International Journal of Learning, Teaching and Educational Research

Predictors of Career Adaptability among Chinese Higher Education Students: A Systematic Literature Review

Qian Zhang — 2025-08-30

Amid accelerating globalization, technological disruption, and evolving labour market expectations, career adaptability has emerged as a critical competence for Chinese higher education students navigating increasingly dynamic career trajectories. This study employed a systematic literature review (SLR) approach in accordance with the PRISMA framework to synthesize existing empirical research on the predictors of career adaptability. Scholarly peer-reviewed articles published from 2020 to 2025 were sourced via defined keyword combinations from Scopus and Web of Science databases. The inclusion criteria focused on empirical studies examining Chinese higher education students in relation to three key predictors: proactive personality, career decision-making self-efficacy, and social support. A total of 16 eligible studies were identified. Data were analysed thematically, guided by Career Construction Theory and Social Cognitive Career Theory. The review reveals consistent and positive relationships between each of the three predictors and career adaptability. These findings confirm the influence of both personal dispositions and contextual supports on students' career development. The study concludes by offering practical recommendations for educational interventions and proposes directions for future longitudinal and intervention-based research in culturally diverse settings.

https://doi.org/10.26803/ijlter.24.8.1

Exploring Motivations, Practices, and Evaluation of Virtual Internationalization in Traditional Chinese Medicine Higher Education: A Qualitative Case Study of Five Universities

Liqin Huang — 2025-08-30

In response to the evolving demands of global education and the rapid advancement of Information and Communication Technologies (ICT), Virtual Internationalization (VI) has emerged as a strategic approach in higher education. Traditional Chinese Medicine (TCM) universities face the dual challenge of preserving culturally embedded knowledge while aligning with global healthcare standards. Historically reliant on physical mobility, these institutions are increasingly adopting VI to maintain and enhance international engagement. This empirical research adopts a qualitative case study methodology to investigate the application of VI in five public TCM universities located in Beijing, Shanghai, Guangdong, Jiangxi, and Shaanxi provinces of China. Relying on institutional documents and reports, the empirical research explores: (1) key motivations for initiating VI, (2) the types of practices and digital tools employed, (3) evaluation methods currently in use, and (4) perceived areas for future improvement. Findings and data reveal drivers such as national policy incentives and the pursuit of international competitiveness, alongside practices like virtual exchanges and Collaborative Online International Learning (COIL). However, the absence of standardized assessment frameworks and insufficient digital infrastructure remain pressing challenges. By offering discipline-specific insights, this research contributes to the literature of VI in non-Western medical education and provides practical guidance for improving internationalization strategies of TCM higher education within a connected context globally.

https://doi.org/10.26803/ijlter.24.8.2

Development of STMP Model: A Basis of Integrating Positive Education in Mathematics

Joel Arenas — 2025-08-30

This study aimed to develop a theoretical and practical model for integrating positive education based on existing theories related to pedagogical practices, human values and peace education. The STMP (Student, Teacher, Method, and Positive Education) model was developed as a framework for incorporating positive education into mathematics instruction through collaborative and active learning for students. Each of the components in the framework is closely interconnected, working together to create a comprehensive model. The development of the framework was based on a thorough analysis of various relevant literature within the field of positive behavioural systems, ensuring that it is grounded in established research and best practices. The STMP serves as a guide for teachers in integrating positive and moral education concepts into the mathematics curriculum and in designing specific activities in the classroom. Findings of the STMP model suggest that it would be a guiding principle for teachers implementing positive education interventions by ensuring an engaging classroom practice. The STMP model supports the Commission on Higher Education (CHED) of the Philippines with its Memorandum Order No. 42, Series of 2021, which outlines guiding principles and practices on peace as well as positive education. As the framework is still in its developmental stage, further research is recommended to refine its components and explore its effectiveness on a broader scale.

https://doi.org/10.26803/ijlter.24.8.3

Implementation and Sustainability of Inclusive Education Programs Towards Curriculum Development Framework

