International Journal of Learning, Teaching and Educational Research

VR-Enhanced EFL Instruction in Higher Education: A Systematic Review (2020-2024)

Ruimin Zou, Nur Ehsan Mohd Said, Nor Hafizah Adnan — Sun, 30 Aug 2026 00:00:00 +0000

This systematic review examines how Virtual Reality (VR) has been used to support English as a Foreign Language (EFL) instruction in higher education. It synthesises evidence on reported cognitive, affective, and behavioural outcomes, and analyses how learner characteristics, instructional design, and contextual conditions are associated with VR effectiveness. Following PRISMA 2020 guidelines, the review included 49 empirical studies published between 2020 and 2024. The findings show that VR was most consistently associated with effective and behavioural outcomes, including engagement, motivation, willingness to communicate, and active participation. Cognitive outcomes were less stable. Improvements were more often reported for meaning-focused performance than for linguistic accuracy or higher-order cognitive processing. More favourable results appeared in studies that used active, constructive tasks, instructor guidance, combined forms of scaffolding, and longer interventions. Outcomes also varied according to VR type and instructional setting. The review indicates that VR is more likely to support EFL learning when activities are matched to clear pedagogical goals, learners’ readiness, and feasible classroom conditions. By taking a design-oriented perspective, this review shifts attention from whether VR works to the conditions under which it appears to support EFL learning in higher education contexts.

https://doi.org/10.26803/ijlter.25.8.1

From Play to Progress: A Structured Narrative Review of Design Characteristics and Reported Developmental Outcomes of Digital Games for Children with Autism Spectrum Disorder

Sun, 30 Aug 2026 00:00:00 +0000

Digital games have increasingly been used to support learning and early intervention for children with autism spectrum disorder (ASD), yet evidence regarding their impact on children's developmental outcomes remains fragmented. Therefore, this study conducted a structured narrative review to examine the design characteristics and reported developmental outcomes of digital games for children with ASD. A total of 27 studies were identified from Web of Science, IEEE Xplore, PubMed, and Google Scholar based on their relevance to children with ASD, digital games, and reported developmental outcomes. The findings indicate that the reviewed studies reported outcomes across five domains: communication and social behavior, emotional regulation, daily living skills, executive functioning and cognition, and learning skills. Therapeutic digital games were more frequently reported in relation to adaptive domains, particularly communication and emotional regulation, whereas educational digital games more frequently target cognitive and learning-related outcomes. The reported outcome patterns also varied by participant age, intervention duration, technology format, and study type. Overall, digital games demonstrate meaningful potential as supportive tools for children with ASD rather than as stand-alone evidence of universal effectiveness. Future research should adopt more rigorous and standardized designs to enhance comparability and clarify the conditions under which digital games may support specific developmental outcomes.

https://doi.org/10.26803/ijlter.25.8.2

Design-Based Research on Green Entrepreneurship E-Learning: Cultivating Entrepreneurial Intention in Vocational Fashion Design and Marketing Programs in Salatiga

Lelahester Rina, Siswandari Siswandari, Aniek Hindrayani, Khresna Bayu Sangka — Sun, 30 Aug 2026 00:00:00 +0000

Growing global concern over sustainability has highlighted the need to integrate green entrepreneurship into vocational education. However, the limited use of learning technologies linking entrepreneurship with sustainability has created a gap in vocational high schools. This study aims to design and validate a Green Entrepreneurship e-learning platform for vocational high school students majoring in Fashion Design and Marketing in Salatiga, Indonesia. A Design-Based Research (DBR) approach was employed through iterative cycles of problem identification, platform design, refinement, and validation. Data were collected through questionnaires, semi-structured interviews, observations, and focus group discussions involving 2 teachers, 2 school principals, 48 students from public and private vocational schools, and 4 expert validators. Students were selected using simple random sampling, while experts were recruited through purposive sampling. Qualitative and quantitative analyses were conducted during the needs analysis, design, and validation stages. The findings reveal two main outcomes. First, the platform was developed using a green entrepreneurship framework comprising learning modules and project-based activities spanning conceptualization, practical implementation, and digital promotion of circular products. As a paperless, cloud-based Learning Management System (LMS), it supports collaborative learning while encouraging students to transform altruistic values into practical solutions for real-world challenges. Second, the platform demonstrates high feasibility, with mean scores of 4.58/5 (92%) from media experts and 4.32/5 (86%) from green entrepreneurship experts. Future studies should integrate Artificial Intelligence (AI) to provide personalized feedback on students’ green entrepreneurship literacy according to their vocational specialization.

https://doi.org/10.26803/ijlter.25.8.3

How Saudi Students Perceive Academic Acceleration: A Group Concept Mapping Study in Inclusive Classrooms

Sun, 30 Aug 2026 00:00:00 +0000

Gifted students need tailored interventions to develop their potential and abilities, interventions that address their needs, which are not typically met in traditional classroom settings. Classroom acceleration has proven effective for these students; however, its implementation in Saudi Arabia remains fraught with caution due to implicit or explicit beliefs among teachers and students regarding the effects of acceleration. This study aimed to examine and identify students’ beliefs about accelerating gifted students and placing them in higher grades with older peers. The study employed a group concept mapping methodology to investigate students’ beliefs in inclusive classrooms regarding full-grade acceleration. Fifty-five middle school students generated ideas related to acceleration and then sorted, evaluated, and categorized the factors to consider when making acceleration decisions into a pooled list. Hierarchical cluster analysis was used to identify key concepts within the structured data. The analysis revealed five key conceptual clusters representing students’ beliefs about acceleration: (a) the suitability of acceleration for fast learners (highest rated in terms of importance, mean = 3.40); (b) concerns about progress; (c) benefits to others (including peers and teachers); (d) potential barriers to acceptance (including bullying and social rejection); and (e) unpleasant feelings. Students ranked fairness and access to better learning opportunities as the most important factors in their acceleration decisions. The findings also revealed that students are aware of ability disparities between accelerated students and their older peers in receiving classes, which may contribute to social and emotional challenges for both groups.

https://doi.org/10.26803/ijlter.25.8.4

Evaluating Command-Line Interface-Based Agentic Large Language Model Coding Tools for Non-English Thematic Analysis: A 3 x 3 x 3 Factorial Study of Models, Prompts and Stochastic Variability

Chawalit Chanintonsongkhla, Thananya Chongcharoenkit — Sun, 30 Aug 2026 00:00:00 +0000

Command-line interface (CLI)-based agentic coding tools enable large language models (LLMs) to autonomously read local data files, write and execute analysis scripts, and generate outputs, but whether they can reliably perform thematic analysis of non-English educational data remains understudied. This 3 × 3 × 3 factorial experiment compared three frontier LLMs (Claude Opus 4.6, GPT-5.3-Codex, and Gemini 3 Pro Preview) across three prompt tiers (detailed, structured, and exploratory) with three repetitions per condition, yielding 27 runs. Each run processed 89 anonymized student evaluations (Likert ratings and open-ended Thai comments) from a Year 3 preventive dentistry course over three academic years. Outputs were evaluated against 10 required items covering statistical computation, thematic analysis, and visualization, with the generated scripts inspected to classify categorization as direct reading or keyword matching. Statistical computation and overview charts each passed 93% (25/27), and detail charts passed in all 27 runs, with failures confined to exploratory prompts. Thematic reading was the primary difference. Opus and Gemini read Thai directly while GPT usually generated keyword-matching scripts. Structured prompts achieved the highest thematic reading pass rate at 78% (7/9), followed by detailed at 67% (6/9) and exploratory at 33% (3/9). Identical configurations produced different outputs across repetitions, with theme counts ranging from 4 to 31. CLI-based agentic coding tools can perform thematic analyses of Thai-language educational feedback, but natural language processing output reliability depends on model selection, prompt specificity, and stochastic variability. Multiple independent runs are recommended to assess consistency.

https://doi.org/10.26803/ijlter.25.8.5

The Influence of Parenting Style, Peer Attachment, and Teacher Support on Personality Traits in Residential Secondary Schools

Noor Jameelah Buran, Ku Suhaila Ku Johari, Mohd Izwan Mahmud — Sun, 30 Aug 2026 00:00:00 +0000

This study aimed to examine the relationships between parenting style, peer attachment, teacher support, and personality traits among adolescents in residential secondary school settings in Malaysia. Guided by Adler's Individual Psychology and Bandura's Social Learning Theory, a quantitative survey design was employed involving 521 students aged 16 to 17 years, selected through stratified random sampling from residential secondary schools across multiple regions in Malaysia. The research instruments comprised the Big Five Inventory (BFI) to measure personality traits, the Parental Authority Questionnaire (PAQ) to assess parenting styles, the Inventory of Parent and Peer Attachment (IPPA) to measure peer attachment, and the Child and Adolescent Social Support Scale (CASS) to assess teacher support. Data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple regression analysis to identify the dominant predictors of adolescents' personality traits. The findings revealed significant positive relationships between parenting style, peer attachment, teacher support, and adolescents' personality traits. Multiple regression analysis indicated that teacher support, particularly the perceived importance of teacher support (? = .181, p < .001), emerged as the strongest predictor, followed by maternal parenting style (? = .166, p = .003) and peer attachment (? = .118, p = .010). The regression model explained 10.7% of the variance in adolescents' personality traits (R² = .107). These findings highlight the significant contribution of social support systems to adolescent personality development and provide empirical support for Adler's Individual Psychology and Bandura's Social Learning Theory within residential educational environments.

