International Journal of Learning, Teaching and Educational Research

A Systematic Literature Review on Teacher Leadership Practices in Science and Mathematics Education (2019-2025)

2025-10-28T08:18:37+00:00

This systematic literature review synthesises empirical research on teacher leadership practices in science and mathematics education published between 2019 and June 2025, addressing the main research question: What are the dominant research themes, theoretical frameworks, methodological trends, and enactment contexts of teacher leadership practices in science and mathematics education during this period? A total of 34 peer-reviewed articles indexed in Scopus, Web of Science, ERIC, and EBSCOhost (Education Source) were analysed using the PRISMA 2020 framework and PICOS eligibility criteria. The review aimed to identify dominant research themes, theoretical frameworks, methodological trends, and the enactment of teacher leadership in instructional, assessment, and systemic contexts. Eight dominant themes emerged, with professional development, instructional practices, and leadership identity being the most prevalent. Teacher leaders were found to play critical roles in mentoring, curriculum design, assessment reform, and equity advocacy. Theoretical frameworks such as Communities of Practice, Teacher Leadership Identity Theory, and Transformational Leadership Theory were frequently employed to conceptualise leadership. The review highlights significant gaps in three areas: leadership for marginalised groups is often informal and under-supported (equity and inclusion), insufficient studies from the Global South (global representation), and there is little quantitative or longitudinal research to measure impact (methodological diversity). This review contributes to the field by synthesising current scholarship, identifying critical gaps, and proposing recommendations for expanding methodological approaches, magnifying student and teacher voices, and reinforcing equity-driven, context-responsive leadership practices.

https://doi.org/10.26803/ijlter.24.10.1

Qiroati Method-Based Quran Learning Management: Bibliometric Analysis and Case Study

2025-10-28T08:22:44+00:00

This study examines the management of Quran education through bibliometric analysis and case studies, utilizing Scopus data from 2011 to 2025. Bibliometric findings reveal three key trend keywords that present opportunities for future research. The first is the Learning Management System (LMS), as the management of Quran education through LMS has gained significant attention in recent years. The second keyword is e-learning, particularly in the context of managing Quranic learning, and the third is computer-assisted instruction, which is becoming increasingly relevant due to the growing integration of technology in Quranic memorization. The process of managing Quran learning management aims to enhance student memorization, understanding, and engagement, with technological advancements, particularly online learning platforms and mobile applications, playing a crucial role in supporting Quran memorization. This study also explores the Qiroati method, a structured approach to Quran education that emphasizes reading accuracy and applying Tajwid rules. The research findings indicate that the Qiroati method is highly effective and sustainable, attributed to four key elements: a rigorous teacher recruitment and selection process, optimal preparation and organization of facilities and infrastructure, the implementation of high-quality learning strategies, and the use of measurable evaluation and supervision. In addition, the study discusses the integration of systematic planning, organizing, implementing, and supervising in the management of Qur'an education. The results underscore the effectiveness of these strategies in improving Qur'an learning outcomes and demonstrate that a comprehensive management framework can foster the growth and sustainability of educational institutions.

https://doi.org/10.26803/ijlter.24.10.2

Comparing Instructional Models and Predicting Academic Performance in Physics Experiments: A Quasi-Experimental Study

2025-10-28T08:26:34+00:00

Improving student performance and fostering higher-order abilities in physics experiment courses has long been difficult, since such courses require both conceptual mastery and hands-on problem-solving. This study has compared three instructional approaches—traditional blended learning (control group, CG), flipped classroom-based blended learning (FB), and problem-based blended learning (PB)—to evaluate their impact on the students’ academic performance, critical thinking, and self-efficacy. A quasi-experimental pretest–posttest design was implemented with second-year undergraduates. The data was collected using standardised academic assessments, validated psychological scales, and behavioural learning records. The findings indicated that FB and PB produced better results than CG. FB resulted in more significant improvements in critical thinking (Cohen’s d = 0.855), while PB was particularly helpful in boosting self-efficacy (Cohen’s d = 0.842). The multiple regression results indicated that the behavioural indicators, including activity performance and experiment reports, strongly predict academic achievement in FB and PB. At the same time, the initial scores played a larger role in CG. Beyond statistical significance, this study points to clear pedagogical implications. Instructors can make blended courses more responsive and equitable by embedding behavioural learning analytics into curriculum design. The results call for a transformation in higher education, advancing dynamic, learner-centred, and personalised practices that foster innovation and equity in STEM education.

https://doi.org/10.26803/ijlter.24.10.3

Exploring Translation Techniques and Ideological Tendencies in AI-Assisted English Indonesian Texts by EFL Learners

2025-10-28T08:31:31+00:00

This study explores the translation techniques and ideological orientations found in English–Indonesian texts produced by EFL learners with the aid of AI-assisted tools. The rise of platforms such as Google Translate, DeepL, and ChatGPT has reshaped translation practices in educational contexts. Against this backdrop, the research seeks to identify the strategies students employ and to examine the dominant translation ideology reflected in their work. This study employed a qualitative descriptive design with an embedded case study approach. Data were collected through translation tasks, where EFL students at Universitas Bumigora were asked to translate English texts into Indonesian using AI tools such as Google Translate, DeepL, and ChatGPT. The participants consisted of ten eighth-semester EFL students, purposively selected for their academic proficiency in English. The translations were analyzed using Molina and Albir’s (2002) framework and interpreted through Venuti’s (1995) theory of translation ideology. The findings reveal that Literal Translation emerged as the most frequently used strategy (25%), followed by Modulation (16.67%), with Established Equivalent and Transposition each accounting for 12.5%. Amplification and Description were each applied at a rate of 8.33%, while Particularization, Generalization, Linguistic Amplification, and Borrowing were each used at 4.17%. Overall, 70% of the strategies leaned toward the target language, reflecting a preference for fluent and culturally adapted translations. These choices illustrate how students, whether consciously or unconsciously, adjusted their work to align with the communicative norms of the target language. Consequently, the dominant translation ideology evident in their outputs aligns with Venuti’s concept of domestication.

https://doi.org/10.26803/ijlter.24.10.4

Enhancing Mathematics Instruction through Quizizz: A Systematic Literature Review

2025-10-28T08:35:31+00:00

This systematic review paper examines the pedagogical value of utilizing Quizizz to enhance mathematics instruction within secondary education. Guided by the PRISMA 2020 framework, the review analyzed 25 peer-reviewed studies published between 2015 and 2024, sourced from ERIC, ScienceDirect, and SpringerLink. The database searches employed specific search terms, such as “Quizizz AND mathematics,” “formative assessment AND Quizizz,” “educational games AND mathematics classroom,” and “student motivation OR Quizizz,” to ensure comprehensive coverage of relevant literature. A thematic synthesis approach was utilized, involving coding, the grouping of descriptive themes, and the generation of analytical themes to analyze the findings. The review particularly focused on Quizizz's effects on student engagement, motivation, academic performance, formative feedback, and differentiated instruction, with Self-Determination Theory (SDT) serving as the guiding framework. The results indicated that Quizizz consistently promotes active participation and motivation, with multiple studies reporting higher test scores and improved attitudes toward mathematics compared to traditional instructional methods. Quizizz facilitates real-time formative assessment, provides instant feedback, and enables educators to adjust their instructional strategies accordingly. Its gamified features, including avatars, leaderboards, and self-paced learning, create an interactive environment that supports autonomy, competence, and relatedness, as articulated by SDT. Furthermore, Quizizz allows for differentiation, accommodating students with varying skill levels to engage at their individual pace. These findings underscore the tool's potential to render mathematics classrooms more inclusive and effective. The review concludes with recommendations for integrating Quizizz with other pedagogical approaches and emphasizes the necessity for further research in rural and under-resourced contexts to ensure equitable access.

https://doi.org/10.26803/ijlter.24.10.5

The Degree of Integration of Visual Thinking Skills in Mathematics Curriculum Content and its Relationship with Productive Motivation among Fifth-Grade Students in the Kingdom of Saudi Arabia

