Journal of Interdisciplinary Studies in Education
As a Scopus-indexed Q1 publication, the Journal of Interdisciplinary Studies in Education (Online ISSN 2690-0408, Print ISSN 2166-2681) serves as a pivotal platform for scholars seeking to shape the educational landscape through groundbreaking research.
Enhancing Engineering Students’ Flexible Communication Skills through Digital Learning Environments to Support International Cooperation
Communication skills are a key component of the flexible skills required for future engineering professionals, supporting effective interaction with colleagues, clients, and international partners. This study investigates the effectiveness of a specially designed digital English-language course in cross-cultural communication for developing engineering students’ flexible communication skills at Kharkiv National Automobile and Highway University. A pedagogical experiment conducted during the 2024–2025 academic year involved an experimental group (n = 65) and a control group (n = 63). The experimental group was taught using innovative digital methods, whereas the control group followed conventional instruction. The findings revealed statistically significant improvements in the experimental group, confirming the effectiveness of the proposed instructional approach.
Education, Society, and Cultural Contexts
flexible skills, intercultural communication, engineering students, English (Second Language), digital course, communicative tolerance, business etiquette
Copyright (c) 2026 Nataliia Saienko, Zhanna Bogdan http://creativecommons.org/licenses/by-nc-nd/4.0
The 21st century faces a digital learning paradox where an abundance of information leads to cognitive overload. This paper examines strategies for the learning cycle of learning-unlearning-relearning and emphasizes the need for cognitive flexibility in a fast-paced digital landscape. Using Braun and Clarke's thematic analysis, it identifies key themes, including psychological barriers to unlearning and the transformative potential of AI in education. Findings indicate that while digital tools enhance accessibility, they may result in shallow processing and decreased retention. The research proposes solutions such as categorizing knowledge and encouraging metacognition to foster lifelong learning in institutional settings. Additionally, a conceptual framework for adaptive learning is presented, advocating for skill-based pedagogies over traditional content-focused approaches.
Copyright (c) 2026 Vaibhav Verma, Sameer Babu M http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring graduate employability through self-determination and constructivist perspectives
This research investigates graduate employability and competency relevance through the application of Self-Determination Theory (SDT) and Constructivist Learning Theory as theoretical frameworks. Survey instruments were designed and analyzed based on SDT autonomy, competence, and relatedness dimensions, while constructivist principles helped explain how academic learning translates into professional practice. The research employed a tracer study method to gather data from 147 master’s and doctoral alumni of a private higher education institution. The findings indicate that 91% of respondents maintain full-time employment, and 62.6% confirm that their current work matches their graduate education. Alumni participants reported significant career progression and extensive use of transferable abilities. The research provides implications for curriculum review, quality assurance, and theoretical integration in graduate outcome assessments.
Graduate employability, Tracer study, Self-determination theory, Constructivist learning, Competency application, Institutional values
Copyright (c) 2025 Mary Rachelle http://creativecommons.org/licenses/by-nc-nd/4.0
Principal leadership orientations in vocational school transformation
Indonesia's transition of Vocational High Schools (VHS) to Regional Public Service Agency (RPSA) status demands strategic and adaptive principal leadership to optimize institutional performance and resource management. Yet persistent misalignment between administrative expectations and leadership practice undermines effective school transformation. This study examines the factor structure of principal leadership orientations during this transition using a quantitative design with Confirmatory Factor Analysis (CFA) applied to data from 316 purposively selected respondents in Indonesia. Three leadership orientation factors emerged: results focus, individual well-being, and team-oriented flexibility, with factor loadings ranging from 0.419 to 0.862, confirming construct validity.
Education, Technology, and Scientific Innovation
Copyright (c) 2026 Arin Ika Puspitaningsih, Burhanuddin Burhanuddin, Ali Imron, Ahmad Yusuf Sobri http://creativecommons.org/licenses/by-nc-nd/4.0
Teacher and peer feedback in collaborative learning
While collaborative learning can enhance outcomes, it may reduce learners’ sense of ownership due to shared contributions and feedback. This study investigated the influence of teacher and peer feedback on perceived psychological ownership and learning in collaborative projects, assessing the mediating role of perceived quality and its impact on academic grades. Using a quantitative method with 132 Malaysian college students on a shared cloud platform, results showed that both peer and teacher feedback negatively influenced psychological ownership. Perceived quality partially mediated the relationship between psychological ownership and perceived learning. Furthermore, psychological ownership correlated positively with cognitive learning, but not emotional learning. These findings provide empirical evidence for improving collaborative learning environments by highlighting the importance of feedback sources and perceived quality.