https://doi.org/10.26803/ijlter.25.8.6

Beyond Assessment: A Policy Review of PIRLS and Early Grade Reading Interventions in South Africa

Tohida Cassim, Chatradari Devroop — Sun, 30 Aug 2026 00:00:00 +0000

The chronic reading difficulties that have been recorded in successive cycles of the Progress in International Reading Literacy Study (PIRLS) since 2006 in South Africa are one of the most serious and complex issues confronting the country's education system. The mean scores of Grade 4 learners in South Africa have generally been lower than the international mean score of 500 in each of the assessment cycles (2006, 2011, 2016 and 2021), with about 81% of learners in the 2021 cycle unable to read for meaning. This policy review paper critically discusses the progress South Africa has made regarding the outcomes of PIRLS, the design and implementation of the Early Grade Reading (EGR) interventions, policy gaps, and proposes evidence-based suggestions for policy system change. The Simple View of Reading (SVOR) and Vygotsky’s Socio-cultural Theory of Literacy provided the theoretical framework for literature review, and a qualitative document analysis, informed by Critical Policy Analysis (CPA), was used. This article contends that South Africa's reading problems are not only pedagogical, but structural, characterized the presence of structural inequalities, poor policy implementation, language policy tensions and inadequate teacher development. The review concludes that effective reading improvement will occur if we have a coherent, sustained, and equity-centred reform effort that is grounded in research and evidence, centres on instruction, and takes into account the socio-economic factors that influence literacy.

https://doi.org/10.26803/ijlter.25.8.7

Alignment or Mismatch? Teacher Subject Combinations and School Labour Market Demand in Limpopo Province, South Africa

Lebohang Victoria Mulaudzi, Moeketsi Simon Mosia — Sun, 30 Aug 2026 00:00:00 +0000

This study investigated the alignment between the subject specialisation combinations offered by the teacher training programmes at a selected university with the demand for specialisation combinations at schools in the South African province of Limpopo. While a shortage of teachers is often framed as a quantitative deficit, this study used labor market theory and human capital theory to argue that the crisis is fundamentally a qualitative mismatch between how specialisations are bundled by teacher training programmes and the combinations required by schools. Employing a qualitative descriptive document analysis and comparative research design, we purposively sampled 56 teacher vacancy advertisements as a proxy for revealed demand and compared them against the subject specialisation pairings produced by the University of Limpopo. The findings reveal a significant disciplinary contextual gap: the university offered standardised, policy-aligned clusters of subject specialisations, whereas schools—particularly in resource-constrained rural areas—demanded teachers with multiple specialisations from different disciplines to manage limited staffing and timetable constraints. High alignment between supply and demand was evident for some conventional subject specialisation combinations, such as Mathematics and Physical Sciences, and Foundation Phase subject bundles. Partial alignment and structural mismatch were identified where schools required hybrid or cross-disciplinary combinations, such as Mathematics and EMS, Accounting and Sepedi, or phase-spanning primary school teaching. The study concludes that teacher labour-market mismatch in Limpopo is due not only to a shortage of teachers but results from a configuration problem, where qualified teachers may be less employable if their subject specialisations do not match schools’ operational needs. The study recommends stronger use of vacancy data in teacher education planning, more flexible subject-combination pathways, and improved coordination between universities, the Department of Basic Education, and the Department of Higher Education and Training.

https://doi.org/10.26803/ijlter.25.8.8

Enhancing Formal Writing Skills of Omani Post-Foundation EFL Students through QuillBot (an AI Tool) Integration

Sun, 30 Aug 2026 00:00:00 +0000

Artificial intelligence (AI) is being integrated into English as a foreign language (EFL) writing instruction, yet empirical evidence regarding its effectiveness in improving learners’ writing performance remains inconclusive, particularly in under-researched EFL contexts such as Oman. This study investigated the impact of AI-assisted instruction on formal writing proficiency among Omani post-foundation EFL students (N = 58) using a quasi-experimental pre-test–post-test mixed-methods research design. The intervention integrated QuillBot as a supplementary paraphrasing and grammar feedback tool within structured, teacher-guided writing tasks. A one-way ANCOVA, controlling for pre-test performance, revealed no statistically significant difference, as the AI?assisted intervention did not produce a statistically significant improvement in total formal writing scores or in any individual writing category relative to conventional instruction. Furthermore, the raw post-test scores in several categories, including Organization, favored the control group rather than the experimental group. Qualitative findings obtained through semi-structured interviews with the five most active students revealed broadly positive perceptions of the intervention, including increased confidence, reduced anxiety, and reported gains in error awareness and revision practices. However, this qualitative pattern did not consistently align with the quantitative findings. Overall, the findings indicate that short-term AI-assisted instruction using a single corrective tool did not yield measurable quantitative gains in formal writing performance within the study’s timeframe, even though some students reported a positive subjective experience with the tool. Thus, this study recommends the need for AI-tool integration for long-term interventions using larger samples, focusing on the measurement of student engagement with AI feedback.

https://doi.org/10.26803/ijlter.25.8.9

Adopting GenAI-Assisted Writing Feedback in L2 Learning: A UTAUT Study of Medical Students

Ziyao Ji, Naginder Kaur, Hongmei Cui — Sun, 30 Aug 2026 00:00:00 +0000

The use of generative artificial intelligence (GenAI) in English as a Foreign Language (EFL) writing instruction has created new opportunities to support students’ English language writing. Yet little is known about the factors that influence medical students’ acceptance of GenAI-assisted writing feedback. This study modified the Unified Theory of Acceptance and Use of Technology (UTAUT) to examine the determinants of medical students’ adoption of GenAI-assisted English language writing feedback. A cross-sectional survey was conducted among 357 medical students at a Chinese medical university. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The proposed model showed satisfactory explanatory power (R² = 0.475 for use behaviour) and predictive relevance (Q² > 0.41). All hypothesised relationships were significant. Social influence was the strongest predictor of use behaviour (? = 0.274, p < .001), followed by performance expectancy. Intention to use significantly mediated the relationships between the antecedent variables and use behaviour, indicating partial mediation. Social influence and performance expectancy also had stronger total effects than effort expectancy and facilitating conditions. The findings extend the application of the UTAUT model to medical students’ English language education. They suggest that successful implementation of GenAI-assisted writing feedback depends on both clear educational value and strong support from teachers and peers. These factors may encourage continued student use of the technology.

https://doi.org/10.26803/ijlter.25.8.10

Authentic Project-Based Learning with Generative AI: Fostering Creative and Critical Thinking in Design Education

Lisa Indriati, Mai Neo, Heidi Yeen-Ju Tan — Sun, 30 Aug 2026 00:00:00 +0000

The rapid integration of generative artificial intelligence (AI) into creative practices raises discussion about how design education can continue to develop creative and critical thinking skills. Project-based learning (PBL) grounded in Herrington’s Authentic Learning framework helps design students’ experience real-world contexts that mirror professional creative practice. However, effectiveness when supported by AI tools remains underexplored. This study investigates how AI-integrated authentic project-based learning, scaffolded through a structured AI dialogue approach based on the Devil’s Advocate Reflective Thinking Framework (D.A.R.T. Framework). A convergent mixed-methods design was employed to 53 undergraduate students enrolled in a Design Management course in Indonesia. Drawing on a validated Likert-scale survey, individual reflection papers, and peer assessment scores, the 17-item AI-Integrated Authentic Learning Scale (AI-ALS) demonstrated excellent reliability (Cronbach’s ? = 0.949); students rated AI scaffolding and autonomy highest (D4, M = 4.29) and real-world AI application lowest (D1, M = 3.68). Qualitative analysis of reflection papers identified communication as the dominant coding category (366 occurrences), while conflict management was the least represented (32 occurrences), indicating a significant tendency toward conflict avoidance. Peer assessment scores were uniformly positive (all items M > 4.20), supporting the survey finding that AI functioned as a creative scaffold rather than a replacement for student agency, provided that lecturer scaffolding guided students’ engagement with AI and prevented uncritical reliance on AI-generated outputs. These findings offer practical implications for design educators and curriculum developers seeking to integrate generative AI as a pedagogical scaffold that supports, rather than replaces, students’ creative agency and higher-order thinking skills in preparation for professional practice.

https://doi.org/10.26803/ijlter.25.8.11

Academic Coping Under Examination Pressure: Determinants and Intervention Effects in Vietnamese Secondary Education

Sun, 30 Aug 2026 00:00:00 +0000

Academic stress has become an increasingly important concern in examination-oriented educational systems, in which students are expected to cope with sustained academic demands while maintaining psychological well-being. Although adolescent academic stress has been widely investigated, less attention has been paid to how
examination-oriented educational conditions influence coping responses, and whether school-based interventions can strengthen adaptive coping. This study examined academic coping among lower secondary students (grades 6–9; ages 11–15), in Vietnam, using a two-phase quantitative design comprising a cross-sectional survey (N = 700) and a six-week quasi-experimental one-group pretest–posttest intervention (n = 186). Data were analyzed using descriptive statistics, Pearson correlation, multiple regression, and independent-sample and paired-samples t-tests. The findings showed that students relied more on emotion-focused and avoidance-oriented coping than on problem-focused coping. Academic workload and family expectations were negatively associated with problem-focused coping, whereas perceived teacher support emerged as the strongest positive predictor of adaptive coping. Participation in the intervention was associated with moderate improvements in
problem-focused coping and emotional regulation, together with a small reduction in avoidance coping. Although the intervention findings should be interpreted cautiously because of the absence of a control group, the study highlights the importance of supportive educational environments and suggests that school-based coping programmes may help strengthen adolescents’ adaptive coping in examination-oriented educational contexts

https://doi.org/10.26803/ijlter.25.8.12

Navigating Generative AI in English Language Education: Competencies of Novice and Experienced Vietnamese EFL Teachers