Niña Kristine Cleofas Jazmines — 2025-08-30

This study proposed a Sustainability Curriculum Framework for Inclusive Education, addressing the need for research-based and structured educational guidelines. To address the challenges in achieving Inclusive Education, the researcher created this to promote equality and equity for all students in terms of learning opportunities. The purpose of this study is to develop a sustainability curriculum framework for inclusive education that is customized to the Philippine Educational system context. Its focus is on the systemic barriers and the different theories fused into one: the Socio-Emotional Learning Theory, the Social Model of Disability, and the Integrated Curriculum Model. A Mixed-Methods approach was employed, combining quantitative analysis from the Likert Scale Questionnaire responses and qualitative data from the Focus Group Discussions with School Heads. The respondents of this study were purposely chosen. There were 304 school heads from 24 schools across the Luzon Island. The school heads include principals, school directors, master teachers, grade-level chairs, department and subject area coordinators, and moderators of public and private schools in various areas of Luzon. Findings from the study revealed that inadequate teacher training, resource limitations, and policy gaps are hindrances to the effective implementation of Inclusive Education.

https://doi.org/10.26803/ijlter.24.8.4

Critical Success Factors for Integrating AI Tools into University Curricula for Workforce Readiness

Buhle Yolande Matiwane — 2025-08-30

The integration of Artificial Intelligence (AI) tools into university curricula is crucial for addressing the skills gap in the workforce driven by the Fourth Industrial Revolution (4IR). However, challenges such as curriculum misalignment, faculty expertise, and ethical concerns hinder widespread adoption. This study aimed to explore the key factors influencing the integration of AI tools into higher education, using the Technology-Organisation-Environment (TOE) framework. A qualitative literature review was conducted to analyze current research and identify both barriers and enablers of AI adoption in academic programs. Findings revealed that AI has the potential to enhance student performance and employability but is constrained by resource limitations, faculty training needs, and ethical considerations surrounding data privacy and AI usage. Six critical success factors were identified: curriculum alignment with industry needs, faculty training, ethics education, access to AI tools, infrastructure, and resource allocation. The study also highlighted the importance of university-industry partnerships to ensure curriculum relevance and practical experience. The research provides actionable recommendations for educators and policymakers, emphasizing continuous curriculum development, strategic resource investment, and ethical frameworks. Future research should examine the long-term impact of AI integration on workforce readiness and academic outcomes, advancing the understanding of educational innovation in an AI-driven world.

https://doi.org/10.26803/ijlter.24.8.5

Digital Leadership Practices in Educational Management: A Narrative Literature Review on Trends and Challenges

Akhmad Akhmad — 2025-08-30

Digital leadership in educational management has emerged as a rapidly growing field in response to technological transformation in educational environments. However, current understanding of the trends and implementation challenges of digital leadership remains limited. This study aims to review recent literature on digital leadership in educational management, focusing on identifying key trends and major barriers to its implementation. A narrative literature review was conducted using a systematic search strategy guided by PRISMA guidelines. Articles were retrieved through Google Scholar using a combination of keywords and Boolean operators. The selection process included identification, screening, eligibility assessment, and inclusion. Inclusion criteria consisted of full-text, peer-reviewed articles published in English between 2020 and 2024, explicitly addressing digital leadership in educational management. A total of 25 relevant articles were analyzed. The findings reveal that current trends in digital leadership include accelerated technology adoption, data-driven decision-making, enhancement of digital literacy, collaborative leadership practices, and the integration of emerging technologies such as artificial intelligence (AI). The reviewed studies also highlight key implementation challenges, including limited infrastructure, resistance to change, increased workload, and weak policy or contextual support. These findings are further explored through the conceptual lens of Kotter’s 8-Step Change Model, the technology acceptance model (TAM), and the ISTE Standards, which are used reflectively by the authors to provide theoretical context for understanding the dynamics of digital adoption and sustainable transformation. In conclusion, digital leadership plays a crucial role in driving sustainable transformation in educational management. This review emphasizes the need for leadership approaches that are ethical, strategic, and contextually responsive to overcome challenges and promote equitable and innovative changes in education.