2025-10-28T08:38:36+00:00

The current study aimed to identify the degree of integration of visual thinking skills into the mathematics curriculum content and its relationship to productive motivation among fifth-grade primary school students in the Kingdom of Saudi Arabia. To achieve the study objectives, two study tools were developed: a visual thinking skills scale consisting of four (4) skills, each with a set of specific indicators totalling (16) items, and a productive motivation scale consisting of four (4) skills, each with a set of specific indicators totalling (28) items. The study sample included 252 male and female teachers, comprising 140 male teachers and 112 female teachers, who were randomly selected during the third semester (1446 AH). The results showed that the overall averages of visual thinking skills were high, with the highest skill being the ability to read visual shapes, followed by the skill of perceiving and interpreting relationships, then the skill of analyzing visual shapes, and the skill of inferring meanings. The overall averages of productive motivation were high, with students' tendency to perceive meaning in mathematics ranking first, followed by learners' perception of themselves as effective learners and practitioners of mathematics, then their perception of the usefulness and value of mathematics, and finally, the belief that the effort expended in learning mathematics yields results. There was a statistically significant positive relationship between all visual thinking skills and dimensions of productive motivation. The study recommended integrating visual thinking skills and enriching mathematical and realistic activities in mathematics curricula.

https://doi.org/10.26803/ijlter.24.10.6

Knowledge Building for Climate Change Education: A case study of a Maldivian teacher

2025-10-28T08:41:57+00:00

This study proposes the Knowledge Building (KB) pedagogy as a collaborative method for climate change education. Few studies have explored how teachers new to KB have used the approach involving students who are also new to KB in classrooms. This study explores how a grade seven science teacher used the KB approach for the first time to support student learning about climate change, specifically focusing on facilitating idea generation and the revision and refinement of ideas. The teacher implemented KB in two rounds with her class of 20 students. A qualitative case study design was employed to collect the data. Data was collected from classroom observations, teacher interviews, student interviews, and teacher reflections; it was coded, and categories were derived from the emergent data. The results show that the teacher attempted to facilitate the students’ idea generation, revision and refinement of those ideas as a collaborative process. While brainstorming and reflective comparisons fostered the idea-generation process, structural guidance facilitated revising and refining ideas. This educational method is essential for teaching about complex issues like climate change because it enables students to apply their existing knowledge to explore better solutions. While this research contributes to the ongoing research works on understanding how teachers new to the approach apply knowledge building in practice, particularly in facilitating idea generation and idea improvement, teachers should assume the role of facilitators, work together with students as partners, and provide extra guidance required during the process, especially when they are unfamiliar with KB or similar approaches.

https://doi.org/10.26803/ijlter.24.10.7

Academic Integrity in Teacher Education in the GenAI Era: Academic Coordinators’ Perspectives in Spain

2025-10-28T08:46:22+00:00

This study explores academic dishonesty in pre-service teacher training programmes from the perspective of academic managers in Spanish universities. Using a quantitative design, based on an online questionnaire and a sample of 198 academic coordinators, it examines perceptions of the prevalence, evolution, and severity of 28 dishonest behaviours, including those involving generative artificial intelligence (GenAI). Results reveal that GenAI-related misconduct is perceived as particularly severe and rapidly increasing, though traditional forms such as plagiarism and contract cheating remain common. Significant differences in perception were found across variables such as age, institutional type, and years of management experience. A composite index (DB-PES) was developed to categorise behaviours by perceived urgency. Findings suggest that academic dishonesty is a dynamic phenomenon requiring systemic and pedagogically grounded responses. Institutions must prioritise ethical training, develop clear policies on AI use, and adopt flexible, responsive mechanisms to address evolving examples of misconduct. This study offers new insights to guide integrity strategies in teacher education.

https://doi.org/10.26803/ijlter.24.10.8

Western Dominance vs. Local Needs: Mismatches in Internationalised Teacher Training Curriculum in South Africa

2025-10-28T08:52:06+00:00

This paper endeavors to discuss critically the mismatches between the international teacher training curriculum and the South African context in teacher training institutions. The exponential growth of the internationalisation phenomenon has influenced the curriculum in higher education. Consequentially, higher education, including teacher training institutions, adopted an international curriculum. Nevertheless, several mismatches have been identified, including the relationship between the knowledge and skills required by the South African economy and provided by higher education and the curriculum failing to meet social needs such as employability, high mobility, entrepreneurship, and slow economic growth. Using critical theory and Participatory Action Research (PAR), this study examined the mismatches created by the internationalised curriculum in a South African teacher training institution and proposes context sensitive adaptations. Four lecturers were selected to be co-researchers in addressing the research phenomenon of the study per PAR’s guidelines. Content analysis strategy was employed to analyze data collected. We found three discrepancies: internationalised curriculum in teacher training institutions proposes a 100% standardized curriculum for all, which is unsuitable for institutions in developing countries, particularly South Africa; the language of instruction only accommodates 70% of South African students; and assessment strategies fail entirely (100%) to match the country's level. We argue that although various countries and scholars advocate for the internationalised curriculum, it should be modified for adoption in South African context. The study aspires to contribute to the foregoing debate of including the international teacher training curriculum in higher education in the South African context.

https://doi.org/10.26803/ijlter.24.10.9

Challenges of Digitalisation in TVET: A Recent Comprehensive Structured Review

2025-10-28T12:00:12+00:00

Technical and Vocational Education and Training (TVET) systems face both significant opportunities and complex challenges amid rapid global digital transformation. This systematic literature review (SLR) sought to identify and examine the key challenges associated with digitalisation of TVET. Central to the investigation was the persistent gap between the increasing demand for digital competencies and the capacity of TVET institutions to effectively adopt and implement digital tools and pedagogical practices. To address this issue, a search was conducted comprehensively across three academic databases, Scopus, Web of Sciences, and ERIC targeting peer-reviewed literature published from year 2022 to 2024. Searches employed combinations of keywords such as “TVET”, “digitalisation”, “vocational”, “technical” and “skills”. Inclusion criteria comprise English-language, peer-reviewed journal articles focusing on TVET and digitalisation, while non-articles and unrelated studies were excluded. From initial pool of 599 records, the final of 37 primary studies was selected for in-depth analysis. The findings were organised into three themes which were (1) digital transformation and curriculum development, (2) digital competence and skills development, and (3) digital inequality and inclusivity. The analysis revealed that while digital transformation offers substantial benefits, it also worsens existing inequalities and poses significant challenges in curriculum design and skill acquisition. Digital transformation in TVET offers substantial benefits such as flexible learning access and industry- relevant training, but also presents significant challenges in curriculum alignment, educator digital competence, and equitable resource distribution. These insights are crucial for policymakers, educators, and stakeholders aiming to optimise the digitalisation process within TVET systems.

https://doi.org/10.26803/ijlter.24.10.10

Embedding Quality Culture in Tourism Polytechnic Institutions: A Development Framework in Indonesia

2025-10-28T12:05:54+00:00

This study explores the role of quality culture in strengthening vocational tourism education in Indonesia, particularly in the context of post-pandemic recovery and global competitiveness. As tourism rebounds, the demand for resilient, adaptable, and sustainability-oriented human resources has intensified. Using a qualitative explanatory approach, this research examines six Indonesian tourism polytechnics to understand how institutions conceptualize and implement quality culture across curriculum design, teaching practices, leadership, and industry engagement through in-depth interviews with relevant officials. The study adopts a three-dimensional analytical lens encompassing national challenges, global competitiveness, and capability transformation, particularly regarding digital maturity and green innovation. Findings indicate that while institutions vary in maturity and resource capacity, there is a shared institutional commitment to continuous improvement. Seven core indicators of quality were identified: student performance, curriculum innovation, teaching experience, faculty professionalism, research and community contribution, institutional leadership, and industry linkage. The study concludes that embedding quality culture is essential for producing globally competitive graduates and achieving educational resilience. It offers a strategic framework for tourism polytechnic institutions aiming to align with both national development priorities and international standards in a rapidly evolving tourism landscape.