Nhung Thuy Thi Le — Sun, 30 Aug 2026 00:00:00 +0000

This study has investigated the generative artificial intelligence (GenAI) competencies of Vietnamese in-service EFL teachers across different teaching experience levels. Employing an explanatory sequential mixed-methods design, the study collected quantitative data from 581 novice and experienced EFL teachers using the Teachers’ Generative AI Competencies (T-GAIC) instrument and qualitative data from semi-structured interviews with 14 participants. Quantitative data were analysed using descriptive statistics and independent-sample t-tests, while qualitative data were examined through thematic analysis. The findings indicated that both novice and experienced teachers perceived themselves as having relatively high levels of GenAI competencies, despite the rapid emergence of AI technologies in Vietnamese higher education. Independent-sample t-tests revealed statistically significant but small differences in technological proficiency, with novice teachers reporting higher levels than experienced teachers (t = 3.29, p <.05, d =.27), and in risk and ethical awareness, with experienced teachers reporting higher levels than novice teachers (t = ?3.48, p <.05, d =.30). No significant differences were found in pedagogical compatibility, preparing students for effective GenAI use, or professional development and communication. Overall, the limited magnitude of the group differences suggested that GenAI competencies might extend beyond technological familiarity or teaching experience alone. More importantly, the qualitative findings revealed that teachers’ GenAI competencies were negotiated through institutional ambiguity, professional identity concerns, informal learning networks, and the hidden evaluative labour associated with AI-generated content. The study refines current understandings of teachers’ AI competencies by highlighting their multidimensional, socially situated, and context-dependent nature in AI-mediated language education.

https://doi.org/10.26803/ijlter.25.8.13

Advancing Social Justice Through Inclusive Education: The Experiences of Female School Leaders in South African Schools

Mafikeni Andries Mnguni, Siyanda Mluleki Kenneth Cele — Sun, 30 Aug 2026 00:00:00 +0000

School management plays a crucial role in the successful implementation of inclusive education. Women in school management bring unique perspectives to leadership, often characterised by collaboration and empathy. However, female school managers in South Africa face specific challenges, including gender bias and the need to balance professional and personal responsibilities. This study aims to explore their perceptions and experiences of implementing inclusive education under their leadership. It adopts a qualitative approach within an interpretive paradigm to purposively select nine women in school leadership roles, including principals, deputy principals, and departmental heads from the KwaZulu-Natal province. Data were collected through face-to-face interviews and focus group discussions, which were analysed using thematic analysis. Using Social Justice Theory as a theoretical lens, the study found that female school leaders possess adequate knowledge of inclusive education policies, such as the Screening, Identification, Assessment and Support (SIAS) policy and White Paper Six. However, they face significant barriers, including severe resource shortages, inadequate apartheid-era infrastructure, overcrowded classrooms, the absence of specialist staff, and ongoing departmental neglect. The findings further reveal that these women perform unrecognised emotional and caregiving labour without systemic support. The study concludes that inclusive education in South Africa remains an aspirational policy rather than an achievable reality for female school leaders in previously disadvantaged schools.

https://doi.org/10.26803/ijlter.25.8.14

Artificial Intelligence for EFL Speaking Development: A Systematic Review of Empirical Studies (2018–2026)

Paul F. Gonzalez-Torres, Eliana Pinza-Tapia — Sun, 30 Aug 2026 00:00:00 +0000

Despite the fast expansion of artificial intelligence (AI) in English as a foreign language (EFL) education, evidence regarding its effectiveness in supporting speaking development remains fragmented, with limited synthesis of AI tool types, methodological quality, learning outcomes, and research trends. This systematic review examined empirical studies on AI-supported EFL speaking development and was published between 2018 and 2026. A search of Scopus and Web of Science was conducted using keywords related to AI, EFL, and speaking skills, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data from 33 studies that met the inclusion criteria were analyzed according to established coding categories aligned with the research questions. The findings indicate that AI tools include conversational agents, speech recognition systems, intelligent tutoring systems, generative AI, and multimodal applications, which each support different aspects of speaking development. Speech recognition tools mostly improved pronunciation, while conversational and generative AI mainly enhanced fluency, confidence, and autonomous speaking practice. Affective gains, including less speaking anxiety and increased willingness to communicate, were more consistent than improvements in more complex speaking skills. This review also found that the evidence base is methodologically inconsistent, concentrated in higher education and specific geographical regions, and increasingly dominated by generative AI technologies.

https://doi.org/10.26803/ijlter.25.8.15

Associated Psychological Dimensions of Mental Well-Being among Vocational Student Teachers at a Thai Public University

Chaiwichit Chainchana, Sasipha Kanta — Sun, 30 Aug 2026 00:00:00 +0000

Psychological well-being is becoming an increasingly important issue in higher education, especially for students in vocational teacher training programs who face pressures from both theoretical studies and practical training in educational institutions. Such pressures are heightened owing to the social environment in Thailand where the parents of students expect them to graduate and pass the civil service teacher examination. Even though the universities have focused on the welfare of learners, there is a lack of research regarding the psychological well-being of the vocational teacher trainees. Therefore, the current research seeks to investigate the psychological aspects related to the mental well-being of vocational education students at public universities in Thailand. The study adopted a quantitative research design, using a stratified sample of 150 undergraduate students from public universities in Bangkok. The instrument for data gathering involved the use of a standardized questionnaire with an IOC value between 0.60 to 1.00 and a Cronbach's alpha value of 0.817. The multiple regression analysis method was used and multicollinearity diagnostic tests revealed that all tolerance values were above .10 while VIF values were below 10. According to the research results, psychological well-being is at a very high level. It relates to six psychological dimensions: life purpose, positive relationships, environmental mastery, autonomy, self-acceptance, and personal growth. The theoretical concepts of psychological well-being explain such results and reflect the multidimensional nature of students' well-being in educational institutions. It is important to emphasize the need for an appropriate supportive environment that includes screening, counseling, and the evaluation of intervention effectiveness for well-being.

https://doi.org/10.26803/ijlter.25.8.16

What Young Learners Want in Mathematics Videos: A Preference Study Informed by the Cognitive Theory of Multimedia Learning in Philippine Early Primary Education

Sybel Joy Farillon- Labis, Jonathan Celiz- Glorial — Sun, 30 Aug 2026 00:00:00 +0000

While Mayer’s Cognitive Theory of Multimedia Learning (CTML) has been extensively validated with adult and higher education populations, its applicability to early primary learners in multilingual contexts remains underexplored. This study examined the mathematics instructional video preferences of 120 Grade 1 to Grade 3 learners in a Philippine integrated laboratory school using a descriptive survey design. A researcher-developed preference checklist, validated through the Content Validity Index (CVI) procedure (scale-level CVI = 0.94), was administered via a facilitated video-viewing protocol, allowing learners to view representative video examples before indicating their preferences. Results showed a strong preference for microvideos and animated formats, with 96.7% of learners selecting videos under two minutes. Subtitles were preferred by 67.5% of participants, although this preference declined slightly from Grade 1 to Grade 3. Teacher narration was the most consistently preferred audio feature, whereas preference for peer narration declined with increasing grade level. These findings are discussed in relation to the CTML principles of segmenting, modality, signaling, and redundancy and are presented as context-sensitive indications rather than confirmatory evidence. Alternative interpretations, including cultural familiarity, media exposure, and Philippine classroom dynamics, are also acknowledged. This study establishes the first systematic preference-based empirical dataset for this population, generating design-oriented hypotheses for future research on the effectiveness of CTML-aligned video features in supporting mathematics learning among early primary students in multilingual educational settings.

https://doi.org/10.26803/ijlter.25.8.17

Clarifying Online Cooperative Learning in EFL Contexts: A Systematic Review of Learning Outcomes, the Five Core Elements, and Implementation Challenges

Zhang Aijia, Melor Md Yunus, Nur Syafiqah Yaccob — Sun, 30 Aug 2026 00:00:00 +0000