https://doi.org/10.26803/ijlter.24.8.6

The Impact of Perceived School Support on Digital Teaching Behavior: The Mediating Role of Digital Teaching Efficacy and Knowledge Sharing

Lihong Chen — 2025-08-30

Drawing on social exchange theory (SET), this study examined how perceived school support (PSS) enhances university teachers’ digital teaching behavior (DTB) through the serial mediation of digital teaching efficacy (DTE) and knowledge sharing (KS). A survey of 655 university teachers across 11 provinces in China revealed that PSS significantly enhances DTB (direct effect = 0.253, p < 0.001). Both DTE and KS mediated the relationship between PSS and DTB, with effect sizes of 0.162 (p < 0.001) and 0.057 (p < 0.001), respectively. Additionally, DTE and KS demonstrated as a serial mediation pathway, with an effect size of 0.043 (p < 0.001). As the first study to validate the sequential DTE?KS pathway in the PSS-DTB nexus, this research extends beyond prior single-mediator models by revealing how school support cascades through efficacy beliefs to collaborative exchanges. These findings demonstrate that institutional support directly and indirectly drive digital teaching through efficacy-building and knowledge-sharing mechanisms. Theoretically, this offers a novel framework for interpreting technology adoption in academia; practically, it provides actionable strategies for administrators while highlighting cross-cultural validation and intervention efficacy as critical future research priorities.

https://doi.org/10.26803/ijlter.24.8.7

Academic Skills Competence and Challenges in International Academic Publishing: Perspectives from Faculty Members in Non-English-Speaking Higher Education

Jamlaa Almawi — 2025-08-30

This study explores the challenges encountered by faculty members at a non-English-speaking higher education institution in Saudi Arabia in their pursuit of international academic publishing. Using a qualitative phenomenographic approach, the study examines the lived experiences of twenty academics from diverse disciplines at the University of Bisha. Data were collected through semi-structured interviews and analyzed thematically to identify key barriers and competencies influencing publication outcomes. Three major themes emerged: perceived research and writing competencies, institutional and linguistic barriers, and proposed strategies for improvement. Participants reported challenges including limited academic writing support, a lack of sustained mentorship, restricted access to international publishing platforms, and feelings of marginalization due to language expectations and cultural norms embedded in peer review systems. Despite these obstacles, many faculty members exhibited resilience and a strong motivation to meet international publishing standards. The study found that linguistic barriers were often amplified by structural inequities, such as the absence of writing centers, inadequate research funding, and unclear institutional policies regarding publication incentives. Based on these findings, the study proposes evidence-based strategies such as English for Research Publication Purposes (ERPP) programs, peer-review training, and institutional support mechanisms that are aligned with Vision 2030’s goals for research excellence. The study contributes to current literature by centering the voices of scholars from peripheral academic contexts and by presenting a conceptual framework that links faculty competencies with institutional interventions. These insights offer a practical foundation for reform efforts aimed at empowering non-native English-speaking scholars in global academic dissemination.

https://doi.org/10.26803/ijlter.24.8.8

The Influence of AI on Business Education: Comparing Learning Experiences in Private and State Universities

