlighting its value as both an instructional tool and a means to foster affective development. Recommendations include structured tutor training, context-sensitive adaptation, and expanded exploration of digital peer-assisted learning. Future research should investigate long-term outcomes, equity considerations, and integration within broader science education reforms.
Teacher Needs Analysis in Model Development TPACK-Based Problem Learning to Improve Critical Thinking Skills
This study aims to analyze the needs of elementary school teachers in developing a Problem Based Learning (PBL) model based on Technological Pedagogical Content Knowledge (TPACK) to improve students' critical thinking skills. The background of this study is based on the importance of mastering critical thinking skills as one of the 21st-century competencies, as well as the low integration of technology in problem-based learning in elementary schools. The study used a quantitative descriptive approach involving 100 elementary school teachers selected by purposive sampling. Data were collected through questionnaires and interviews, focusing on five main indicators: teachers' initial knowledge of TPACK-based PBL, availability of supporting facilities, teacher participation in related training, integration of TPACK in learning, and implementation of PBL. The results showed that only 36% of teachers were aware of TPACK-based PBL, 40% had adequate school facilities, 40% had attended training, 36% had integrated TPACK in learning, and 50% had implemented PBL. These findings indicate a gap between actual conditions and the ideal conditions required for optimal implementation of TPACK-based PBL. Therefore, the development of this learning model is urgent, with a focus on improving teacher understanding, providing ongoing training, and utilizing technology effectively to support innovative, contextual learning that is oriented towards developing students' critical thinking skills.
Investigating the Pedagogical Content Knowledge for Navigating Through Integrated STEM Education Spaces: The Case for Robotics Teaching
Since the conception of pedagogical content knowledge (PCK) in the 1980s, the majority of research on PCK has focused on particular subjects, chemistry, physics, mathematics, and others, with fewer studies shedding light on the nature of PCK needed for integrated STEM (iSTEM) education. This study investigates the development of PCK among early career teachers tasked to introduce robotics to secondary school learners. An exploratory case study within the interpretive paradigm was employed to investigate teachers’ pedagogical content knowledge for navigating through the educational robotics curriculum in a model school in Rwanda. Three STEM teachers and nine students were conveniently selected to constitute a team that represented the school in a district robotics competition. Data was generated through observations, semi-structured interviews, and document study. Content analysis is employed to generate themes and ordinal categories that are used to report the findings. The findings revealed that the Education Robotics trainers’ application of composite STEM-PCK ranged from low to moderate. On one hand, the educators demonstrated limitations regarding the contextualization of curricular knowledge to align with local environments, while on the other, applying cross-disciplinary pedagogical knowledge and technological integration knowledge moderately. The study concluded that an iSTEM-PCK demanded shifts from being teachers to facilitators who possess knowledge of engineering design, project-based learning, and the capabilities to steer self-regulated learning.
Participation in Extracurricular Activities and High School Academic Performance: Does Breadth and Type of Activity Matter?
The study examines relationships between participation in extra-curricular activities (ECAs) and educational outcomes among high school students in Chile. Our approach involves exploring the relationship of ECA participation, by type and breadth, to language and math test scores and school attendance. The data source is a unique linkage of an original student survey with student-level administrative data. In student-level multivariate analyses, we find that that ECA participation is associated with gains in student attendance, an essential pathway to academic success. We also find significant positive association with language scores, as well as some positive but less consistent association with math scores. We note larger gains in language and attendance among participants in arts as compared with sports, and that greater breadth of participation was associated with better attendance, but did not influence test scores. Our findings inform educators’ efforts to maximize returns of extracurricular programs for student success.
Teachers’ Implicit and Explicit Gender Stereotypes: Perceptions of Mathematics Achievement
This study examined Lebanese primary school teachers’ gendered perceptions of mathematics ability using a mixed-methods survey. The research explored both explicit and implicit beliefs, drawing on gender schema theory and implicit bias theory. A total of 204 private school teachers took part. In the first part, teachers were randomly assigned to evaluate a student vignette describing identical moderate mathematics performance, with either a male, female, or gender-neutral name. No statistically significant differences were found across gender conditions for current or future achievement ratings. An adapted Implicit Association Test (IAT) measured teachers’ unconscious associations between gender and academic subjects. The IAT produced no significant gender-subject associations at the group level. Interaction effects involving teacher gender, age, and education suggested that implicit beliefs may vary across subgroups, warranting further investigation. Teachers’ explicit gender beliefs were assessed using a teacher gender stereotype scale. Multivariate analyses found that male and older teachers were more likely to agree with stereotypical statements about mathematics and gender. Although teachers’ direct evaluations were not gendered, beliefs about gender and mathematics were still present among certain groups. Future studies could examine if similar findings appear in Lebanese public schools or other subject areas and explore how teacher training might reduce the persistence of subtle gendered beliefs.
Academic Writing Support for English as an Additional Language Graduate Students: A Literature Review
As the number of English as an Additional Language (EAL) students continues to rise, it is imperative for higher education institutions with English as a medium of instruction to recognize the academic writing difficulties faced by EAL students and provide effective academic writing support. This literature review examines the existing academic writing support and issues with the support for EAL students. The search was conducted using databases including Academic Search Complete, ERIC, and Education Research Complete for relevant articles ranging from 2018 to 2024. A total of 28 articles were reviewed. The review findings suggest that supervisory support and discipline-specific writing interventions are major support strategies of high effectiveness. The review results reveal that the primary problem with these strategies is the pedagogical mismatch between EAL students and support providers. This review highlights the ongoing need for academic writing support that is well-suited to EAL students’ learning needs.
AI in Shadow Education: An Experimental Study in Hong Kong Tutorial Centers
Shadow education is highly prevalent in Hong Kong, driven by parents’ and students’ desire to succeed in public examinations. However, the quality of these supplementary lessons, which exist in various forms, has often been questioned by educators, parents, and students alike. The methods for enhancing the quality of shadow education have become a widely discussed topic among scholars and educators. This study involved 10 local tutorial centers that integrated Artificial Intelligence (AI) into their English lessons. Additionally, 24 participants, including center owners, tutorial center tutors, and students, were invited to share their perspectives on AI in shadow education through interviews. The results indicated that AI could offer students a ‘second opinion,’ but its responses often lacked clarity. As this is an experimental study, further research is needed on this topic, particularly regarding practical methods for integrating AI into shadow education settings.