Although online cooperative learning has been widely examined in English as a Foreign Language (EFL) education, it is often conceptually blurred with less structured forms of collaborative learning. This review synthesised empirical articles on online cooperative learning in EFL contexts, focusing on study characteristics, reported outcomes, the operationalisation of Johnson and Johnson’s five elements, and implementation challenges. PRISMA 2020, Eric, Web of Science, Scopus, and ProQuest were searched for empirical English-language journal articles published up to June 2026. Twenty-five studies met the eligibility criteria and were appraised using the Mixed Methods Appraisal Tool (MMAT). Mixed-methods designs were the most common (56%, n = 14), university settings dominated the studies (80%, n = 20), and writing was the leading focus (40%, n = 10). Of the 17 studies using inferential tests of language-related performance, 16 reported statistically significant positive gains or associations, although the strength of evidence varied. Positive interdependence was explicitly reported in 20 studies and implied in 5. In contrast, small-group skills and group processing were explicitly reported in only[1] 3 and 7 studies, respectively. The main implementation challenges involved weak technological–pedagogical alignment, insufficient instructional scaffolding, and uneven participation and accountability. The findings suggest that online cooperative learning should be conceptualized not according to named cooperative structures alone, but according to how the online cooperative EFL learning environment, instructional configuration, and the five core cooperative learning elements are integrated. Future research should design clearly structured online cooperative EFL courses across more diverse educational settings, language areas, and learner groups, particularly for learners with lower language proficiency or limited digital literacy.

https://doi.org/10.26803/ijlter.25.8.18

Technology Integration in EFL Teaching and Learning in the Kingdom of Saudi Arabia: Current Practices, Benefits, Challenges, and Future Directions

Eman Tareg Rayes — Sun, 30 Aug 2026 00:00:00 +0000

Technology integration has heightened attention in the teaching and learning of a foreign language. Teachers are expected to utilize technological tools effectively to improve language learning. Therefore, this study aimed to identify the current practices of EFL teachers and their perceived benefits, expected challenges, and future directions for technology integration in teaching and learning in the Kingdom of Saudi Arabia. In addition, this study examined the relationship between the EFL teachers' responses and their socio-demographic characteristics (gender, age, teaching experience, and academic qualification). The study applied a descriptive-analytical approach, and data were collected through a researcher-developed questionnaire from 224 EFL teachers at three universities during the academic year 2024. The data analysis was performed using descriptive and inferential statistical methods. The key findings reflected high levels of technology integration among EFL teachers' practices, perceived benefits, and future directions. Furthermore, the results showed low levels of challenges in teaching and learning. Moreover, teaching experience was the most consistently significant characteristic, being associated with current practices, perceived challenges, and support for future directions. Gender and academic qualification were associated with perceived benefits, while age group was associated with support for future directions. The study deepens current knowledge regarding variations in teachers' perceptions across socio-demographic groups and yields insights concerning educational policy, teacher development, and future research.

https://doi.org/10.26803/ijlter.25.8.19

Managerial Skills in Intercultural Higher Education: Evidence from Awajún and Wampis University Entrepreneurs in the Peruvian Amazon

Sun, 30 Aug 2026 00:00:00 +0000

Managerial skills are widely recognized as essential capabilities for fostering entrepreneurship, organizational sustainability, and community development. However, in intercultural higher education, quantitative evidence on how managerial skills manifest among Indigenous university students remains limited, particularly in Latin American contexts. This study examined managerial skills among Awajún and Wampis university students involved in productive community activities in the Peruvian Amazon, providing empirical evidence from an intercultural higher education context. A quantitative, cross-sectional, non-experimental design was employed, using a convenience sample of 300 Indigenous university students involved in traditional crafts, family farming, and cooperative enterprises. Data were collected via a structured questionnaire measuring four dimensions of managerial skills: leadership, decision-making, communication, and strategic planning. After confirming the non-normal distribution of the data, descriptive statistics, Spearman’s rank correlation, chi-square tests, and binary logistic regression were carried out. The findings indicated that participants generally reported moderate-to-high levels of managerial skills, while sociodemographic characteristics showed limited explanatory power with regard to competency levels. The analyses suggest that managerial skills manifest themselves in culturally embedded business practices; however, the study does not imply causal educational effects, nor does it attribute these competencies exclusively to intercultural higher education. These findings contribute empirical evidence to the literature on Indigenous entrepreneurship and support the design of culturally sensitive educational strategies aimed at strengthening managerial skills in intercultural university contexts.

https://doi.org/10.26803/ijlter.25.8.20

Teacher AI Literacy and Readiness for AI Enhanced Instruction: A Scoping Review of Competencies, Barriers, and Professional Development in Education

Jose Antonio Rojas Guillén — Sun, 30 Aug 2026 00:00:00 +0000

The growing presence of artificial intelligence (AI) in classrooms has placed teacher preparation in a challenging position, as educators are expected to utilize tools that influence lesson design, instruction, assessment, feedback, and student support, while formal training has not always advanced at the same pace. Consequently, the central question is no longer whether AI will become integrated into educational practice, but what preparation enables teachers to use it with pedagogical judgment, ethical awareness, and institutional support. This scoping review examined recent literature on teacher AI literacy and readiness for AI-enhanced instruction, focusing on required competences, barriers to classroom use, theoretical models, and professional development responses. Searches were conducted in Web of Science and Scopus databases for studies published from January 2021 to April 2026, following a PRISMA-ScR-oriented process. After duplicate removal, screening, eligibility assessment, and thematic analysis, 70 studies were included. The findings indicate that teacher AI literacy extends beyond technical knowledge to include understanding system capabilities and limitations, adapting tools to classroom needs, critically evaluating generated outputs, and determining when AI use genuinely supports learning. Readiness is shaped by self-efficacy, perceived usefulness, institutional support, resources, infrastructure, and the preservation of professional responsibility. The evidence also reveals a mismatch between structural barriers and the short-term training commonly offered, highlighting the need for sustained, contextualized, and practice-based professional development.

https://doi.org/10.26803/ijlter.25.8.21

Tendencies in the Trends of Mathematics Teacher Knowledge: A Bibliometric Analysis

Dian Permatasari, Tatang Herman, Siti Fatimah, Kusnandi Kusnandi — Sun, 30 Aug 2026 00:00:00 +0000

Despite growing scholarly interest in mathematics teacher knowledge over the past 25 years, no comprehensive systematic mapping has been conducted to examine its conceptual evolution, thematic structure, and developmental trajectory. This study aims to map publication trends; identify high impact works; uncover thematic associations and conceptual co-occurrences; trace the temporal evolution of dominant topics; and classify research themes by their developmental trajectory, distinguishing motor, basic, niche, and declining themes in mathematics teacher knowledge research. A total of 550 Scopus-indexed articles published between 1 January 2000, and 31 December 2025 were analysed using the bibliometrix R package, covering performance analysis, science mapping, and keyword co-occurrence network analysis. The results show a steady increase in publications, with a sharp rise after 2018 and a peak around 2025. Citation impact was highest during the formative period of 2005–2010, reflecting the field’s consolidation around foundational frameworks of mathematical knowledge for teaching. Mathematical content knowledge, PCK, and MKT consistently constitute the field's conceptual core, with mathematical content knowledge serving as the central connecting node across all thematic clusters. Topic trends analysis reveals a clear trajectory from broad theoretical frameworks toward more specialised, practice-oriented, and technology-integrated topics from 2020 onward. Strategic diagram analysis classifies teaching quality and initial teacher education as current motor themes, indicating that the field has matured from defining teacher knowledge to operationalising it in classroom practice. Future research should prioritise cross-database validation and geographic network analysis and should examine how the depth of mathematical content knowledge conditions the development of technology-integrated teaching competencies such as TPACK.

https://doi.org/10.26803/ijlter.25.8.22

Mapping Differentiated Instruction Research (2016-2025): Trends, Theoretical Frameworks, and Methodological Developments

Sun, 30 Aug 2026 00:00:00 +0000

Despite growing scholarly interest in Differentiated Instruction (DI), existing reviews have not comprehensively synthesized recent developments in its theoretical, methodological, and geographical dimensions. However, research on DI remains geographically dispersed, dominated by particular theoretical frameworks, and characterized by methodological variations that have not been comprehensively mapped. This gap signifies the necessity for a study capable of delivering a holistic overview to synthesise results pertaining to DI. This article aims to provide a comprehensive synthesis of the progression of DI research through a SLR. Accordingly, relevant articles were retrieved from the scopus database using a systemtic literature search covering publications from 2016 to January 18, 2026. The literature search followed PRISMA guidelines and used the Scopus database. This led to 66 publications that met the criteria for further study. The study focused on yearly publication trends, regional distribution, journal categorization, citation patterns, theoretical frameworks, and research methodology employed in previous studies. The findings indicate a significant increase in publications concerning DI from 2022 to 2026, predominantly in Hong Kong, the United States, the Netherlands, China, Germany, Australia, and Indonesia. Tomlinson's DI model is the primary theoretical framework, while supplementary theories such as Self-Determination Theory, Social Cognitive Theory, and the Theory of Planned Behavior are employed to a lesser extent. Qualitative methods, particularly case studies, are the predominant methodologies employed, followed by quantitative survey-based studies; mixed-methods and longitudinal designs are exceedingly rare. The findings also reveal shortcomings in geographical representation, theoretical diversity, and the integration of broader methodological frameworks. This article offers findings indentify key directions for advancing DI research, support the development ofmore inclusive, evidence based, context sensitive DI in educational practice and suggests future research approaches.

https://doi.org/10.26803/ijlter.25.8.23

Mapping Values in Life Sciences: Empowering Preservice Teachers through Experiential Learning