https://doi.org/10.26803/ijlter.24.10.11

Fostering Entrepreneurial Learning through Authentic Assessment in a Self-Directed Learning Environment: A Systematic Literature Review

2025-10-28T12:09:51+00:00

Entrepreneurial learning fosters value creation beyond traditional business-orientated aims but remains underdeveloped in South African schools. With rising youth unemployment and dropout rates, there is a need for alternative strategies to equip learners for success in business and life. Self-directed learning promotes autonomy and the skill sets required for entrepreneurial learning, while authentic assessment connects learning to the needs of the community and workplace. However, there is scant research that explores the way the practice of authentic assessment in self-directed learning environments can support entrepreneurial learning. This systematic literature review explores how entrepreneurial learning can be fostered through authentic assessment in self-directed learning environments in South African secondary schools. Inclusion criteria were used to select existing literature on authentic assessment, self-directed learning and entrepreneurial learning and examine it to map out key processes for implementing authentic assessment in self-directed learning environments that teachers can use as a guide to foster entrepreneurial learning. After completing the literature search and screening process, 23 studies were analysed using a thematic synthesis approach. The findings identified key design principles that provide a conceptual basis for integrating authentic assessment practices into self-directed learning to foster entrepreneurial learning that is applicable across various secondary school subject areas.

https://doi.org/10.26803/ijlter.24.10.12

Two Decades of Academic Writing Assessment in Higher Education: A Bibliometric and Technological Trend Analysis of Scopus (2000-2025)

2025-10-28T12:13:20+00:00

Academic Writing Assessment (AWA) in higher education is essential for students, educators, and institutional stakeholders, as it not only evaluates students’ writing proficiency but also informs pedagogical practices and supports ongoing curriculum development. Despite an expanding body of literature in this domain, comprehensive bibliometric studies that systematically map the publication landscape, identify influential contributors, and trace the evolution of research themes remain scarce. This study addresses this gap by conducting a systematic bibliometric analysis of AWA research in higher education, examining publication trends, thematic development, and key authorship from 2000 to 2025. A total of 545 Scopus-indexed journal articles were analyzed using VOSviewer, Biblioshiny-R, Microsoft Excel, and OpenRefine. The results indicate a consistent growth in publications, particularly after 2010, with a marked surge since 2018. Teng M.F was identified as the most prolific author, offering future researchers clear reference points for seminal works in the field. The most cited publication, Strobl with 212 citations, examined the integration of digital technologies in academic writing. Geographically, the United Kingdom accounted for the highest publication output. Thematic analysis revealed central topics including "academic writing," "higher education," and "assessment," alongside emerging themes such as "collaborative learning," "ChatGPT," "artificial intelligence," and "academic integrity." Current trends suggest that technological integration is reshaping AWA, frequently prioritizing efficiency and measurable outcomes over students’ metacognitive, literacy, critical thinking, and analytical development. These findings highlight the need for more holistic assessment approaches that consider both the processes and outcomes of academic writing. Future research should integrate evaluations of writing processes, learning outcomes, and technological applications to foster a comprehensive understanding of AWA in higher education.

https://doi.org/10.26803/ijlter.24.10.13

A Qualitative Exploration of Parents' Experiences of Homeschooling in the United Arab Emirates: Motivations and Challenges

2025-10-28T12:16:30+00:00

Homeschooling in the United Arab Emirates (UAE) is an understudied phenomenon despite the growing numbers of homeschoolers. Controversies about homeschooling and its impact on children’s well-being create a social stigma around families that choose to homeschool their children for various reasons. This study explored the experiences of homeschoolers in the UAE, specifically, the motivations for homeschooling and the challenges homeschooling families face during the experience. The study followed a qualitative exploratory approach using a semi-structured interview. The sample consisted of 16 parents of different nationalities living in the UAE. Data were analyzed using a thematic approach to gain an in-depth understanding of participants’ experiences. The findings revealed that parents in the UAE homeschool their children for various reasons including their desire to provide a child-centered education. The findings also showed that the main concern homeschoolers have is the absence of a legal framework for homeschooling in the UAE. The study suggested creating an open dialogue where homeschoolers in the UAE can share their experiences with policymakers for a better understanding and a possible amendment to the current educational laws and policies that don’t officially recognize homeschooling. Although this study fills the gap in the literature concerning homeschooling in the UAE, more research is needed to understand the phenomenon and provide practical recommendations.

https://doi.org/10.26803/ijlter.24.10.14

Exploring Prospective Physical Sciences Teachers’ Work-Integrated Learning Experiences of Inquiry-Based Learning: A South African Case Study

2025-10-28T12:19:41+00:00

Inquiry is central to the generation of scientific knowledge. Science should not be presented as a finished body of knowledge. Instead, it should be considered a human endeavour that creates empirically verified knowledge, which is tentative, fallible, and falsifiable. Prospective physical sciences teachers are expected to develop a conception of scientific inquiry that would then assist them in designing and executing inquiry-based science lessons in their careers. This study, crucial in filling the knowledge gap in teacher preparation, was conducted to determine the experiences of prospective physical sciences teachers in implementing inquiry-based science lessons. This qualitative single case study utilised the pedagogical framework for inquiry-based science education as the theoretical framework. Purposive sampling was used to select six final-year Bachelor of Education Honours students who had spent 3 months on work-integrated learning in rural schools. They were required to keep a diary of their experiences during teaching practice and to develop portfolios. The students’ portfolios, lesson plans, and semi-structured interviews were used as data sources and analysed using Atlas.ti 8.0 computer-assisted qualitative content analysis techniques. While the findings indicate that students had sufficient understanding of inquiry-based lessons, they encountered challenges in implementing open inquiry, and the empirical evidence suggests that they implemented lower levels of inquiry. The findings have significant implications for university teacher preparation; hence, teacher educators and policymakers should develop approaches that enhance the development of inquiry-based learning skills in prospective teachers.

https://doi.org/10.26803/ijlter.24.10.15

Mathematical Literacy in Feminist Indigenous Knowledges: A Qualitative Study of Women's Practices in Soweto, South Africa

2025-10-28T12:22:44+00:00

This study is grounded in ethnomathematics, which examines how mathematical ideas emerge from cultural practices and knowledge systems. Using this lens, the study explores the intersection of mathematical literacy and feminist indigenous knowledges among women in South Africa, focusing on how mathematical reasoning is embedded in cultural, environmental, spiritual, and economic practices. Drawing from oral histories and narratives of indigenous healers, farmers, and traders, the study highlights how counting, measuring. Sequencing and estimation are sustained outside formal education systems. The study employed a qualitative and narrative-based design rooted in indigenous feminist methodologies, emphasising relationships, storytelling, and lived experiences. This method ensures diverse opinions and experiences regarding mathematical literacy and feminist indigenous knowledge. The study population consisted of all South African indigenous women. Indigenous women in Soweto, a community with a long-lasting background of indigenous practices, mostly those actively involved in communal farming, trading, and traditional healing, form the sample for the study. Six women above fifty years participated in the study, who were functionally illiterate, and four had a basic education. Findings reveal that indigenous women apply complex mathematical reasoning through embodied activities such as cooking, healing, farming, trading, and organizing community rituals. Practices include using moon cycles for planting, hand and calabash measurements in food preparation, rhythmic dance patterning, and mental arithmetic in market transactions and saving groups. These practices reflect advanced understandings of ratio, volume, time, and spatial logic forms of mathematical literacy passed down through generations. Participants expressed concern that formal education systems, grounded in Eurocentric epistemologies, marginalise indigenous knowledge and undermine intergenerational transmission.

https://doi.org/10.26803/ijlter.24.10.16

Supporting Students with Learning Disabilities through Universal Design for Learning: Saudi Teachers' Perceptions in K-12 Education