Mary Chris A. Austria — 2025-08-30

Artificial intelligence (AI) is reshaping business education by supporting adaptive learning, personalized feedback, and enhanced student engagement. This study investigates the role of AI in improving teaching and learning in business programs across private and public universities in Central Luzon, the Republic of the Philippines. It specifically examines how AI tools influence student learning experiences, institutional challenges, and strategies for sustainable AI integration. Using a descriptive research design, the study surveyed 100 participants—comprising students, faculty, and administrators—selected through stratified random quota sampling. Data were gathered through a validated and pilot-tested questionnaire, and analyzed using both descriptive and inferential statistics, including t-tests and weighted means. The results show that AI significantly improves academic engagement and learning outcomes across both educational sectors. Public universities report positive impacts from AI-driven feedback systems and simulations, while private institutions highlight satisfaction with AI-supported writing and summarization tools. However, disparities in AI implementation were evident. Public universities face resistance from faculty, while private institutions cite infrastructure gaps and financial constraints. Moreover, government-funded AI programs benefit public institutions, whereas private universities depend on commercial platforms. The study underscores the need for institution-specific AI strategies, prioritizing faculty development, infrastructure investment, and sustainable funding. By addressing systemic barriers and promoting equitable access to AI technologies, universities can create more inclusive and future-ready learning environments. Strategic collaboration, AI literacy programs, and ongoing evaluation are essential to fully leverage AI’s potential in preparing students for the evolving digital economy.

https://doi.org/10.26803/ijlter.24.8.44

Pre-service Teachers' Digital Competence: A Systematic Review of Factors, Frameworks, and Global Patterns

Meiyu Zeng — 2025-08-30

The rapid digital transformation of global education systems has made enhancing the digital competence of pre-service teachers a fundamental objective of teacher education reform in many countries. This study employs the PRISMA protocol systematically review 28 empirical research articles published between 2021 and 2025. The literature was retrieved from three databases (Scopus, Web of Science, and ERIC), encompassing both developed and developing nations. This review aims to identify (1) the factors that affect pre-service teachers’ digital competence, (2) similarities and differences in the digital competence of pre-service teachers in different national contexts, and (3) the frameworks and instruments used in the selected articles. The findings reveal five major influencing dimensions: (1) training and curriculum practice support, (2) psychological and environmental support, (3) policy systems and resource environments, (4) legal ethics and digital literacy, and (5) individual characteristics. Although pre-service teachers in many countries often possess fundamental digital competencies, significant disparities are observed in ethical awareness, pedagogical integration, and critical thinking. DigCompEdu, TPACK, and several other frameworks are commonly employed for evaluation, each offering context-specific benefits. This study consolidates essential trends and regional variations in global research, identifies deficiencies in cross-cultural adaptability and the advancement of advanced digital competence, and offers valuable recommendations for enhancing teacher training programs and informing policy decisions.

https://doi.org/10.26803/ijlter.24.8.10

Integrating Character Values and EdTech Media: A Study of Arabic Teachers' Pedagogical Competence in Bandung Raya

Yayan Nurbayan — 2025-08-30

This study examines Arabic teachers’ pedagogical competence in integrating character values and utilizing educational technology (EdTech) media across the three stages of Arabic language instruction: initial, core and closing learning activities. A mixed-methods approach with a single-case study design was employed. The research involved 50 Arabic teachers (AT) from Madrasah Aliyah across the Bandung Raya region. Data were collected through questionnaires, in-depth interviews and classroom observations. Quantitative data were analyzed descriptively, while qualitative data were examined using Miles and Huberman’s interactive model, which involves data reduction, data display and conclusion drawing. The findings reveal that in initial learning activities, 60% of ATs consistently strengthen students’ religious values through greetings and group prayers and promote integrity by involving punctual students in leading prayers. However, other values, such as nationalism and deeper forms of integrity, remain underemphasized and EdTech media are rarely utilized due to limited access and inadequate digital literacy. In core learning activities, character values such as cooperation and respect are frequently integrated, yet 82% of ATs never use digital platforms like Google Classroom for online discussions, indicating a gap in EdTech media implementation. In closing learning activities, 90% of ATs routinely incorporate religious elements through prayers and reflections, but 60% have never used EdTech tools such as Kahoot, Quizizz or Wordwall for assessment. These findings underscore the need for professional development programs that enhance teachers’ capacity to integrate character education with digital innovation. The study also highlights the importance of institutional support in fostering pedagogical transformation aligned with the demands of 21st-century learning.

https://doi.org/10.26803/ijlter.24.8.11

Corporate Approach in Work-Integrated Learning for Students of Engineering Programs