Eyitayo Julius Ajayi — Sun, 30 Aug 2026 00:00:00 +0000

There are global trends in curriculum goals that align with the teaching of Life Sciences, not as isolated or standalone content, but as an avenue for nurturing values targeted towards values, education and sustainable citizenship. Preservice teachers often struggle to recognize and explicitly articulate these embedded values and integrate them into teaching practice. This study explored how experiential learning can enhance the competence of 60 preservice teachers within a South African university context to map values embedded in Life Sciences concepts. A qualitative intervention-based design grounded in experiential learning theory was employed. Preservice teachers engaged in structured experiential learning activities involving selected Life Sciences topics, followed by guided reflection and value-mapping tasks. Data collected from policy curricular documents and participants’ responses to pre-intervention (baseline) and post-intervention (endline) competency assessment tasks were analyzed using a hybrid of thematic analysis and inductive coding. Findings indicate that experiential learning enhanced participants’ ability to identify and interpret values embedded in Life Sciences concepts. Participants demonstrated deeper conceptual understanding, transforming their values by mapping competence from concept-independence to concept-embedded articulation of values. This study concludes that experiential learning supports preservice teachers’ competence for value mapping within Life Sciences education. This competence has the potential to foster values-based education by equipping teachers with the skills to nurture learners with appropriate values and contribute to efforts to ameliorate social ills. The study introduces a conceptual framework on how experiential learning processes can align with values pedagogy, leading to the development of value-mapping competence in preservice teachers.

https://doi.org/10.26803/ijlter.25.8.24

From Innovation to Imitation: Associations Between Exposure to AI Prompt-Sharing Content on Social Media, Moral Disengagement, and Intention to Engage in Academic Misconduct

Yuansheng Liu, Xinjue Jiang — Sun, 30 Aug 2026 00:00:00 +0000

The use of AI today has raised significant ethical concerns regarding its potential misuse in academic contexts. This paper aims to examine relationship between university students’ exposure to AI prompt-sharing content on social media, moral disengagement, perceived academic norms, and intentions to engage in AI-assisted academic misconduct. Specifically, the study investigated whether exposure to AI prompt-sharing content was associated with students’ intentions to engage in AI-assisted academic misconduct, whether moral disengagement mediated this relationship, and whether perceived academic norms moderated the association between exposure and moral disengagement. The study conducted SPSS-based descriptive statistics, regression, mediation, and moderation analyses of data collected through a structured questionnaire administered to 600 Chinese university students to verify three hypotheses. The findings indicate that greater exposure to AI prompt-sharing content was significantly associated with stronger intentions to engage in AI-assisted academic misconduct, with moral disengagement acting as a significant mediator, and perceived academic norms strengthening the association between exposure and moral disengagement. These observations indicate that AI prompt-sharing content on social media can be associated with students’ ethical decision-making regarding AI use in academic settings and highlight the importance of promoting responsible AI use and academic integrity in higher education.

https://doi.org/10.26803/ijlter.25.8.25

Systematic Prompt Fading to Foster Self-Questioning and Reading Comprehension in At-Risk Elementary Students: A Multiple-Baseline Single-Case Study

Matthias Grünke, Anne Barwasser, Susanne Hoff — Sun, 30 Aug 2026 00:00:00 +0000

This study examined the effects of a structured reading comprehension intervention based on systematic prompt fading on three third-grade students from a socioeconomically disadvantaged elementary school in Germany. Self-questioning was incorporated as one instructional component of the intervention. A single-case AB design with multiple baselines across participants was employed to evaluate functional relations between the intervention and outcomes. Each student engaged in 15 individual sessions, during which comprehension was assessed through curriculum-based probes consisting of 250-word texts and ten open-ended questions. Data were analyzed using descriptive statistics, nonparametric effect size indices (PET, Tau-U), and piecewise regression models at both the individual and group level. Results demonstrated clear improvements for all participants, with median comprehension scores rising from 1 correct answer at baseline to 5 during the intervention. Nonparametric indices indicated strong or large effects, while regression analyses confirmed significant slopes and level changes in Phase B. Social validity outcomes were uniformly positive. Findings provide convergent evidence that systematic prompt fading can substantially enhance reading comprehension in ecologically valid school settings.

https://doi.org/10.26803/ijlter.25.8.26

Teacher Evaluation as a Tool for Professional Development in Secondary Schools: Evidence from Zimbabwe

Belinda Rindai Musodza — Sun, 30 Aug 2026 00:00:00 +0000

Teacher evaluation systems are expected to support professional development, but their developmental potential is often weakened when appraisal outcomes are not translated into learning opportunities. This study examined Zimbabwean secondary school teachers’ perceptions of the Results-Based Management (RBM) appraisal system and its contribution to professional development in the Kwekwe District. A convergent parallel mixed-methods design was used, combining survey data from 292 teachers with interview data from 12 purposively selected teachers, heads of department, and school heads. This design enabled the study to combine the broad patterns in the teachers’ perceptions with qualitative insights into how RBM is experienced, yielding a more detailed understanding of the connection between the appraisal system and professional development. The quantitative findings showed that the teachers recognised RBM’s formal structures, particularly performance standards (58.2%), collaborative target setting (82.5%) and rating discussions (62.7%). However, they perceived the system as having limited influence on professional growth because feedback was often reduced to ratings, monitoring was weak (68.5%), mentoring was inconsistent (54.8%), collaboration time was limited (65.8%), appraisal outcomes were rarely used to plan staff development (57.9%), and there was no support for external manpower development trainings (57.5%). The qualitative findings confirmed these patterns, showing that RBM was experienced more as a compliance and documentation process than a developmental mechanism. The study concludes that RBM’s limited contribution to teacher professional development stems mainly from implementation gaps rather than weakness in policy design. Drawing on goal-setting and formative evaluation theories, the findings showed that evaluation becomes developmental only when clear goals are supported by sustained feedback, monitoring, mentoring and follow-up developmental opportunities. The study contributes to teacher evaluation literature by framing RBM’s weaknesses as a breakdown in the evaluation-development chain. It recommends strengthening the provision of actionable feedback, institutionalising mentorship, linking appraisal outcomes to individualised development plans, and improving school-level support for continuous teacher development.

https://doi.org/10.26803/ijlter.25.8.27

Developing and Validating the HARMONY Model: A Prophetic Values-Based Hadith Learning Approach Integrating Digital Tools to Strengthen University Students’ Religious Tolerance

Sun, 30 Aug 2026 00:00:00 +0000

Religious tolerance in higher education is important amid exclusivist perspectives and limited contextualization of religious learning in Indonesia’s plural society. Hadith instruction in Islamic Religious Education often emphasizes normative-textual understanding while giving insufficient attention to values relevant to interreligious coexistence. This study developed and preliminarily evaluated prophetic-values-based hadith learning model. A sequential exploratory mixed-methods design was employed at four Indonesian universities. The qualitative phase involved semi-structured interviews with 16 participants, producing 651 coded statements that informed the HARMONY model (Hadith Analysis and Reflective Meaning for Openness, Nurturing, and Humanity). The model integrates Maktabah Syamilah, the Encyclopedia of the Nine Hadith Imams, and ChatGPT-supported reflective dialogue. AI-generated information was treated as provisional and verified against authoritative hadith sources under lecturer supervision. The quantitative phase involved 140 students in a one-group pretest–posttest design. Data were analyzed using paired-samples t-tests, Cohen’s d, and N-Gain. Expert evaluation indicated high model validity (M = 3.80/4.00). Significant improvements were observed in hadith learning competence (t = 18.42, p < .001, d = 1.56, N-Gain = 0.71) and self-reported religious tolerance (t = 17.16, p < .001, d = 1.45, N-Gain = 0.68), categorized as high and medium, respectively. These findings provide preliminary evidence of favorable short-term changes following implementation. The study supports SDG 4 through inclusive education and SDG 16 through peaceful coexistence. Further research using comparison groups, multiple measurements, and longer observation is recommended to confirm the findings and strengthen evidence of the model’s effectiveness.

https://doi.org/10.26803/ijlter.25.8.28

Institutional Pedagogy and Artistic Orientation: Examining Final Project Themes among Visual Arts Students

Sun, 30 Aug 2026 00:00:00 +0000

Final project themes in visual arts education are often viewed as individual creative choices, while their association with institutional contexts remains underexamined. This study examines differences in the thematic orientation of visual arts students’ final projects across three institutions. A comparative quantitative content analysis was conducted on 156 final project documents from three anonymized institutions in West Java, Indonesia: a Science and Technology-oriented School (STS), an Arts and Culture-oriented Institution (ACI), and a Teacher Education-oriented Institution (TEI). Each document was classified into one dominant thematic category based on its title, conceptual description, and narrative. The data were analyzed using frequencies, percentages, cross-tabulation, the Chi-Square Test of Independence, Cramer’s V, and standardized residuals. Psychology was the most prevalent theme, followed by culture and environment. STS showed stronger representation of psychological, spiritual, gender, and science-related themes; ACI emphasized psychological, cultural, and medium-based themes; while TEI showed stronger representation of cultural, environmental, historical, political, and sports-related themes. A significant association was found between institutional context and thematic distribution, ?²(22) = 72.77, p < .001, with a moderate effect size (Cramer’s V = .483). The findings suggest that final project themes may be interpreted as empirical traces of the interaction between institutional contexts and students’ artistic orientations. However, they do not establish a causal effect of institutional pedagogy because individual interests, supervisory preferences, and social influences were not directly examined. The study contributes by positioning students’ creative outputs as empirical indicators for examining institutional patterns in higher visual arts education.