2025-10-28T12:26:19+00:00

Universal Design for Learning (UDL), a framework developed to address the needs of all learners, including those with learning disabilities, has gained recognition and support from educational research. This qualitative study aims to explore teachers' perceptions regarding the integration of UDL in educational settings in Saudi Arabia, within K-12 educational frameworks. The primary focus is on the impact on special learners, including those with learning disabilities. Key research questions include: What are teachers’ perceptions of UDL and its effectiveness in supporting students, particularly those with learning disabilities? (2) What challenges do teachers face in implementing UDL, and what strategies do they believe would facilitate successful implementation? and (3). What do teachers perceive they need from the school district to apply UDL in their schools? Ten teachers selected based on criteria such as experience levels and teaching subjects were utilized for the study. The findings revealed prevalent concerns among teachers regarding the feasibility of UDL implementation, citing challenges such as a lack of training, inadequate resources, and limited administrative support. Despite these obstacles, teachers emphasized the critical need for enhanced support and training in UDL principles to address deficiencies and enhance student outcomes. Furthermore, teachers highlighted the importance of infrastructure and resource allocation for effective UDL implementation, stressing the pivotal role of school administrators in providing necessary support. These findings underscore the importance of prioritizing professional development and resource allocation to create inclusive learning environments that benefit all students, including those with learning disabilities.

https://doi.org/10.26803/ijlter.24.10.17

Artificial Intelligence and Academic Integrity in ODeL: Emerging Challenges and Institutional Responses

2025-10-28T12:30:24+00:00

Academic integrity is essential, both in academic institutions and in society. It is crucial to foster moral behaviour in students if we want to uphold the reputation of academic qualifications and the integrity of educational institutions. The authors of this study aimed to explore the difficulties of academic integrity and suggest how to encourage ethical behaviour. The authors used an exploratory case study and a constructivist paradigm to see how Higher Education Institutions (HEIs) can successfully guide students regarding academic integrity in our technological domain. The authors, moreover, wanted to discover new ways to build a culture of honesty, responsibility, and ethical behaviour. They generated data through open-ended e-mail questionnaires, focusing on technology and academic integrity. Fifty (50) student teachers were purposefully selected, and they ended up with responses from 31 participants. The authors discovered that tools such as ChatGPT have their advantages and disadvantages regarding academic integrity. Institutions should find a balance when using AI tools reasonably in education so we can avoid breaching academic integrity. HEIs should develop clear and up-to-date policies and guidelines about the ethical use of AI tools like ChatGPT. HEIs should adopt more of an educational method instead of just a punitive one.

https://doi.org/10.26803/ijlter.24.10.18

Mathematics Education in the AI Era: Preparing Teachers for Evolving Classroom Demands

2025-10-28T12:33:52+00:00

With artificial intelligence (AI) redefining mathematics education, teachers must exhibit new competencies to be compliant with the evolving modern classroom requirements. This conceptual study investigated the transformation of mathematics education amid the rise of AI, centering on how to prepare teachers to meet new classroom demands. Guided by Activity Theory and AI Competency Frameworks for Teachers, the study synthesized current literature for strategic insights on teacher competencies, ethical practices, and inclusive, technology-based education principles. The research examined significant challenges and prospects associated with AI adoption, including the imperative for robust teacher preparation, the formulation of fair and transparent policies, and efforts to mitigate bias for all students. Through narrative literature review and thematic analysis, the study identified dominant themes and offered actionable recommendations for teacher education, institutional policy, and continuous professional development. By articulating the requisite skills and ethical imperatives for successful AI integration in mathematics education, this investigation informs adaptive teaching practices and establishes a trajectory for further scholarly inquiry in the field. The conclusion underscores the necessity of equipping teachers to responsibly maximize AI’s potential while promoting ethical and equitable mathematics classrooms.

https://doi.org/10.26803/ijlter.24.10.19

Inclusive STEM Education: Bibliometric Analysis and Recommendations for Implementation in Indonesia's Diverse Context

2025-10-28T12:38:20+00:00

Research on inclusive Science, Technology, Engineering, and Mathematics (STEM) education has advanced significantly in developed countries, but remains limited in developing countries such as Indonesia. This study aims to explore the global trends in inclusive STEM education and to provide recommendations for its application in the Indonesian context. The research combines bibliometric analysis and an integrative review guided by the PRISMA Framework. Data analysis uses both quantitative and qualitative methods, including coding and co-occurrence network analysis for trend visualization. Findings indicate that, based on the 20 papers most frequently cited, the main contributors to this field of research are from the Americas, with the university level being the most researched. The most frequently recommended strategies include the fostering of learning that strengthens students' sense of belonging to STEM, high-intensity active learning, and personalized learning that provides more inclusive support, especially for minority groups. We recommend several essential factors of inclusive STEM education in the Indonesian context, including: 1) interdisciplinary STEM education; 2) cultural relevance; 3) collaboration; and 4) the use of digital technology. The implications of this research are encapsulated in the provision of an overview of the essential aspects of inclusive STEM education, which can be applied not only to developed countries but also to developing countries with a highly diverse context, such as Indonesia. Therefore, this research represents an invaluable contribution toward achieving Sustainable Development Goal 4, ensuring quality education for all.

https://doi.org/10.26803/ijlter.24.10.20

School Leadership in Global Citizenship Education: Strategies, Roles, and Policy Innovations for Achieving the Sustainable Development Goals

2025-10-28T12:43:14+00:00

Global Citizenship Education (GCED) plays a vital role in cultivating socially responsible and globally aware learners. However, implementation methods vary widely among school leaders, particularly where national policies require local adaptation. Although the Department of Education in the Philippines has integrated GCED within the K-12 curriculum through national initiatives, provincial implementation requires contextual adaptation. This study explored the perceptions of 13 purposively selected school principals regarding their roles in promoting GCED and in contributing to the Sustainable Development Goals. The study was conducted in Surigao del Sur, Philippines, a predominantly rural province where schools serve diverse communities with limited technological resources. Using a qualitative research design with semi-structured interviews and thematic analysis across elementary, secondary, and integrated schools, the findings revealed that while school leaders recognize the value of GCED in developing globally competent students, they face significant barriers, including limited resources, inadequate training, and absent policy frameworks. Principals conceptualized GCED variably, from civic responsibility to social justice paradigms while identifying multidimensional roles in the achievement of the Sustainable Development Goals through educational leadership, community advocacy, and environmental stewardship. To address these challenges, this study introduces the Leadership-Driven GCED Implementation Framework, emphasizing three interrelated pillars: Visionary Leadership, Strategic Implementation, and Community-Policy Engagement. leveraging offers practical, cost-effective strategies for institutionalizing GCED through subject integration, partnership leveraging, and technology integration within existing budgetary constraints, transforming policy innovation challenges into actionable solutions for resource-constrained contexts.

https://doi.org/10.26803/ijlter.24.10.21

Lived Experiences of Faculty Members Handling Core Subjects in the Elementary Education Programme

2025-10-28T12:46:24+00:00

Teaching is not only a profession but also a vocation that demands both expertise and commitment. This study explored the lived experiences of faculty members handling core subjects in the elementary education programme of a state university. Using a qualitative descriptive design, six faculty members from the College of Education were selected through purposive sampling. Data were collected through semi-structured interviews and analysed using reflexive thematic analysis. Findings revealed two themes regarding teachers’ experiences: (1) mastery and relevance of core subjects and (2) commitment to assigned tasks. Strategies employed in teaching included (1) applying innovative instructional approaches and (2) maintaining a positive mindset toward required proficiencies. Challenges encountered highlighted three themes: (1) students’ perceptions of lesson planning, (2) additional workloads, and (3) the inherent demands of core subjects. To cope with these, participants reported (1) establishing strong relationships with students, (2) employing differentiated instruction, and (3) fostering an encouraging classroom atmosphere. Overall, the study demonstrates that while faculty members face considerable challenges in teaching core subjects, their sense of dedication and passion enables them to navigate difficulties and sustain effective instruction. The findings offer practical implications for higher education institutions to provide stronger support systems, reduce workload burdens, and enhance professional development opportunities, ultimately improving both teaching quality and student learning outcomes.