Copyright (c) 2025 Michelle Chan Mei Gwen, Shalini Nagaratnam, Chew Shin Yi, Shamsiah Banu Mohamad Hanefar, Farah Abd Naz http://creativecommons.org/licenses/by-nc-nd/4.0
Understanding AI Literacy Among College Students: Voices from a Historically Black College and University
This qualitative case study explores how students at a Historically Black College and University (HBCU) perceive, use, and critically reflect on artificial intelligence (AI) within academic and personal contexts. Guided by a four-dimensional framework: conceptual understanding, application skills, ethical awareness, and critical reflection, semi-structured interviews with 28 undergraduate and graduate students from one mid-Atlantic public research university revealed both opportunities and challenges. Students viewed AI as a supportive “assistant” that enhances efficiency in writing, communication, and learning, but demonstrated limited technical knowledge and occasional uncritical reliance on outputs. Ethical concerns, particularly regarding plagiarism, bias, and data privacy, were prevalent, alongside strong calls for institutional guidance. Findings highlight the need for equity-driven, curriculum-integrated AI literacy initiatives to ensure responsible, critical, and inclusive engagement with emerging technologies.
Copyright (c) 2026 Krishnna Bista , Surakshya Paudel, Uttam Gaulee, Glenda Prime , Benita Threadgill, Victory Momoh, Patricia Crispin Anderson, Ricky Gole , Sujata Sharma , Urasha Mandal , Manisha Rajput , Smriti Garbuja, Kiran Tiwari, Vandana Pandey http://creativecommons.org/licenses/by-nc-nd/4.0
Ethical Leadership Practices and Staff Organizational Commitment
The objective of this study was to investigate the status of ethical leadership practices and their impact on academic staff organizational commitment. A survey design was employed in this study. A sample size of 351 academic staff and 242 university leaders was selected. The Ethical Leadership Survey, the Minnesota Satisfaction Questionnaire, and three commitment models were used to collect data. Both descriptive and inferential data analyses were conducted. The study revealed notable differences in perceptions between university leaders and academic staff about ethical leadership practices. The study revealed that Ethical leadership predicts the organizational commitment of academic staff. Job satisfaction partially mediates the relationship between ethical leadership and academic staff affective commitment. However, it fully mediates between ethical leadership, continuance commitment, and normative commitment.
Copyright (c) 2026 Guyasa Desalegn, Mekonnen, Kidane, Hundessa, Afework http://creativecommons.org/licenses/by-nc-nd/4.0
This phenomenological study examines how doctoral students in Turkish universities experience progress uncertainty, self-doubt, and wellbeing. Semi-structured interviews were conducted with 20 doctoral students across diverse disciplines and program stages. Findings reveal progress uncertainty as a distinct psychological stressor rooted in ambiguous expectations and invisible benchmarks. Progress uncertainty creates a reinforcing cycle with self-doubt, eroding wellbeing through chronic strain, work-life imbalance, and endurance-based coping. The Turkish context intensifies these dynamics through resource constraints, hierarchical supervision, and cultural expectations when institutions assume full-time student status despite employment realities. By demonstrating how progress uncertainty and self-doubt emerge from institutional structures rather than individual deficits, the study challenges individualistic approaches and points to structural interventions addressing institutional sources of uncertainty.
Copyright (c) 2026 Berat Deniz http://creativecommons.org/licenses/by-nc-nd/4.0
Generative AI and critical thinking in higher education
The rapid integration of generative artificial intelligence (AI) in higher education has raised important questions about its impact on students’ critical thinking. This study aims to explore how higher education students perceive the impact of generative AI use on their critical thinking. A phenomenological qualitative design was employed in this study. Data were collected through semi-structured interviews with 12 university students in Bangladesh and analyzed using thematic analysis. The findings indicate that generative AI use is associated with superficial engagement with academic content, diminished self-regulation of cognitive effort, increasing reliance on AI-supported thinking, and heightened awareness of related cognitive risks and internal conflict.