https://doi.org/10.26803/ijlter.25.8.29

Internship and Mentorship for Developing the Pedagogical Competence of Pre-Service Early Childhood Teachers: A Systematic Literature Review

Jiang Li, Ni Wayan Surya Mahayanti, Gede Rasben Dantes, I Gede Margunayasa — Sun, 30 Aug 2026 00:00:00 +0000

The pedagogical competence of pre-service early childhood teachers develops not only through university coursework but also through guided participation in authentic settings. Yet internship and mentorship experiences remain uneven because of persistent theory-practice disconnections, inconsistent mentoring, and insufficiently coherent practicum structures. This systematic literature review synthesised 37 peer-reviewed articles published from 2020 to 2025 and indexed in CNKI, Web of Science, and ERIC. Using a structured coding framework and thematic synthesis, the review examined study characteristics, theoretical orientations, processes of competence development, and the contextual conditions shaping those processes. Across the literature, pedagogical competence emerged as a multidimensional and situated capacity developed through classroom participation, mentoring, peer collaboration, and critical reflection. The effectiveness of these processes depended on institutional coordination, access to resources, mentor preparation and availability, academic support, manageable workloads, and a supportive school culture. Mentorship was especially important because it helped pre-service teachers interpret children's responses, connect theory with developmentally appropriate practice, and form a professional identity. The review therefore supports internship models that deliberately connect sustained classroom responsibility with prepared mentors, collaborative inquiry, and structured reflection. It also identifies design principles relevant to the further development and empirical evaluation of the Hengxing Internship Model. These findings offer a conceptual basis for teacher educators, institutions, and policymakers seeking context-responsive approaches to preparing reflective and adaptive early childhood teachers.

https://doi.org/10.26803/ijlter.25.8.30

Technology Acceptance of a Low-Device Gamified Learning Approach in Primary Mathematics: Perceptions, Attitudes, and Achievement Differences in Wayground Paper Mode

Wong Ling Jie, Muhammad Sofwan Mahmud — Sun, 30 Aug 2026 00:00:00 +0000

This study investigates Year 6 pupils’ perceptions of and attitudes toward mathematics learning achievement through Wayground Paper Mode. The study addresses the problem of limited access to individual digital devices in primary classrooms, which restricts the implementation of technology-enhanced learning activities. A quantitative research design employing a survey method was used, involving 162 Year 6 pupils from a primary school in Kuala Lumpur. The research instrument was a questionnaire constructed based on the Technology Acceptance Model (TAM), measuring perceived ease of use, perceived usefulness, and pupils’ attitudes toward Wayground Paper Mode. Descriptive statistical analysis indicated that pupils reported high levels of perception (M = 4.03, SD = 0.60) and attitude (M = 4.07, SD = 0.62), with most participants agreeing that the approach was easy to use, enjoyable, and supportive of mathematics learning. Inferential analysis using the Kruskal–Wallis H test revealed statistically significant differences in perceptions and attitudes across mathematics achievement levels. Specifically, high-achieving pupils demonstrated significantly more positive perceptions and attitudes compared to their moderate- and low-achieving peers. The findings suggest that Wayground Paper Mode can support positive learning experiences in primary mathematics classrooms. However, differences across achievement groups indicate the need for differentiated instructional support to ensure that pupils of varying academic abilities can benefit effectively from gamified learning activities. This study contributes to the understanding of how gamified, low-tech instructional approaches can support student engagement in mathematics education. Future research is recommended to explore long-term effects of such approaches on student motivation and learning outcomes.

https://doi.org/10.26803/ijlter.25.8.31

A Structural Model of Factors Influencing Mathematical Thinking and Reasoning Competence in Vietnamese Upper Secondary Education

Hang Thi My Nguyen, Giang Chau Thi Nguyen — Sun, 30 Aug 2026 00:00:00 +0000

Mathematical thinking and reasoning competence is essential in contemporary mathematics education, yet empirical evidence explaining how pedagogical and cognitive factors jointly influence this competence remains limited. This study developed and validated a structural model to examine the relationships among five latent constructs, including: (1) reasoning-oriented task design and learning environment, (2) error-based pedagogical practices, (3) mathematical discourse and communication, (4) students’ cognitive disposition and self-regulation, and (5) mathematical thinking and reasoning competence. Data were collected from 246 upper secondary mathematics teachers in Vietnam. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used to evaluate the measurement model and examine the proposed relationships. The results showed that error-based pedagogical practices, students’ cognitive disposition and self-regulation, and mathematical discourse and communication significantly predicted mathematical thinking and reasoning competence. In addition, reasoning-oriented task design and learning environment positively influenced mathematical discourse and communication, which in turn was significantly associated with students’ cognitive disposition and self-regulation. These findings highlight the complementary roles of pedagogical and cognitive factors in developing mathematical thinking and reasoning competence and suggest that the intentional use of students’ errors, together with the fostering of mathematical discourse, can support mathematics teaching in upper secondary education.

https://doi.org/10.26803/ijlter.25.8.32

Enhancing Teacher Competence through In-Service Training: Evidence from Tourism and Hospitality Education in Botswana

Brighton Hurombo, Delly Chatibura, Boineelo Pearl Lefadola — Sun, 30 Aug 2026 00:00:00 +0000

Despite the growing importance of in-service professional development training programs, limited research has been undertaken to unearth the specific competences that professional teachers develop within tourism and hospitality training programs. Anchored by the Experiential Learning Theory, this study addresses this gap in the literature by exploring the competences gained by teachers participating in a related in-service program at a local university in Botswana, and how these have influenced their teaching practice. The study employed a qualitative research methodology, through a focus group discussion and semi structured interviews on 13 in-service teachers graduating from program. As reported by all the participants, the in-service program largely contributed to five interrelated competence domains to varying levels: i.e. subject-matter competence, pedagogical competence, industry knowledge, professional competence, and entrepreneurship competence. Conversely, despite its commonality in similar programs, curriculum competence development was not reported, largely due to the tourism industry-aligned (and not teacher-focused) nature of the program. Overall, stronger collaborations between educational institutions and the tourism industry and wider integration of 21^st Century skills in tourism and hospitality in-service education, were recommended.

https://doi.org/10.26803/ijlter.25.8.33

Digital Disruption and Family Education Priorities: A Middle East and North Africa Regional Analysis

Faisal Alsubaie — Sun, 30 Aug 2026 00:00:00 +0000

This study examined how artificial intelligence (AI) is reshaping family education priorities across the Middle East and North Africa (MENA) region. Through a large-scale quantitative survey of approximately 2000 parents in eight MENA countries (Qatar, the UAE, Bahrain, Saudi Arabia, Tunisia, Egypt, Morocco, and Algeria), patterns of AI integration were mapped in home learning, and associated shifts in parental authority, pedagogical values, and educational equity were assessed. Using a composite AI Integration Index, adoption intensity, usage autonomy, and attitudinal changes toward core educational priorities were measured. The findings revealed a clear regional divide: high-integration Gulf states reported significant erosion of parental authority over knowledge and increased domestic conflict over homework quality, whereas moderate-integration North African countries experienced high strain due to insufficient institutional support. Parental digital literacy emerged as a critical mediator, buffering against conflict and mitigating concerns about authority. The study also identified a growing “critical thinking divide”, where unequal access to structured AI literacy entrenches socio-educational inequities. These results underscore the need for culturally responsive, family-centered policy interventions, including national AI literacy frameworks, enhanced school–parent guidance systems, and regional efforts to promote equitable critical engagement with AI. The research contributes a timely, evidence-based perspective on how AI is renegotiating educational values within MENA households, offering a foundation for policies that align technological advancement with cultural and intergenerational continuity.

https://doi.org/10.26803/ijlter.25.8.34

Immersive Virtual Reality in Higher Science Education: A Systematic Review of Pedagogical Design, Science Engagement, and Digital Competence

Sun, 30 Aug 2026 00:00:00 +0000

Immersive virtual reality (IVR) supports the teaching of abstract, spatial, and microscopic concepts in higher education, although previous research has focused primarily on devices, access, and technical constraints. This systematic review examined IVR from the perspective of pedagogical design, science engagement, and students’ digital competence. Following PRISMA 2020 guidelines, 2,177 Scopus-indexed articles were screened through identification, duplicate removal, title and abstract screening, and eligibility assessment, resulting in 39 articles for bibliometric and thematic analysis. The findings revealed that IVR research in higher education was dominated by life sciences, quasi-experimental designs, and small samples of approximately 30 participants, with head-mounted displays (HMD) to cover the user’s field of view and create the sensation of being inside a three-dimensional environment, used in 23 of the 39 studies. The most common pedagogical patterns were simulation-based learning and virtual laboratories. Among the four engagement dimensions, emotional engagement was most consistently enhanced by IVR. Digital competence was rarely defined or measured explicitly and was more often represented implicitly through learners’ interaction behaviors in VR environments, with explicit measurements largely limited to pre-service teacher education studies. These findings indicate that IVR effectiveness does not result automatically from device quality but is mediated by pedagogical design, content alignment, formative debriefing, and users’ digital readiness. Future research should adopt longitudinal designs, multimodal measurements of engagement and digital competence, and discipline-specific pedagogical frameworks to realize the transformative potential of IVR in higher science education.