https://doi.org/10.26803/ijlter.24.10.22

Face Validity Assessment of Malaysian Teachers’ Global Competency Instrument using Face Validity Index Analysis from Potential Test-takers’ Perspective

2025-10-28T12:49:16+00:00

In the VUCA era (Volatile, Uncertain, Complex, Ambiguous), global competency is a key proficiency that teachers must possess to produce students who can think openly, act responsibly, and interact across cultural boundaries. Developing an instrument to measure the level of global competency among teachers in Malaysia requires validity, particularly from non-expert groups such as potential test-takers. This study reported the findings of a quantitative survey design to evaluate the face validity of the global competency instrument by ten teachers who represented the target population of potential test takers. The clarity and comprehensibility of the items were assessed using a four-point Likert scale and analyzed with the face validity index (FVI) through the calculation of item-level FVI (I-FVI), scale-level FVI average (S-FVI/Ave), and scale-level FVI universal agreement (S-FVI/UA). A total of 68 items achieved an I-FVI value of ? 0.83, while the remaining eight items recorded values between 0.70 and 0.80. The overall S-FVI/Ave and S-FVI/UA values were 0.97 and 0.84, respectively, indicating a good level of clarity and comprehensibility of the items. This study emphasized the crucial role of face validity in ensuring the clarity, comprehensibility, and usability of an instrument by end-users. The systematic use of the FVI approach enhances transparency and precision in evaluating perceptions of item clarity and comprehensibility, hence supporting the recommendation of FVI as a fundamental procedure in instrument development studies, before proceeding to more complex stages of content and construct validity. It also underlines the importance of face validity evaluation from the perspective of potential test takers.

https://doi.org/10.26803/ijlter.24.10.23

Artificial Intelligence in ESL/EFL Education: Evidence from Recent Reviews (2024–2025)

2025-10-28T12:52:16+00:00

The advent of generative artificial intelligence (AI), exemplified by ChatGPT, has triggered a paradigm shift in English language education. This study adopts a “review of reviews” design, synthesizing 14 systematic reviews, meta-analyses, and meta-syntheses (2024–2025). Articles were identified through Scopus and Web of Science using a five-stage selection procedure and analyzed through thematic synthesis. A central contribution is the articulation of a pedagogy-first, ethically grounded research agenda, which distinguishes this study from prior work. The analysis highlights three dimensions: (1) the overall effectiveness of AI-enhanced instruction, (2) applications in writing and speaking, and (3) evolving learner roles in engagement, self-regulation, and emotional experiences. The findings confirm AI’s strong potential to enhance productive skills: automated feedback systems improve accuracy, cohesion, and revision processes in writing, while dialogue-based chatbots strengthen speaking fluency, confidence, and willingness to communicate. These tools serve not only as technological aids but also as cognitive scaffolds and interactive partners that reshape how learners engage with language. At the same time, the benefits are conditional, shaped by factors such as intervention duration, interface design, learner characteristics, and educational context. Risks¾including overreliance, plagiarism, privacy concerns, and uneven attention to the K-12 contexts¾temper these gains. Current research remains concentrated in higher education, limiting cross-level generalizability. Unlike earlier reviews that cataloged applications or emphasized single-skill outcomes, this synthesis integrates effectiveness data with pedagogical, affective, and ethical perspectives. It underscores the need for future research that is longitudinal, context-sensitive, and multi-skilled, while ensuring innovation aligns with pedagogy and robust ethical safeguards.

https://doi.org/10.26803/ijlter.24.10.24

“You have to go to Class; You are their Teacher”: Teacher Fears of Classrooms in South Africa

2025-10-28T14:48:17+00:00

Recent research reveals that schools across the world are plagued by learner violence against teachers. Educators are subjected to physical and psychological abuse by disruptive learners who hinder the teaching and learning process. Studies show that fear among teachers is a major contributor to teacher burnout and despondency. Education stakeholders—including school governors and communities—are often overwhelmed by schools where learner violence and unruly behaviour undermine the culture of teaching and learning. This case study explores the experiences of 12 teachers from three historically Black (township) schools in South Africa. It examines how learner violence and bullying have impacted their morale and professionalism. Data was collected through observations, and individual and focus group interviews. The findings demonstrate that, in addition to fostering toxic school climates and cultures, hostile learners contribute to teacher fear and professional decline. A meticulous, deliberate response to learner aggression is a missing link in fostering effective classrooms and confident teachers, especially in underperforming schools. The study concludes that the abuse of teachers is a critical challenge that must be addressed by community structures, government institutions, and broader society. Schools are meant to be spaces of justice, thinking, and freedom—yet teaching and learning cannot occur where fear dominates.

https://doi.org/10.26803/ijlter.24.10.25

Voices from the Field: Filipino Physical Education Teachers’ Experiences with Hybrid-Flexible Instruction

2025-10-28T15:00:30+00:00

The COVID-19 pandemic accelerated the adoption of hybrid flexible (HyFlex) learning models in education, providing students with flexible learning options. While research highlights benefit for students, understanding teachers’ experiences is essential for successful implementation, particularly in physical education, a subject traditionally taught in-person. This phenomenological study explored the lived experiences of 33 Filipino physical education teachers implementing HyFlex across 15 schools in Cebu, Philippines. The objective was to examine their experiences navigating HyFlex in physical education classrooms. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. The findings revealed HyFlex’s potential to enhance accessibility and inclusivity, promote active learning and student agency, improve teacher-student interaction, and increase flexibility and efficiency. Teachers reported improved access for students with health or geographical constraints, increased student motivation through choice, and enhanced communication via online tools. HyFlex also facilitated seamless transitions during disruptions and optimized resource use. However, challenges included increased teacher workload, unequal access to technology, difficulties maintaining online student engagement, assessment complexities, and impacts on physical education’s social dynamics. Pedagogical considerations emphasize engaging students in both in-person and online environments, fostering flexibility and student choice, building community, providing effective feedback, and ensuring inclusivity. The study offers implications for professional development, addressing equity, fostering community, and ongoing evaluation. It contributes to the limited research on HyFlex in physical education, particularly in the Philippine context, and underscores the need for further exploration of its long-term effects and optimization strategies.

https://doi.org/10.26803/ijlter.24.10.26

A Structural Model of Factors Affecting Primary School Teachers’ AI Competence in Northern Mountainous Vietnam

2025-10-28T15:05:11+00:00

In the context of artificial intelligence (AI) increasingly shaping education, this study develops and validates a structural model of factors that influence primary school teachers’ capacity to apply AI in teaching. Data were collected from 624 teachers in the mountainous northern region of Vietnam. The study employed generalized structured component analysis, a variance-based variant of structural equation modeling, to evaluate the proposed model. The model included six key components: knowledge, skills, ethical awareness, reflective thinking, attitude, and application behavior. The results show that knowledge serves as a foundational factor, directly influencing both skills and attitude. Skills and reflective thinking act as mediators that foster pedagogical competence, which subsequently leads to application behavior. A positive attitude emerged as the strongest predictor of AI usage in teaching. In contrast, ethical awareness contributes to overall competence but does not directly affect application behavior. These findings provide important implications for teacher training in the AI era. In particular, the findings highlight the need to strengthen foundational knowledge, integrate skill development into practice, promote reflective environments, and embed ethical considerations into technology education.

https://doi.org/10.26803/ijlter.24.10.27

The Thin End of the Wedge: South African Adult Offenders’ Empirically Calibrated Mathematics Learning Trajectories