Svetlana G Karstina — 2025-08-30

The intensifying integration of engineering, science, and education, along with the growing requirements for graduates’ professional competencies, underscores the need for innovative and systematically structured approaches to engineering education. One such approach is the corporate model, which involves coordinated actions of all educational stakeholders and the integration of students into real industrial environments. This study proposes an adapted model of work-integrated learning based on a corporate approach, implemented in the engineering programs of a university in Kazakhstan. Unlike many models described in the literature, the emphasis is placed not only on industrial practice but also on comprehensive resource and organizational coordination between universities and companies. The model incorporates principles of institutional partnership, joint program design and assessment, and is supported by empirical analysis of company attractiveness factors, interaction formats, and the evaluation of four workplace dimensions. The pilot implementation of the model demonstrated an improvement in students’ skills ranging from 5.46% to 16.74%. A total of 91.67% of students positively assessed the organization of workplace learning, and 83.33% highlighted the overall attractiveness of the model. The effectiveness of the model was confirmed using t-tests and one-way analysis of variance (ANOVA). The findings suggest that this model can be recommended for implementation in engineering programs of universities in developing countries.

https://doi.org/10.26803/ijlter.24.8.12

Adaptive Curriculum, Digital Literacy, and Global Collaboration for Enhancing Multicultural Competence in Higher Education

Murtono . — 2025-08-30

The objective of this study was to examine the impact of adaptive curriculum, digital literacy, and global cooperation on the multicultural competence of undergraduate university students. A structured questionnaire was disseminated to 700 students from various higher education institutions in Indonesia, who were identified using purposive sampling, and the data were processed with a quantitative research approach. The validity and reliability of these instruments have been confirmed by exploratory factor analysis and Cronbach's alpha. The hypotheses were tested using multiple regression analysis. The findings indicated that an adaptive curriculum (? = 0.342, p < 0.01), digital literacy (? = 0.416, p < 0.001), and global collaboration (? = 0.289, p < 0.05) all significantly and positively contribute to the development of multicultural competence. Digital literacy emerged as the most robust predictor. These results indicate that digitally enhanced and globally oriented pedagogical strategies should be incorporated into adaptive curricula. The study makes a theoretical contribution by establishing a link between the constructs of education innovation and intercultural competence under the umbrella of global learning. The results offer practical insights to educational policymakers and university leaders on curriculum structures that foster inclusive, globally relevant skill sets. The recommendation includes strengthening digital platforms and international cooperation in teaching models to ensure students are better prepared for different cultural environments.

https://doi.org/10.26803/ijlter.24.8.13

EFL Teachers’ Understanding and Implementation of TBLT in Listening Instruction: A Discrepancy Model-Based Needs Analysis

Qiuyu Gong — 2025-08-30

Although Task-Based Language Teaching has received increasing policy-level attention, its integration into English as a Foreign Language listening instruction remains limited and inconsistently applied. This qualitative study investigates how Chinese university-level English as a Foreign Language teachers conceptualise and implement Task-Based Language Teaching in listening classrooms. Drawing on McKillip’s (1987) discrepancy model, it identifies gaps between pedagogical beliefs and classroom practices using data from focus group interviews, lesson plans, and classroom observation forms. Thematic analysis via NVivo reveals that while teachers express general support for Task-Based Language Teaching, their understanding of core concepts—such as task authenticity, the three-phase structure, and communicative purpose—is fragmented. Classroom practices often involve task-like activities lacking key features such as information gaps, real-time interaction, or student autonomy. Discrepancies stem from entrenched teaching habits, time constraints, limited access to authentic listening materials, and insufficient professional development. Teachers voiced a strong need for structured support, including model tasks, task design templates, and tiered resource libraries. This study underscores the systemic nature of the cognition–practice gap and calls for context-sensitive training and institutional alignment to support meaningful Task-Based Language Teaching implementation in listening instruction.

https://doi.org/10.26803/ijlter.24.8.14

Challenges of Inclusive Mathematics Teaching in Primary Schools: Perspectives of Inclusive Education Experts