https://doi.org/10.26803/ijlter.25.8.35

Mapping of Artificial Intelligence Applications and their Impacts on Academic Performance in Higher Education (2020–2025): A Systematic and Bibliometric Literature Review

Sun, 30 Aug 2026 00:00:00 +0000

Artificial intelligence is increasingly used in higher education, yet evidence concerning its relationship with academic performance remains fragmented across adoption studies, predictive models and evaluations of learning outcomes. This study maps and synthesises Scopus-indexed research published between 2020 and 2025. A bibliometric analysis of 84 records was conducted using VOSviewer and Microsoft Excel, while 29 eligible studies were examined through a PRISMA-guided systematic review and structured content analysis. The review analysed publication patterns, influential contributors, AI application types, educational purposes, research designs, outcome measures and theoretical frameworks. The findings show rapid publication growth, strong reliance on quantitative and predictive designs, and increasing attention to generative AI, adaptive learning, and learning analytics. However, evidence of improved academic performance varies according to whether studies measured perceptions, prediction accuracy, correlations or direct learning outcomes. Important gaps remain in the limited use of pedagogical frameworks, including TPACK, and the scarcity of experimental, longitudinal, and geographically diverse research. The study contributes an outcome-centred synthesis that connects bibliometric patterns with the methodological and pedagogical strengths of the available evidence.

https://doi.org/10.26803/ijlter.25.8.36

Development and Preliminary Validation of the ARROW-AI Framework for Responsible AI-Assisted Research Writing in Higher Education

Luijim Santos Jose, Reynaldo Cabual — Sun, 30 Aug 2026 00:00:00 +0000

Generative artificial intelligence is increasingly used in higher-education research writing, yet institutions often lack operational procedures to protect authorship, ensure research alignment, verify, and disclose. This study developed and preliminarily evaluated the ARROW-AI Framework and Toolkit through a sequential multiphase developmental-validation design with embedded mixed-methods formative evaluation and a bounded pilot. Participants comprised 12 experts, 84 student-researchers, 18 advisers/instructors, and 32 pilot cases. Descriptive expert-domain ratings ranged from 3.38 to 3.58 for the framework and from 3.20 to 3.53 for the toolkit, while all 15 components met the prespecified I-CVI and CVR criteria. Student-researcher domain ratings ranged from 4.05 to 4.18, and adviser/instructor ratings ranged from 3.82 to 4.24; documentation and workload burden were moderate. Pilot completion averaged 88.91%; six initially high-risk requests were down-scoped, and four cases required substantive revision. Because the instruments covered conceptually distinct formative domains, ratings were interpreted descriptively by domain rather than as scores from unidimensional psychometric scales. Integrated evidence supported six revisions, including shorter records, completed examples, clearer risk decisions, and stronger adviser guidance. ARROW-AI should therefore be treated as a developmental process guide rather than evidence of effectiveness or misconduct prevention.

https://doi.org/10.26803/ijlter.25.8.37

TRACE for Evidence-to-Claim Coherence in Undergraduate Thesis Writing: Development and Descriptive Evaluation

Sun, 30 Aug 2026 00:00:00 +0000

Evidence-to-claim coherence requires thesis conclusions and recommendations to remain traceable to research questions, analytical results, evidence, warrants, and methodological boundaries. Grounded in scholarship on argumentation, validity, feedback literacy, and rubric assessment, this study developed the Thesis Reasoning and Argument Coherence Evaluation Framework (TRACE) for undergraduate thesis writing. TRACE integrates an Evidence–Claim Traceability Matrix, a six-dimensional Claim Calibration and Coherence Rubric, a Taxonomy of Research Inference Errors, and a secondary Argument Coherence Index (ACI). Framework development combined conceptual synthesis, exploratory examination of 42 anonymized thesis chapter sets, expert-guided refinement, and rater calibration. A subsequent descriptive evaluation involved 120 third-year undergraduates in four intact thesis-writing sections at a public teacher-education institution in Central Luzon, Philippines. Two sections received TRACE-supported instruction; two received equal-duration conventional thesis-writing instruction without TRACE tools. Ten doctoral-level experts in research methodology, academic writing, educational assessment, instrument development, curriculum, measurement, or thesis supervision appraised high-level framework statements (S-CVI/Ave = .92). Three trained raters scored baseline drafts and final outputs; average-measure absolute-agreement coefficients were ICC (2,3) = .854 and .883, respectively. All sections had higher final means, but one comparison section showed a trajectory comparable to that of the TRACE sections. Very low internal consistency among final dimension scores (? = .09) argued against a homogeneous-scale interpretation of the ACI. TRACE is recommended for cautious formative and diagnostic use, with the dimension profile primary and the ACI provisional.

https://doi.org/10.26803/ijlter.25.8.38

Integrating Local Wisdom into Genre-Based English Materials: A Culturally Responsive Needs Analysis in a Hindu Higher Education

Ni Nyoman Tantri, Ni Nyoman Padmadewi, Luh Putu Artini, Dewa Putu Ramendra — Sun, 30 Aug 2026 00:00:00 +0000

English is a foreign language taught in Indonesia. One of the biggest problems in teaching English as a foreign language is how to bridge students’ language proficiency and their indigenous cultural identity. The present study investigates the need for designing culturally responsive instructional materials for students of a Hindu higher education institution in Central Kalimantan, Indonesia. This research uses an explanatory mixed methods design to implement the Context, Input, Process, Product (CIPP) model to assess the pedagogical and cultural needs for the development of genre-based English teaching materials. Using purposive sampling, this study included 120 students, 5 lecturers, 5 cultural practitioners, and 1 head of the study programme. The study data were collected through questionnaires, document analysis, and semi-structured interviews with lecturers, students, programme administrators, and cultural practitioners. The findings show a critical gap between curriculum policy and classroom practice, indicating the need for urgent genre-based scaffolding and technology based and contextualised content. Cultural analysis identifies that material artefacts (e.g., Batang Haring), social practices (rituals), and philosophical values (Tri Hita Karana) are crucial elements in enhancing the relevance of learning. These results provide a framework for mapping local wisdom into functional texts, ensuring English materials are both linguistically sound and culturally grounded. This study recommends developing technology-based English materials infused with local wisdom as a strategic solution for meaningful, contextualised language learning.

https://doi.org/10.26803/ijlter.25.8.39

Preparing Indonesian Vocational Education for Industry 5.0: A Systematic Review of Pedagogical Approaches, Competencies, and Emerging Challenges

Devin Heliana Pitaloka Sukis, Cica Yulia, Yusep Sukrawan, Rudi Haryadi — Sun, 30 Aug 2026 00:00:00 +0000

The swift evolution of industrial technologies necessitates that vocational high schools enhance the preparedness of their graduates for Industry 4.0, while also gearing up for Industry 5.0. However, there is a little comprehensive evidence on how teaching methods, the application of the Merdeka Curriculum, and the development of Industry 4.0 competencies work together to facilitate this transition in Indonesia. This systematic literature review consolidates findings on teaching methodologies, the incorporation of Industry 4.0 skills, and the challenges facing implementing teaching methodologies in vocational high schools. In accordance with PRISMA guidelines, 30 peer-reviewed articles published from 2021 to 2026 were selected from Scopus and Google Scholar by applying specific inclusion criteria. Data was collected manually using a structured form and analyzed with thematic synthesis. The results indicate that project-based learning, Teaching Factory, and technology-enhanced learning are the predominant pedagogical strategies that aid in the execution of the Merdeka Curriculum. These strategies consistently enhance competencies relating to technical skills, digital literacy, critical thinking, problem-solving, creativity, and collaboration; communication remains the least-developed skill. The review also highlights significant challenges faced in applying these pedagogical approaches; these challenges relate to teacher proficiency, curriculum adaptability, industry partnerships, and disparities in digital infrastructure. Ultimately, to prepare vocational education for Industry 5.0, a comprehensive transformation is needed that incorporates innovative teaching practices, responsive curricula, institutional development, and sustainable collaborations with industry to bolster workforce readiness.

https://doi.org/10.26803/ijlter.25.8.40

Observation-Based Learning in Islamic Religious Education: Developing Spiritual Awareness, Sociological Sensitivity, and Inclusive Attitudes at an Indonesian University

Sun, 30 Aug 2026 00:00:00 +0000

This study examines how observation-based learning supported university students’ spiritual awareness, sociological sensitivity, and inclusive attitudes in Islamic Religious Education (IRE). Using a qualitative case study design, the study analyzed a multi-level documentary corpus generated by 120 undergraduate students across three class sections in the History of Islam and Studies of Indonesian Society course at Universitas Pendidikan Indonesia. The corpus comprised 36 group observation reports, three classroom discussion documents, and 120 individual reflective writings produced following structured field encounters with diverse religious and social communities. Data were examined through qualitative document analysis and reflexive thematic analysis, with data-source triangulation across group-, class-, and individual-level documents and additional credibility checks used to assess convergent and divergent patterns. Findingsings indicate that observation-based learning supported movement from predominantly textual and categorical understandings toward interpretation of religion as a lived social reality. Spiritual awareness appeared as reflective-moral self-examination, recognition of prejudice, empathy, and responsibility; sociological sensitivity as historical, cultural, institutional, and socio-political contextualization; and inclusive attitudes as respectful listening, clarification before judgment, resistance to stereotyping, and dialogical engagement. The study contributes to IRE scholarship by conceptualizing observation-based learning as a reflective-contextual pedagogy in which direct encounter becomes educationally meaningful through moral reflection, contextual interpretation, and dialogue.