2025-10-28T15:08:41+00:00

The substandard performance of children and adults in mathematics is a global conundrum. Studies identified large cohort of South African children who could not benchmark against their counterparts in standardized international tests. Similarly, an analysis of adults’ performance in mathematics reveals that mathematics understanding in adults’ learning contexts is direful. By assembling upon Gagne’s (1962) theorization of mathematics as a subject with a strong vertical demarcation and integration of concepts, the paper sought to explore adult offenders’ mathematics learning trajectories, with the context of Correctional Education Adult Education (AET) Level One to Adult Education and Training Level Four occupying the central focus. The phenomenon was viewed from the pragmatic epistemological stance. The study was framed within the QUANT-QUAL explanatory sequential mixed methods research design. For quantitative data, 150 adult offenders’ mathematics scores from standardized AET tests across four levels were analysed by SPSS, while qualitative data, inferred from 10 stratified sampled adult offenders through semi-structured interviews were analysed thematically. Based on empirical evidence, it was discovered that the combination of language barriers, prison contextual factors and AET curriculum structure inhibited adult offenders’ mathematics cognitive development. Furthermore, the findings were that language barriers, prison contextual factors and AET curriculum structure created a low ceiling, beyond which the progress in mathematics, across AET levels was improbable. Based on the findings, the model for flattening adult offenders’ mathematics learning trajectory is proposed, with implications on the use of multilingual pedagogies, Correctional Services Policy reform, and adult curriculum policy framework.

https://doi.org/10.26803/ijlter.24.10.28

Breaking Down Barriers: The Impact of Inclusive Education Policies on Access and Success for Students Living with Disabilities in South Africa

2025-10-28T15:12:30+00:00

Educational access and student success availability for disabled students take inclusive education policies as its essential core structure and daily guiding policy. Current educational policies fail to remove all barriers that prevent students from achieving complete system inclusion worldwide. The research examined how inclusive education policies affect students with disabilities who access education and their academic achievement, especially by studying remaining barriers under supportive policy structures. This study examined the assumption that although inclusive education policies were designed to enhance student success and access for disabled students, these policies face implementation failures and systemic obstacles that stop them from delivering their intended goals. Research examined the impact of present inclusive education policies by studying their effects on educational access and academic success outcomes for students with disabilities. The research gathered secondary data using a comprehensive desktop by studying academic literature, official reports, and real-world cases, focusing on inclusive education systems. This method used qualitative content analysis of such documents to find common themes and point out gaps and challenges in policy execution, together with their direct influence on disabled students. This research discovered which main obstacles students with special needs confront, which primarily consist of insufficient teacher preparation combined with resource deficiencies alongside social prejudices, even in environments that apply inclusive policies. The research presented guidelines to enhance policy implementation, improving student outcomes for those with disabilities. The research followed principles of desktop ethics by collecting data only from open-source materials, which undergo appropriate documentation of original authorship. Only secondary research methods were used without collecting new data to comply with ethical principles focused on second-hand materials.

https://doi.org/10.26803/ijlter.24.10.29

Exploring the Effects of an Automated Writing Evaluation Tool on Metacognitive Engagement in Persuasive Writing

2025-10-28T15:16:21+00:00

This study explored the impact of automated writing evaluation (AWE) on the development of metacognitive awareness in English as a foreign language (EFL) students’ persuasive writing within Chinese higher education. Grounded in self-regulated learning theory and Flavell’s (1979) metacognitive framework, the research investigates how AWE influences students’ abilities to plan, monitor, and evaluate their writing processes. Employing a single-group mixed-methods design over a 16-week intervention period, data were collected from 100 students through the Metacognitive Awareness Writing Questionnaire (MAWQ), reflective journals, and post-intervention interviews with a randomly selected subset of 10 participants. Quantitative results revealed negligible overall gains in metacognitive awareness but a recalibration of self-perceptions in areas such as planning and conditional knowledge. In contrast, qualitative data offered a more nuanced view. The students reported increased attention to text structure and grammar and demonstrated selective adoption of AWE feedback. However, many expressed uncertainties when faced with ambiguous or overly general suggestions, highlighting the ongoing need for teacher support. These findings suggest that while AWE tools such as PIGAI may effectively facilitate surface-level revisions, their capacity to foster deeper metacognitive engagement is limited without instructional scaffolding. To enhance pedagogical outcomes, it is recommended that AWE systems be integrated into a broader instructional framework, supported by explicit strategy training. Incorporating clearer rubrics and more contextualized, explanation-rich feedback may further promote students’ independent and strategic engagement with the writing process.

https://doi.org/10.26803/ijlter.24.10.30

Teaching Arabic Today: Challenges, Strategies, and Opportunities in Islamic Higher Education

2025-10-28T15:20:14+00:00

The teaching of Arabic in Indonesia has presented persistent difficulties shaped by linguistic, cultural, and institutional conditions. Despite its importance as both a global and religious language, Arabic instruction in the country is often constrained by outdated curricula, a heavy reliance on grammar-translation methods, and the gap between classroom use of Modern Standard Arabic and the colloquial varieties students encounter through media. While previous studies have examined Arabic education broadly, few have centered teachers’ voices in exploring these challenges, particularly within the Indonesian context. Moreover, limited attention has been given to pedagogical innovations such as translanguaging and digital integration. This study addressed these gaps through semi-structured interviews with 20 Arabic teachers working across primary, secondary, and higher education institutions in different regions of Indonesia. Data was analyzed using thematic coding to identify recurring patterns of challenges, practices, and emerging opportunities. The findings reveal enduring problems, including low student motivation, limited use of intercultural materials, and weak institutional support. Teachers responded with adaptive strategies such as translanguaging, the creative use of digital tools, and the development of locally relevant learning resources, which together open new possibilities for enhancing students’ communicative competence. The results underscore the need for curriculum renewal, sustained investment in teacher training, and more flexible policy support to make Arabic education responsive to contemporary linguistic and cultural realities. By foregrounding teachers’ perspectives, this study contributes a context-sensitive account of Arabic pedagogy in Indonesia, advancing wider discussions on multilingual education and pedagogical innovation in non-Arabic-speaking contexts.

https://doi.org/10.26803/ijlter.24.10.31

The Impact of English Students’ Increased Reliance on AI Technology in Literary Analysis

2025-10-28T15:24:57+00:00

The introduction of artificial intelligence (AI) technology has had a significant impact on the landscape of English literary studies. Although AI technology can be a valuable tool in enhancing the efficiency and quality of critical analysis, students increasingly rely on AI tools for literary analysis and comprehension, often at the expense of engaging with the texts themselves. This paper seeks to explore the implications of this excessive dependence, examining the reasons behind students' aversion to reading and the consequences of substituting AI for traditional literary engagement. Entrenched in both Piaget’s Constructivist Theory and Vygotsky’s Sociocultural Theory, which emphasise that literary analysis is both an individual cognitive activity and a social and cultural process, this paper utilised the interpretive paradigm to explore the subjective experiences, meanings, and the nuanced influence of AI on human interpretation and learning processes. The Qualitative Approach and Case Study Design were employed to gain deep insight into this phenomenon. Semi-structured interviews were administered to six purposively selected English lecturers from three higher educational institutions in the Eastern Cape Province, South Africa. Thematic analysis of data revealed that the development of critical thinking and subjective interpretation of texts were crippled by over-dependence on AI. Furthermore, the study highlighted that flipped classrooms and modelling were powerful teaching strategies that could be used to combat the widespread use of AI. The authors recommend that higher education institutions should encourage the utilisation of AI tools as complementary resources, rather than replacements for human intuition.

https://doi.org/10.26803/ijlter.24.10.32

Developing a Cultural Dimensions Scale to Evaluate Science Teachers’ Formative Assessment Practices

2025-10-28T15:28:57+00:00

This study derived Hofstede’s interpretations and predictions of his cultural dimensions in the context of schools and classrooms to develop a cultural dimensions scale and identify its psychometric properties and then evaluate its effect on science teachers’ formative assessment practices. Data were obtained from 425 Cycle 2 school science teachers in Oman who were selected randomly by using a two-stage cluster sampling design. A questionnaire was utilized, and the primary data were analyzed using SPSS 26.0 and Smart PLS 4.0. A structural model was utilized to evaluate the effect of cultural dimensions on formative assessment practices, and the psychometric properties of the developed scale were ascertained with a measurement model. The study derived good psychometric properties of the developed cultural dimension scale. Additionally, this study revealed a large positive effect (F² = 0.41) of cultural dimensions on the formative assessment practices of science teachers. This study contributes empirically and theoretically by developing an original scale. Additionally, valuable practical implications are offered to policymakers and educators, who are advised to consider cultural challenges when they embark on strengthening teacher competencies and skills to enhance their formative assessment practices.