Copyright (c) 2026 Bijon Kumar Roy, Md. Solaiman Jony http://creativecommons.org/licenses/by-nc-nd/4.0
This qualitative study examines English as a foreign language (EFL) students’ perception of self-regulated learning (SRL) strategies and motivational beliefs. Semistructured interviews were conducted with 25 students. Data were analyzed using reflexive thematic analysis. Four key themes emerged from the analysis. These are approaches to goal orientations, perceptions of task value and self-efficacy, cognitive and metacognitive learning strategies, and management of study time and environment. The findings revealed that students combine intrinsic and extrinsic goals, value tasks selectively, and employ varied cognitive, metacognitive, and time-management strategies. In general, Moroccan EFL learners demonstrate notable strengths in self-regulation and motivation.
cognitive strategies, metacognitive strategies, motivational beliefs, self-efficacy, self-regulated learning
Copyright (c) 2026 Omar Baissane, Hassan Zaid http://creativecommons.org/licenses/by-nc-nd/4.0
This qualitative case study examines how instructional leadership practices enacted by school principals contribute to educational resilience during crises, including the COVID-19 pandemic and recurrent natural disasters (earthquakes and landslides) in Uttarakhand, India. Drawing on semi-structured interviews with 50 school principals and complementary field observations, the study investigates leadership strategies that supported teachers’ professional development, sustained instructional continuity, strengthened communication, and fostered community engagement. Findings indicate that principals who prioritized instructional guidance, collaborative decision-making, and adaptive planning were more successful in maintaining student learning outcomes and minimizing dropout risks during periods of disruption. The study reveals a strong association between sustained instructional leadership and the development of resilient school systems capable of responding effectively to crisis conditions.
crisis, educational resilience, instructional leadership, qualitative case study, Uttarakhand
Copyright (c) 2025 Sudha Dhandapani, Kamaljeet Kaur http://creativecommons.org/licenses/by-nc-nd/4.0
Integrating global citizenship and transformative learning
This study investigates the integration of Global Citizenship Education (GCED) and Transformative Learning Theory (TLT) within the graduate curricula of Romblon State University. Using a sequential explanatory mixed-methods design, the research analyzed survey data from 88 graduate students through descriptive and inferential statistics, followed by qualitative interviews and focus group discussions with students, faculty, and administrators. Results indicate that key transformative learning processes—critical reflection, rational discourse, experiential learning, and perspective transformation—are substantially embedded in the curriculum. These processes contribute to the development of global awareness, social justice orientation, cultural competence, civic engagement, and ethical responsibility among graduate students.
Copyright (c) 2026 Dr. Joanne R. Dalisay, Dr. Philip R. Baldera, Dr. Ellaine Joy G. Eusebio, Dr. Kreisler I. Fontamillas, Dr. Aljay Marc C. Patiam http://creativecommons.org/licenses/by-nc-nd/4.0
Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students
This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.
Academic achievement; autonomy; gender; language learning strategies; self-regulated learning.
Copyright (c) 2024 Bendaoud Nadif http://creativecommons.org/licenses/by-nc-nd/4.0
The study examined education toward crime prevention with the understanding that juvenile delinquency is a social problem that affects both developed and developing countries. The work adopted quantitative and qualitative approaches to explore educational approaches (vocational, e-learning, and self-sustainability) that are geared toward crime prevention among youth in Nigeria. The target population was youth aged 18 to 35 years in Asaba and Warri. A sample size of 250 respondents was drawn from cities. A total of 500 copies of questionnaires were administered; however, 482 (96.4%) were returned as valid. The findings indicated that vocational education improves access to market-relevant skills, economic participation, and crime prevention.
Copyright (c) 2026 Edafe Ulo, PhD., Influence EJIREFE, PhD. http://creativecommons.org/licenses/by-nc-nd/4.0
Crafting educational programs in modern business schools
The study is dedicated to determining the association of responsible management in education on the transformation of education in contemporary business schools. The research examines the association of responsible management on the survival of companies established by business school graduates, based on a survey of 140 graduates from colleges and universities in the United States and Canada, whose companies have been operational for over three years. Using ANOVA to compare respondents’ assessments across socio-demographic and educational groups (gender, background, work experience, and education quality), it was found that the evaluations of the influence of responsible management vary statistically significantly between these groups. These results suggest potential implications for business education, while remaining limited to associative interpretation.
Copyright (c) 2026 Marat Ressin http://creativecommons.org/licenses/by-nc-nd/4.0
Success thrives where academic resilience is nurtured, and happiness is valued
Teenagers often struggle to achieve academic excellence due to a lack of emotional regulation. Emotional factors significantly influence their academic and personal development during this period. This research looks to explore how academic resilience relates to happiness. The present study has focused on finding a correlation between academic resilience and happiness. This study has hypothesized both alternative and null hypotheses. The total number of samples constituted for the present study was 100 from various disciplines. Data were collected through a Google form on academic resilience 5-point Likert scale, and the Oxford Happiness Questionnaire. The collected data were analyzed using Pearson correlation, followed by regression analysis. The statistical results revealed a strong positive correlation between academic resilience and happiness, and the regression model revealed that academic resilience has strong predictive power for happiness.