https://doi.org/10.26803/ijlter.25.8.41

A Model for Developing Active Learning Teaching Skills among Thai Pre-service Teachers

Apantee Poonputta, Autthapon Intasena, Wittaya Worapun, Chanat Inkanok — Sun, 30 Aug 2026 00:00:00 +0000

Active learning has become an essential instruction approach for preparing learners with the knowledge and skills required in the 21st century, and structured professional development can help pre-service teachers develop the competencies needed to implement such approaches effectively. The purpose of this study was to develop a model for enhancing active learning teaching skills among pre-service teachers. The study employed a research and development design consisting of three phases: model development, implementation, and evaluation. The implementation phase (Phase 2) was conducted over a 16-week semester during the pre-service teachers’ teaching practicum. The resulting model consisted of four major components: workshop training, lesson planning, coaching and feedback, and reflection and sharing activities. The findings revealed that the developed model demonstrated the highest levels of appropriateness (M = 4.90) and feasibility (M = 4.94). Furthermore, the pre-service teachers achieved lesson-planning and teaching-skill scores significantly higher than the established criterion of 80% (p < .05). The model was also evaluated positively across the instruction, institutional, and behavioral dimensions of Hammond’s framework. The study contributes to teacher education by providing an evidence-based model for developing active learning teaching competencies among pre-service teachers during their teaching practicum.

https://doi.org/10.26803/ijlter.25.8.42

Reflection and Innovation Approach in Technology-Supported Project-Based Learning for Strengthening the Pancasila Learner Profile among Secondary School Students

Sun, 30 Aug 2026 00:00:00 +0000

Developing students who embody the Pancasila Learner Profile remains a central objective of Indonesia's Merdeka Curriculum, yet many schools struggle to translate these expected values into classroom practice. Meanwhile, smartphones are integral to adolescents' daily lives, though their potential to support character education remains underused. This study examined whether integrating a Reflection and Innovation approach into Technology-Supported Project-Based Learning could improve students' character development more effectively than conventional instruction. A quasi-experimental nonequivalent control-group pretest-posttest design was conducted with 384 Grade Eleven students (192 experimental, 192 control). Character development was assessed using a 60-item Pancasila Learner Profile Questionnaire with strong content validity (CVI = .89) and excellent internal consistency (Cronbach's ? = .93). After eight weeks, students exposed to the intervention outperformed the comparison group (M = 82.6 vs. 63.4; t(382) = 18.18, p < .001; Cohen's d = 1.86), with large effect sizes across all six dimensions (d = 1.37–1.53). The intervention also produced a substantially higher Normalised Gain (g = .65) than conventional learning (g = .27), while students reported very positive learning experiences (91.1% positive responses). These findings indicate that combining structured reflection, authentic project work, and technology-supported learning provides an effective pathway for strengthening multidimensional character development among secondary school students.

https://doi.org/10.26803/ijlter.25.8.43

SI-M-SWOT: A Problem-Based Learning Model with Game Technology to Teach SWOT Analysis in Marketing in Higher Education in East Java, Indonesia

Nanik Sri Setyani, Agus Prianto, Anton Wahyudi, Ahmad Hamiduddin Yahya — Sun, 30 Aug 2026 00:00:00 +0000

The ability to conduct SWOT analysis is an essential competency in marketing education. However, conventional teaching approaches may not always provide interactive and contextually relevant learning experiences. This study intends to develop and evaluate SI-M-SWOT. The interactive learning model integrates Problem-Based Learning (PBL) and game-based learning to enhance the teaching and learning of SWOT analysis in marketing education. This study employed a Research and Development (R&D) approach using the ADDIE framework, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The model was piloted with 133 undergraduate students across four universities in East Java, Indonesia. Data collected through observations, questionnaires, and pre- and post-tests were analyzed using descriptive statistics and paired-samples t-tests. The paired-samples t-test results revealed statistically significant improvements in SWOT analysis comprehension scores across all participating universities (t = ?3.93 to ?9.68; df = 26–44; p < 0.001), with effect sizes ranging from moderate to very large (Cohen’s d = 0.59–1.86; pooled d ? 1.06; N = 133). Mean scores increased by 15.80 to 28.74 points (24.7%–44.3%) across the participating universities. The findings also indicated positive improvements in students’ critical thinking skills and participation. The integration of SI-M-SWOT and PBL provided a more engaging and student-centered learning experience. In addition, students reported increased learning motivation and demonstrated improved analytical skills in addressing real-world marketing problems. Overall, the findings provide statistical evidence supporting the effectiveness of the SI-M-SWOT model for teaching SWOT analysis in marketing education. Therefore, the SI-M-SWOT model shows potential for implementation in higher education settings.

https://doi.org/10.26803/ijlter.25.8.44

Application of Total Quality Management on Higher Education Teaching Quality: A Systematic Review Based on PRISMA, and Research Implications (2015-2025)

Qiongyu Yang, Jamil Ahmad, Aida Hanim Binti A. Hamid — Sun, 30 Aug 2026 00:00:00 +0000

With the increasing emphasis on quality assurance and continuous improvement in higher education, total quality management (TQM) is being widely applied to enhance teaching quality. However, research into the core practices, effects and implementation challenges of TQM remains fragmented. This study conducted a systematic literature review according to the PRISMA framework. A systematic search of Scopus and Web of Science identified 1 058 records, from which 14 eligible studies published between 2015 and 2025 were selected. The included studies were analysed using thematic and inductive analysis. The findings indicate that key TQM dimensions include leadership support, teaching process management, quality measurement and evaluation, continuous improvement, faculty development and stakeholder orientation. TQM generally contributes to improved teaching quality, faculty performance, organisational effectiveness and stakeholder satisfaction. However, implementation is constrained by insufficient leadership support, limited teacher participation, weak quality culture and inconsistent evaluation practices. Overall, TQM can enhance higher education teaching quality when it is systematically integrated with institutional leadership, teaching processes, faculty development and continuous improvement mechanisms. The findings provide practical implications for educators, university administrators and policymakers.

https://doi.org/10.26803/ijlter.25.8.45

Unlocking the Potential of Flipped Classroom Models in Elementary Education: A Systematic Literature Review

Sun, 30 Aug 2026 00:00:00 +0000

This systematic review synthesized evidence on the barriers, enabling conditions, and outcomes of flipped classroom implementation in elementary education. A Scopus search on 13 February 2026 identified 265 records from 2016–2025, with PRISMA 2020 screening retaining 27 eligible studies. The included studies underwent structured thematic synthesis following methodological quality appraisal using the Mixed Methods Appraisal Tool (MMAT). Teacher-related barriers (n = 11) and technological constraints (n = 10) predominated, while student readiness, family support, and contextual adaptation shaped implementation. Structured design (n = 16) and age-appropriate materials (n = 15) predominated, supported by teacher development, active pedagogy, motivation, and ecosystem readiness. Academic achievement (n = 16) and motivation and engagement (n = 14) predominated, alongside retention, higher-order thinking, socio-emotional development, and physical outcomes. However, competitive features increased anxiety, while complex motor tasks produced weaker outcomes when demands exceeded learner readiness. Conceptually, this review advances a developmentally grounded, systemic explanation of elementary flipped classroom implementation. It positions instructional alignment as the mechanism connecting technology, teacher capacity, learner readiness, family support, and institutional conditions. Successful implementation therefore depends on coherent relationships among these components and their adaptation to younger learners. These findings provide schools with evidence-based criteria for equitable, developmentally appropriate, and responsible implementation.

https://doi.org/10.26803/ijlter.25.8.46

A Deep-CLIL Approach to Developing English for Mining Materials in Higher Education

Sun, 30 Aug 2026 00:00:00 +0000

The increasing demand for English communication in the global mining industry requires higher education institutions to provide instructional materials that integrate disciplinary knowledge, language development, and professional competencies. However, English courses in mining-related programs remain largely generic and insufficiently aligned with students’ academic and workplace needs. This study aimed to develop and validate deep content and language integrated learning (deep-CLIL)-based English for mining materials for higher education. Employing a design and development research (DDR) approach, the study involved 106 undergraduate students from five Indonesian universities, 15 interview participants, and three expert validators. Data were collected through questionnaires, semi-structured interviews, and expert validation checklists and were analyzed using descriptive statistics and thematic analysis. The needs analysis identified strong demand for contextualized mining content, particularly mining operations, geological exploration, environmental management, and occupational safety. Speaking emerged as the highest-priority language skill. Students strongly supported project-based learning, authentic workplace tasks, collaborative learning, and critical-thinking activities. These findings informed the development of the deep-CLIL framework, which extends the conventional CLIL 4Cs (content, communication, cognition, and culture) by explicitly integrating deep learning principles to promote meaningful knowledge construction and workplace readiness. The resulting materials comprised 10 thematic units incorporating authentic mining scenarios, collaborative projects, reflective learning, and performance-based assessment. Expert validation demonstrated very high validity across all dimensions (overall M = 4.80), confirming the quality and feasibility of the developed materials. The study contributes a theoretically grounded and empirically validated framework that offers practical guidance for developing discipline-specific English materials in higher education.

https://doi.org/10.26803/ijlter.25.8.47