Nurul Nadiha Abdulah — 2025-08-30

Inclusive education is crucial in today's global education system, focusing on equal learning opportunities for all students. However, efforts to integrate students with special needs into the mainstream, particularly in mathematics, still face various challenges requiring holistic solutions. The research identifies the main challenges in implementing inclusive mathematics teaching from the perspective of experts’ insights from Malaysia which demonstrating global development from inclusive integration to true inclusion. These challenges reflect broader international concerns in inclusive education implementation, providing global insights relevant to similar educational contexts. This study employs a case study design with a qualitative approach involving semi-structured interviews. The participants were identified through purposive sampling depending on their expertise and experience in inclusive education. The study participants comprised of six experts, four PhD-qualified lecturers, and two are senior Department of Education officers with over 15 years of experience in inclusive education. Data was analyzed using Atlas.ti software through collaborative coding and theme development processes. The findings reveal five main challenges in implementing inclusive mathematics teaching: (1) pedagogical constraints including overemphasis on mathematical procedures rather than conceptual understanding and time constraints and workload; (2) curriculum issues including Standard Curriculum and Assessment Document (DSKP) difficulty level and modular curriculum alignment; (3) teacher attitude issues characterized by lack of commitment and inadequate collaboration between mainstream and resource teachers; (4) policy implementation challenges particularly with the 'Zero Reject Policy' and parental mentorship programs; and (5) social and behavioral issues including social isolation and discrimination of special needs students, and difficulties in behavior management. This study contributes to a deeper understanding of implementing inclusive mathematics teaching. It suggests a holistic approach involving the cooperation of all stakeholders to enhance the effectiveness of inclusive education programs.

https://doi.org/10.26803/ijlter.24.8.15

The Mediating Role of Higher Education Pillars in the Effect of Digital Transformation on Lecturer Performance

Petrus Paulus Ferdinand Titirloloby — 2025-08-30

This study examines the impact of digital transformation on lecturer performance in higher education institutions (HEIs), with a specific focus on the mediating role of the three fundamental higher education pillars: teaching, research, and community service. It aims to assess how the integration of digital technologies enhances academic productivity and institutional effectiveness while identifying potential challenges in the adoption process. A quantitative research design was employed, utilizing survey data collected from 355 lecturers at private universities in Indonesia. Structural equation modeling (SEM) was applied to analyze the relationships between digital transformation, the higher education (HE) pillars, and lecturer performance. The results indicate that digital transformation positively influences lecturer performance, primarily through its impact on teaching quality, research output, and community engagement. The higher education pillars serve as a significant mediator, reinforcing the indirect effects of digitalization on academic performance. However, challenges such as digital literacy gaps, adaptation difficulties, and technological barriers hinder the full realization of digital transformation’s benefits.

https://doi.org/10.26803/ijlter.24.8.16

Reliance on AI and its Effects on Critical Thinking and Graduate Readiness: Evidence from UAE Higher Education

Saeed Al Kaabi — 2025-08-30

This study investigated how reliance on artificial intelligence programs (AIPs) affects the critical thinking skills and job readiness of undergraduate students in the UAE. A cross-sectional survey of 400 students across gender and academic-year cohorts at the Higher Colleges of Technology assessed AIP usage patterns. Quantitative analyses revealed 78.3% of students depend on AIPs for assignments, with 94.5% reporting detrimental effects on critical thinking and linguistic skills. This was exacerbated by low rephrasing rates (19.0%) and significant demographic disparities: female students showed higher dependency than male students (72.0% vs. 58.7%), while advanced-year students reported greater cognitive concerns. Over 96% viewed unchecked AIP use as a threat to institutional reputation—a figure that exceeds the 67% self-reported concern in similar studies in Germany and the United Kingdom. Notably, advanced-year students were more likely to associate AIP misuse with institutional damage; they cited long-term effects on graduate credibility and employer trust. The findings challenge techno-optimistic narratives. Theoretically, the study adapts Bloom’s taxonomy with an AI mediation layer, and positions AI as a non-social epistemic artifact. Practically, it urges institutions in the United Arab Emirates to implement AI deconstruction modules, generative pedagogy training, and industry collaborations (e.g., with G42) to align graduate competencies with labor-market needs. By aligning with the National AI Strategy 2031, this research provides policy architecture for human-centered AI education and offers critical insights for regional education systems that are navigating technological integration.