Copyright (c) 2026 Paramjeet Kaur http://creativecommons.org/licenses/by-nc-nd/4.0
Authoritative parenting style and aggression in adolescents
Authoritative parenting promotes warmth and control, aggression reflects hostile behaviour, while Machiavellianism involves manipulative interpersonal strategies. This study investigated how Authoritative parenting style relates to aggression, focusing on how Machiavellianism—a trait from the Dark Triad Personality framework—acts as a mediator. 445 secondary school students from West Bengal, India, took part in the research. The study used standardized tools: Parental Authority Questionnaire (Buri, 1991), Short Form Aggression Questionnaire (Bryant & Smith, 2001), and Short Dark Triad (Jones & Paulhus, 2013). The findings showed notable gender differences in both Aggression and Machiavellianism. Correlation analysis revealed a positive link between Aggression and Machiavellianism, and a negative correlation with both fathers’ and mothers’ Authoritative parenting style.
Copyright (c) 2026 Authors http://creativecommons.org/licenses/by-nc-nd/4.0
Generative AI Competence and Student Engagement in Higher Education
This study investigates university students' competence and engagement with Generative AI applications, analyzing usage, perceived autonomy, and AI formal learning as predictive mediators. The study used a cross-sectional survey design to collect data from 262 students across various disciplines. Analysis using PLS-SEM revealed that GenAI competence is a powerful, direct driver of students’ engagement (β = 0.255, p < 0.001), accounting for 64.5% of its variance (R² = 0.645), with the direct path showing a small to medium effect size (f² = 0.117). This relationship is significantly mediated through three distinct pathways: GenAI utilization (β = 0.155, p < 0.001), Perceived Autonomy (β = 0.121, p = 0.005), and AI Formal Learning (β = 0.092, p = 0.005).
Copyright (c) 2026 Samuel Nii Adamah Sampah, Macharious Nabang, Elikem Kofi Krampa , Mustapha Issah , Francis Koduah , Harry Barton Essel , Joe Adu-Agyem http://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Critical Thinking and Self Directed Learning through Integration of Digital Competence and Didactic Strategy in Higher Education
The rapid digital transformation of higher education, accelerated by the COVID-19 pandemic, has exposed a persistent misalignment between digital competence and pedagogical practice, limiting the development of critical thinking and self-directed learning. This qualitative descriptive study investigates how digital technologies and didactic strategies are integrated in practice. Data were collected through interviews, observations, and document analysis involving lecturers and students, and analyzed thematically. Findings reveal disparities in digital proficiency, limited use of advanced tools, and inconsistent implementation of learner-centered approaches. However, integrating digital technologies with project-based learning and peer assessment enhances problem-solving, communication, and metacognitive skills. The study highlights the importance of digital–didactic alignment, emphasizing the need for continuous professional development, institutional support, and curriculum redesign to foster effective, learner-centered digital learning environments.
Copyright (c) 2026 Nurul Latifatul Inayati, Fahmi Ulum Al Mubarok, Annas Fajar Rohmani http://creativecommons.org/licenses/by-nc-nd/4.0
This study examines the effectiveness of thirteen different training programs in mitigating widespread classroom disorder and evaluates school policy acceptance toward three distinct student groups. Specifically, it identifies which training programs have a significant impact on reducing or preventing classroom disruptions. Using ordinal logistic regression, the analysis draws on a dataset of 2,762 responses from the 2017–18 School Survey on Crime and Safety (SSOCS), encompassing schools across urban, suburban, town, and rural settings in the United States. Findings indicate that only four training programs—classroom management, security procedures training, mental health intervention training, and positive behavior intervention—significantly enhance the likelihood of reducing classroom disorder. Additionally, among school policies examined, only those promoting cultural diversity, such as cultural awareness clubs, demonstrate a meaningful positive effect on mitigating widespread classroom disruptions. The study identifies four key training-based competencies essential for teachers: classroom management, security procedures, mental health intervention, and positive behavior support.