https://doi.org/10.26803/ijlter.24.10.33

From Struggle to Script: Enhancing Reading and Writing in Palestinian Special Education Through Artificial Intelligence

2025-10-28T15:31:25+00:00

Students with a learning disability frequently find it difficult in achieving the primary skills of literacy, especially in an under-resourced context such as Palestine. With the structure of traditional instruction, few are those able to address the learning needs of exceptional children, creating an opportunity for some sort of technological intervention. The present study analyzed the impact of AI-based interventions on reading and writing skills for students with learning disabilities. Using a mixed-method quasi-experimental approach, the study combined quantitative pre-tests and post-tests with qualitative reflections on attitudes and motivation. A total of 79 students, enrolled in two private schools in Jerusalem, aged between 8 and 12 years old participated. The participants were assigned randomly to one of four groups: three experimental intervention groups and one control group receiving conventional instruction. Data collection consisted of standardized literacy assessments, behavioral checklists, and an attitude scale after the intervention. Quantitative data analyses were done using t-tests, one-way analysis of variance, and effect-size calculations. The findings revealed statistically significant enhancements in both reading and writing skills, across the three experimental groups, with the biggest gains due to the use of the adaptive AI tools (p < .01). There appeared to be no gender-based differences in the raw scores. Qualitative feedback highlighted the increase in motivation among students. These results demonstrate the pedagogical value of AI applications in special education and support their integration into individualized literacy instruction. The study further emphasizes the need for scalable, culturally relevant, and ethically-grounded AI solutions.

https://doi.org/10.26803/ijlter.24.10.34

Global Research Trends in Educational Counselling: A Bibliometric Analysis from 1976 to 2024

2025-10-28T15:48:40+00:00

With the rise of academic pressures on education all over the world, along with mental health issues and widely differing student needs, there is no doubt that guidance counselling in schools has become a key driver of student success. The present article provides a bibliographical review of 92 articles on Counselling in Education published in Scopus from 1976 to 2024 and maps out the intellectual structure of this field and its research trends. The selection of data began with a PRISMA-driven screening of 3,363 records (automated filtering and eligibility assessment) to the final dataset. OpenRefine (keyword harmonization), BiblioMagika® (frequency and citation metrics), as well as VOSviewer (co-occurrence visualization) were used for the analysis of data. Results indicate a fast-growing number of overall research productivity in the past twenty years, with the U.S.A., India, and the Netherlands being the most productive, with Johns Hopkins University, Tuberculosis Research Center (India), and Maastricht University being the top-ranking institutions. Thematic mapping revealed main clusters were patient counselling, healthcare education, attitudes to health, risk factors for HIV lifecycle, and clinical interventions, as well as emerging topics such as the integrations of counselling in formal education, advancement on ethical and culturally sensitive practices, and strategies for structured communication on health. These findings shed light on the developmental pathway of counselling in education, which also provides some strategic implications for health researchers, practitioners, and policymakers to enhance evidence-based interventions by linking future endeavours with the global public health and educational agenda.

https://doi.org/10.26803/ijlter.24.10.35

AlgorithmAce: Development and Evaluating a Spatial-Unity Metaverse Platform to Foster Computational Thinking in Secondary Education

2025-10-28T15:52:51+00:00

Computational Thinking (CT) is recognised as an essential skill for today's society, vital for addressing multidisciplinary challenges and equipping students to face future challenges. However, students' ability to understand the abstract nature of CT has been limited by a lack of immersive digital resources and the continued use of outdated teaching techniques. While efforts to incorporate CT into education have evolved, few learning tools are closely aligned with the national curriculum and make use of immersive technology, like the metaverse. This highlights a critical gap in both research and classroom practice. The Fundamental Computer Science curriculum served as a framework for developing AlgorithmAce. This study employed a Design and Development Research (DDR) approach to develop and evaluate AlgorithmAce, an immersive learning platform built using Unity and Spatial.io, designed to enhance CT skills among lower secondary school students in Southern Malaysia. A total of 180 students participated in the evaluation. The USE Questionnaire assessed four main aspects of usability, including usefulness, ease of use, ease of learning, and user satisfaction. Quantitative data were analysed using descriptive statistics and Pearson correlation via SPSS v27. The results indicated a strong correlation between perceived usefulness and user satisfaction (r = 0.692), while ease of use (r = 0.660) and ease of learning (r = 0.556) also showed significant positive relationships with satisfaction. These results demonstrated that metaverse-based environments can significantly improve student engagement and offer innovative pathways for CT instruction. This study supports the advancement of inclusive and equitable quality education in Malaysia by making abstract ideas more accessible through immersive and contextualised learning, which contributes to Sustainable Development Goal 4 (SDG 4).

https://doi.org/10.26803/ijlter.24.10.36

From Reflection to Re-Reflection: ChatGPT and Transformative Learning in Preservice Elementary Science Education

2025-10-28T15:55:32+00:00

Reflective practice is essential in teacher education, yet traditional journaling often falls short in encouraging transformation. With artificial intelligence (AI) gaining prominence in education, there is a growing need to explore the use of generative AI to facilitate deeper reflection and professional identity development in preservice teachers. This study explores the impact of ChatGPT-based reflective writing on preservice elementary teachers' transformative learning. Grounded in Mezirow's transformative learning theory, Kolb's experiential learning cycle, and the Onion Model of Reflection, the study employed a qualitative within-subjects design with 20 female preservice teachers undergoing practicum. Purposive sampling ensured authentic classroom engagement. Participants experienced both traditional journaling and AI-supported re-reflection using ChatGPT. Sources of data were reflective journals, AI interaction logs and semi-structured interviews. Depth-based and thematic analyses using an inductive coding approach with inter-coder reliability (Cohen’s kappa = 0.84), revealed that ChatGPT facilitated more concentrated, deeper and clearer reflections. Reflections demonstrated higher pedagogical insight, instructional reasoning and professional identity development. Generative AI was seen to act as a reflective scaffold that prompted critical analysis and eased identity shifts in accordance with principles of transformative learning. These findings highlight the potential of AI integration into teacher preparation to assist in deep reflective practice and identity formation. The study addresses a critical gap in the literature by positioning AI as a tool for deepening reflective learning in elementary teacher preparation. It is recommended that teacher education programs incorporate AI-enhanced tools in combination with journaling to enhance reasoning, promote identity growth and maintain transformative learning.

https://doi.org/10.26803/ijlter.24.10.37

Supervisory Practices of Deans for Quality Instruction in Teacher Education Institutions in Central Luzon Region, Philippines

2025-10-28T15:59:40+00:00

Contemporary teacher education institutions in the Philippines face increasing demands for quality assurance and institutional resilience amid rapid educational transformations, yet limited research exists on supervisory practices that enable deans to navigate these challenges effectively. Hence, this study explored supervisory practices of deans in teacher education institutions in Central Luzon, Philippines, focusing on how these practices contribute to quality instruction and institutional excellence. A qualitative case study design was employed, involving four teacher education institutions with Centers of Excellence and Centers of Development status. Data were collected through in-depth interviews with academic deans, validated by expert review and analyzed using thematic analysis with external auditing to ensure credibility and trustworthiness. Six interrelated supervisory practices emerged: (1) instructional supervision and program management; (2) faculty development and empowerment; (3) technology-enhanced supervision and learning; (4) assessment and quality assurance systems; (5) resource allocation and infrastructure development; and (6) strategic adaptation and future directions. These findings underscore the central role of deans in sustaining quality teacher education while preparing institutions for global and technological challenges. The study contributes practical insights for educational leaders and policy frameworks for institutional quality enhancement, demonstrating how contextually responsive supervision can maintain excellence standards while developing institutional resilience and adaptation to evolving educational demands.