https://doi.org/10.26803/ijlter.24.8.17

Curriculum Implementation: A Systematic Literature Review of Practices and Challenges of Using Pacesetters in South African Rural Primary Schools

Nokwazi Princes Zikalala — 2025-08-30

The study explored the practices and challenges of using curriculum pacesetters in South African primary schools. The Constructivist learning theory was employed as the theoretical framework to guide the study. The study followed the Systematic Literature Review (SLR) as a method to access materials for data synthesis and analysis. The theoretical framework guided the study to implications and conclusions. The findings indicated that a pacesetter is valued for guiding, monitoring, and managing curriculum implementation. However, the practice is steering towards the use of a pacesetter as a document to check done and to be done teaching and learning activities, which leads to a teacher-centred instructional process. Additionally, this study found that challenges such as lack of resources, pressure to cover content as per the pacesetter and prescriptiveness of the pacesetter led to undifferentiated curriculum implementation. Accordingly, this study concludes that the ineffective practice of using a pacesetter can compromise learners’ meaningful and constructive learning.

https://doi.org/10.26803/ijlter.24.8.18

Mapping Research Trends on Gender Diversity, Work Stress, and Job Satisfaction in Higher Education: A Bibliometric Analysis

Mohit Yadav — 2025-08-30

Background: Over the past three and a half decades, significant scholarly attention has been directed toward understanding gender diversity, work-related stress, and job satisfaction across various organizational contexts. Methods: The present study investigates global research trends on these themes within higher education institutions by conducting a bibliometric analysis of 2195 articles published between 1984 and 2024, retrieved from the Scopus database. Key performance indicators, including citations, h-index, author productivity, and co-citation analysis, were employed. Biblioshiny facilitated the bibliometric analysis and the visualization of the scientific landscape. Graphical representations included annual scientific production, most locally cited sources, Three-Field Plots, Lotka’s Law analysis, most relevant affiliations, corresponding authors’ country metrics (SCP/MCP), most prolific countries, and cumulative occurrences of authors’ keywords. Findings: The results reveal a notable upward trajectory in research output, characterized by an annual growth rate of 6.58%. The Journal of Applied Psychology emerged as the leading source in terms of publication volume within the studied domain. Among individual contributors, Cooper C.L. was identified as the most influential author, with a total of 328 citations. Additionally, several emerging research themes related to gender diversity and work-related stress were identified. This study offers valuable insights into the evolution and current state of research on gender diversity, work stress, and job satisfaction, thereby serving as a critical resource for scholars and practitioners interested in these intersecting fields.Recommendations: Promote inclusive policies, reduce academic stress, enhance job satisfaction, and foster global research collaboration in higher education institutions.

https://doi.org/10.26803/ijlter.24.8.19

Enhancing Writing Skills through Web-based Learning (WBL) in ESL/EFL Classrooms: A Systematic Review

Mazyani Mat — 2025-08-30

Web-based learning (WBL) is an innovative approach to education that empowers learners by offering them flexibility and control over their educational journey. This systematic literature review aimed to identify web-based instructional strategies for enhancing English as a Second Language (ESL) and English as a Foreign Language (EFL) writing skills that have been employed over the past decade. This review employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework across major academic databases, including Scopus, Web of Science (WoS), and the Education Resources Information Centre (ERIC). Out of 97 articles, 18 journal articles were selected based on set exclusion and inclusion criteria. The results highlighted a significant finding in research on WBL as a means of enhancing English writing skills worldwide. Accordingly, six types of web-based instructional platforms can improve ESL/EFL writing skills: 1) cloud-based applications, 2) learning management systems (LMS), 3) inquiry-oriented learning tools, 4) automated writing evaluation (AWE), 5) online grammar checking and editing tools, and 6) digital storytelling. Furthermore, the review identified three significant themes: the use of WBL methods improved collaborative writing, peer feedback increased learners’ engagement and motivation and enhanced soft skills. Thus, this study offers valuable insights into the role of technology-enhanced language learning, specifically focusing on web-based instructional methods to be implemented to enhance ESL writing skills.