Copyright (c) 2026 Eka Putra http://creativecommons.org/licenses/by-nc-nd/4.0
Fostering toddlers’ confidence development in their early childhood literacy
The Reading Seed Programme (RSP) is an early childhood literacy initiative that has strong potential to support UNESCO’s Sustainable Development Goal 4 (SDG 4) by fostering a culture of reading. This programme, which begins as early as pregnancy, has demonstrated its effectiveness in building toddlers' confidence in reading through parental involvement. This study employed purposive sampling to gather data from parents involved in the RSP, revealing that the programme has a beneficial effect on children's early literacy development. However, several areas require improvement to enhance its effectiveness. These include tailoring the programme to individual learning needs, integrating robust monitoring systems, strengthening training for facilitators, establishing a strategic roadmap for outcomes, and clarifying the programme's attitudinal goals.
Copyright (c) 2026 Awang Rozaimie, Aiza Johari, Abdul Ismail, Norseha Unin http://creativecommons.org/licenses/by-nc-nd/4.0
Examining the Role of School Climate in Promoting Cross-Cultural Emotional Wellness and Psychological Resilience Among Students in Army Schools
This study investigates the influence of school climate on the emotional wellness and psychological resilience of students in army schools, which offers cross-cultural dynamics. The unique environment has students from diverse regional and cultural backgrounds due to the mobility of military families. The research explores how supportive leadership, peer relationships, inclusivity, and emotional safety contribute to students' emotional well-being and ability to adapt in challenging situations. The study utilizes Likert scale instrument to capture data from 120 students in secondary classes from 15 Army Schools across the Northeastern states of India. The findings aim to provide insight into the mechanisms through which school climate can foster emotional balance and resilience, guiding future policies for military-based educational institutions.
army schools, cross-cultural emotional wellbeing, psychological resilience, school climate, secondary class students
Copyright (c) 2026 Sudha Dhandapani, Kamaljeet Kaur http://creativecommons.org/licenses/by-nc-nd/4.0
Culturally responsive teaching self-efficacy among education students
Culturally responsive teaching self-efficacy (CRTSE) has emerged as a critical topic in the preparation of prospective teachers. Its significance has increased over time in teaching and scientific discourse. However, previous research on the CRTSE has yielded conflicting results. This cross-sectional study examined the CRTSE of education students in a teacher education institution in the Philippines. The study was conducted immediately after the participants completed the course, which is referred to as Bukidnon Cultural Studies, with Strategies in Teaching Indigenous People, which promotes culturally responsive teaching. Using a 40-item scale, forty-four education students participated in a self-assessment through purposive sampling. The results revealed that education students were highly capable or efficacious in culturally responsive teaching, except in areas such as assessment and the native language. The cross-sectional analysis revealed a significant difference in CRTSE scores between students majoring in the Filipino and English languages, particularly in terms of the classroom environment.
Copyright (c) 2026 Manuel Caingcoy http://creativecommons.org/licenses/by-nc-nd/4.0
Short-Term Education Abroad and Global Competence
This study examines the impact of short-term education abroad programs on the global competencies of 829 undergraduate students at a mid-sized public university. Students participated in three- to four-week international education programs during the winter of 2023 and were asked to complete pre- and post-program self-rated measures of their attitudes, knowledge, and awareness in the areas of cultural engagement, diversity tolerance, ambiguity tolerance, knowledge of the host site, and perceived resilience. Results showed that across the duration of their short-term experience abroad students reported increased competencies in all areas except for perceived resilience. The combination of host-country language and language of instruction (English or another language) minimally influenced results in a few areas, including ambiguity tolerance and diversity openness.
Copyright (c) 2026 Lisa P. Chieffo, Ravichandran Ammigan, Meng Fan, Rujia Wei, Noel L. Shadowen http://creativecommons.org/licenses/by-nc-nd/4.0
Examining the teaching competencies of public elementary school teachers
Teaching competency is vital for quality education, enabling teachers to provide effective instruction and support holistic student development. This study assessed the extent of agreement among 65 public elementary school teachers in Ifugao, Philippines, regarding their teaching competencies and examined variations across their demographic profiles. A quantitative descriptive survey was employed using the Teaching Competency Evaluation for Elementary Teachers (TCEET), which assessed five domains: professionalism, teaching effectiveness, instructional planning, classroom management, and adaptability. The results reveal that teachers rated their competencies to a very great extent, with professionalism rated highest. Gender differences emerged solely in instructional planning, favoring males. Age differences appeared in professionalism and teaching effectiveness, with younger and older teachers rating higher.