https://doi.org/10.26803/ijlter.24.10.38

Pre-service Teachers’ Perceptions of the Use of Artificial Intelligence in an English as a Foreign Language Learning Context

2025-10-28T16:03:09+00:00

This study seeks to explore the perceptions of pre-service teachers regarding the integration of generative artificial intelligence tools, specifically ChatGPT, into English as a Foreign Language (EFL) learning. The main objective was to determine the perceived benefits and limitations of artificial intelligence tools to foster language learning. A total of 120 EFL university students who were enrolled in two distance courses participated in this mixed-method research. Learners ranged from B1 to B2 levels according to the Common European Framework of Reference and were located in various regions of Ecuador and abroad. Data collection involved a diagnostic survey, reflective narratives, an exit questionnaire, and semi-structured interviews. The quantitative information was analyzed descriptively, while qualitative responses were interpreted thematically. Findings revealed that students perceived AI tools as helpful in organizing ideas, managing time, and improving linguistic and pedagogical skills. Most participants affirmed that ChatGPT enhanced their writing abilities and contributed to their future professional instruction. However, concerns about AI overdependence, lack of personalization, and occasional inaccuracies were noted. It is concluded that although AI is a valuable resource in EFL education, its implementation must be guided by thoughtful instructional design and critical engagement.

https://doi.org/10.26803/ijlter.24.10.39

Transforming the Internship Learning Model in Higher Education to Face the World of Work 5.0

2025-10-28T16:06:35+00:00

University graduates are expected to become agents of change and enhance positive transformation in knowledge, skills, behavior, and character. In this context, the individuals must work in line with their competencies, interests, and talents. This research aimed to design an internship learning model that enhances graduates’ work readiness, specifically in terms of mental health, independence, and efficiency, by developing knowledge, skills, attitudes, and positive character traits. A Research and Development method was adopted using experimental, observational, interview, and assessment methods. The trial was conducted on a sample of 200 students from the Vocational School of Universitas Muhammadiyah Surakarta [UMS]. Meanwhile, the internship learning model was implemented using 100 students each in an experimental and control group. The results showed that the internship model: industry and technopreneurship consisting of three stages, namely pre-immersion, immersion, and post-immersion, was valid and reliable in equipping graduates with the mental resilience and independence skills required to be effective in the workplace. The hypothesis that internship model in industry and technopreneurship could improve students’ knowledge, skills, and practical behavior toward a progressive transformation to meet the challenges of Society 5.0 was confirmed. As a recommendation, a model should be adopted to cultivate graduates capable of addressing societal challenges and social issues arising from technological integration, while preparing for greater professional responsibilities in the future.

https://doi.org/10.26803/ijlter.24.10.40

Collaborative Leadership in Industry–Higher Education Partnerships: A Review of Theories and Practices in Workforce Reskilling

2025-10-28T16:10:33+00:00

In the context of rapid technological advancements and evolving labor-market demands, the alignment between higher education and industry has become increasingly critical. Traditional university models rooted in theoretical instruction are no longer sufficient to equip graduates with the practical skills required for modern employment. This has created a growing need for effective partnerships between educational institutions and industry, focusing on workforce reskilling and upskilling. This literature review explores the strategic role of educational leadership in facilitating industry and higher education partnerships, particularly in workforce development initiatives. It examines how leadership competencies such as effective communication, trust building, shared decision making, and resource coordination serve as mediating factors in the success of these collaborations. The review integrates insights from human capital theory, social exchange theory, the resource-based view, and collaboration theory to explain how educational leadership influences workforce reskilling and upskilling outcomes. It also investigates contextual differences through a comparison of China and Malaysia. China’s centralized, state-driven model contrasts with Malaysia’s decentralized, multi-stakeholder framework, highlighting the need to adapt leadership practices to specific political, cultural, and policy contexts. This comparative analysis emphasizes the importance of context-sensitive collaborative competencies in achieving successful outcomes. The main conclusion is that educational leadership and collaborative competencies are essential for effective industry and higher education partnerships. Strong leadership directly enhances the success of workforce development initiatives in both centralized and decentralized systems, offering practical implications for policymakers and educational leaders seeking to strengthen reskilling and upskilling programs.

https://doi.org/10.26803/ijlter.24.10.41

Digital Divide and Social Justice in South African Rural Schools

2025-10-28T16:13:50+00:00

This study explored the intersectionality of social justice and the digital divide in South African rural schools, focusing on how inequalities in access to digital platforms and skills exacerbate educational disparities. Employing a document analysis methodology, the study drew on previous research, policy documents, and official reports to enhance understanding of ICT implementation in rural schools. The analysis examined the consequences of the digital divide in these contexts and its broader implications for social justice. This study offers a novel approach by combining the digital divide and social justice in the context of South African rural schools. Van Dijk's digital divide theory, encompassing motivational access, material access, skills access, and usage access, served as the theoretical lens. Findings revealed that the digital divide in South African schools is deeply entrenched in infrastructural and socio-economic inequalities and a policy-practice gap. Rural schools, which predominantly serve black learners, are disproportionately affected by inadequate infrastructure, limited digital resources, and widespread digital illiteracy among both learners and educators. Compounding factors such as poverty, low economic activity, and unequal school funding further widen the digital gap. The study concludes that the digital divide constitutes a form of structural violence, and policymakers must take a more active role in ensuring equitable distribution of digital resources and implementing targeted interventions to support marginalised rural communities. Such actions are essential for advancing the broader social justice agenda in South Africa's education system.

https://doi.org/10.26803/ijlter.24.10.42

Design and Evaluation of a Technology Enhanced Professional Development Program for Secondary Mathematics Teachers

2025-10-28T16:18:22+00:00

This study aimed to develop, implement, and evaluate a professional development (PD) program for secondary mathematics teachers that was focused on using technology-enhanced resources, following Desimone’s PD model. The program, consisting of eight in?person training sessions and virtual consultations over 10 weeks, involved Junior and Senior High School Mathematics teachers from a cooperative school. A mixed-method sequential explanatory research design was used, beginning with a training needs assessment of 15 teachers. There were also 15 teachers in the actual PD program. The results highlighted the lack of technology integration and PD opportunities as key challenges. Based on Desimone’s model, the PD program addressed these needs by training teachers in digital calculators, Microsoft Excel, and statistical software. Pre- and post-assessments showed improvements in teachers’ knowledge, skills, and attitudes in using technology-enhanced resources. Interviews confirmed these gains, and participants expressed interest in future training on integrating statistical software for research purposes, indicating a desire for ongoing PD.

https://doi.org/10.26803/ijlter.24.10.43

Data-Driven Analysis of EFL Teaching Factors: Classroom Environment and Collaboration Effects on Students’ Performance: A Study at Secondary Schools of Guiyang City, China

2025-10-28T16:21:34+00:00

This study aims to establish and validate a theoretical framework to examine the effects of the English as a Foreign Language (EFL) classroom environment and collaborative learning on students’ performance. Through rigorous data analysis, this research seeks to enhance understanding of how these factors influence student outcomes in English language learning. A quantitative research design was employed, using a questionnaire to collect data from 293 English teachers at secondary schools across the Nanming District, Guiyang City. The data were analyzed using SmartPLS for structural equation modeling. The results indicate that both the EFL classroom environment and collaborative learning have statistically significant positive relationships with student performance (p < 0.05). These findings underscore the importance of fostering a supportive classroom atmosphere and implementing collaborative learning strategies to enhance educational outcomes. Based on the results, it is recommended that education authorities encourage English teachers to adopt collaborative learning methods and update their pedagogical skills to better facilitate student engagement and performance. Additionally, schools should be equipped with essential teaching resources and effective classroom environments to support the teaching-learning process.

https://doi.org/10.26803/ijlter.24.10.44