Copyright (c) 2025 Henry Jr. Balabal, Peter Paul Canuto http://creativecommons.org/licenses/by-nc-nd/4.0
Adults influence younger generations and play an important role in responding to climate change. This qualitative case study explored the impact of a 12-week Online Nature Workshop (ONW) program, consisting of six biweekly sessions, focused on adults’ perceptions and experiences of nature. Workshops addressed themes such as human-nature relationships, ecological footprints, composting, biodiversity, and slow living, through hands-on activities that could be done at home. Ten adults (aged 18-31) engaged in interactive, experiential activities delivered online. Data were collected with open-ended pre-post questionnaires and nature diaries. The study showed that before the ONWs, participants described nature only in terms of human benefit, but afterward, they began to see it as an interconnected system where humans co-exist with other living beings.
Copyright (c) 2026 Naz Fulya Çibik, Aylin Çam http://creativecommons.org/licenses/by-nc-nd/4.0
Ideological integration in higher education
Growing concerns over declining character values among Indonesian university students drive this study, which asserts that ideology-based character development model at two prominent public universities effectively enhance student integrity, ethics, and social responsibility. By analyzing these institutional strategies through interviews and document analysis, the research highlights how leadership values, social responsibility, and integrity are strengthened via ideology-based model. The findings indicate that these models boost ethical awareness and leadership skills, embedding national values in campus life. The study urges further research to validate these findings and provides universities with actionable guidance on reinforcing student character in the age of digital transformation.
Copyright (c) 2026 Mustaqim Pabbajah, Juhansar, Tarquam McKenna, Ratri Nurina Widyanti, Widi Fajar Widyatmoko http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring pedagogical effectiveness in teacher education
This study examined the perceptions, practices, and challenges of Kurdish EFL university lecturers in implementing effective pedagogy within teacher education. Forty lecturers from Iraqi Kurdistan completed surveys and semi-structured interviews. While participants viewed problem-based and collaborative learning as most effective, lecture-based instruction predominated, indicating a gap between beliefs and practice. Challenges included limited resources, insufficient training, political interference, and inadequate integration of technology. Proposed solutions emphasized learner-centered approaches, enhanced teacher training, improved infrastructure, and greater use of educational technologies, including AI tools. Findings highlight the need to align pedagogical beliefs with practice, strengthen pedagogical content knowledge, and integrate technology to improve teacher education quality. Implications extend to policymakers, teacher educators, and institutions in similar EFL contexts.
Effective teaching methods, Kurdish EFL lecturers, pedagogy, teacher education, technology and L2 teaching
Copyright (c) 2025 Rizgar Qasim Mahmood http://creativecommons.org/licenses/by-nc-nd/4.0
Self-regulated learning (SRL) has been consistently correlated with academic achievement across various educational contexts. Although its importance is widely acknowledged, there remains a notable gap in research on SRL and its predictive power concerning academic achievement within the Moroccan educational setting. This study investigates the relationship between SRL and academic achievement among Moroccan English as a Foreign Language (EFL) university students through a quantitative approach. A total of 403 students completed the Motivated Strategies for Learning Questionnaire, and the data were analyzed via multiple regression analysis. The results revealed a positive relationship, with SRL constructs emerging as significant predictors of academic achievement. The regression model explained 18% of the variance in academic achievement, indicating a moderate but noteworthy impact. The study further discusses practical strategies that educators can adopt to promote SRL, enhance autonomous learning, and equip students with the necessary skills for the complexities of the modern world.
Academic achievement, Autonomous learning, Motivation, Moroccan EFL Students, Self-regulated learning
Copyright (c) 2025 Omar Baissane, Hassan Zaid http://creativecommons.org/licenses/by-nc-nd/4.0
Social science teachers’ perceptions and practices of global citizenship education
This study investigated social science teachers' perceptions of and practices in global citizenship education (GCED) through a case study of two government primary schools in Bangladesh. The study was qualitative to obtain in-depth insight from the participants. The schools and participants were selected purposively. In-depth interviews were conducted with four social science teachers and two head teachers. Two FGDs were conducted with students, and four classrooms were observed. The data were analyzed thematically, and nine themes emerged, such as knowledge of GCED; perceptions of diversity, empathy, and solidarity; GCED in the curriculum; pedagogies for GCED; cocurricular activities; GCED; student voice, engagement, and GCED; practicing GCED in the classroom and school; practicing equality in and out of the classroom; and ensuring critical pedagogy through student voice and engagement.
Global Citizenship, Global Citizenship Education, Diversity, Inclusion, Respect, Empathy
Copyright (c) 2025 Tanjima Rahman, Khairul Islam, Arifur Rahman http://creativecommons.org/licenses/by-nc-nd/4.0