https://doi.org/10.26803/ijlter.24.8.20

Digital Kinetic Storytelling as an Innovative Strategy for Enhancing Language Learning in Early Childhood Classrooms

Eid Mohammed Kanaan — 2025-08-30

Despite digital kinetic storytelling being regarded as one of the most innovative learning approaches in childhood education, it has not been investigated enough within Arab learning settings. This research aimed at exploring the relation between the use of kinetic stories via digital technology and its effectiveness in enhancing language acquisition among children. A qualitative phenomenological approach was adopted, and semi-structured interviews were conducted with 99 preschool teachers from Irbid City in the north of Jordan. Data were analyzed using the grounded theory approach to construct descriptive narratives outlining the major themes. Data analysis showed that digital kinetic storytelling enhanced children’s motivation and active involvement by providing opportunities for intrinsic sensory and motor engagement and promoted the construction of vocabulary and linguistic concepts by animating the language through visuals and movement, thus promoting retention in appropriate contexts. It also enhanced listening comprehension through the use of language, pictures, and movements that aid understanding on deeper levels. Moreover, digital kinetic storytelling improved children’s oral expression, increased their confidence, and encouraged spontaneous communication since they were exposed to repeated phrases. In addition, it promoted teamwork and social interaction because it taught students to support each other in an inclusive environment that considers children’s differences. The research findings enrich knowledge regarding the impact of digital kinetic storytelling on language education and provide teachers with an interactive teaching method that promotes early language learning through developing child interaction, motivation, and comprehension.

https://doi.org/10.26803/ijlter.24.8.21

Enhancing EFL Students’ Reading Competence through a Community of Inquiry-Based Mobile-Assisted Extensive Reading Approach

Yanan Zhang — 2025-08-30

As mobile-assisted language learning (MALL) becomes more prevalent, extensive reading (ER) is being transformed through digital tools that enable flexible access, interactive content, and peer engagement. This study investigated how a mobile-assisted extensive reading (MAER) program, grounded in the Community of Inquiry (CoI) framework, affected the reading competence of Chinese non-English majors. CoI conceptualizes an effective online learning environment as comprising three core elements: teaching presence (instructional guidance), social presence (peer interaction), and cognitive presence (meaning construction). A 17-week quasi-experimental study was conducted with three groups: a CoI-based MAER group, a traditional print-based ER group, and an intensive reading (IR) group. Reading comprehension tests and a CoI presence survey were used to collect quantitative data. The CoI-based group showed significantly greater reading gains than the other two groups. Regression analysis identified teaching and social presence as significant predictors of improvement, while cognitive presence contributed less. By demonstrating how a supportive reading community can be cultivated through structured mobile reading experiences, the study offered practical insights for designing effective MALL-based ER programs. It also extended the application of CoI theory into mobile EFL contexts, highlighting the importance of balancing technology use with intentional instructional and social support.

https://doi.org/10.26803/ijlter.24.8.22

Context-Specific Professional Development for Business Studies Educators

Lesley Lesiba Motseta — 2025-08-30

This study explored the experiences of Business Studies educators of the professional development (PD) programmes available to them and how such experiences translate into pedagogies applied to achieve the BS lesson objectives. The Business Studies subject, also referred to as business education in various contexts, equips learners for contemporary working environments frequently defined by technological advancements. However, the dynamics of the modern BS educational landscape require educators who are immersed in everyday trends and advanced technology support; as such, this demands continuous professional development of educators for effectiveness in their everyday teaching and learning. Grounded in transformative learning theory, this interpretive case study examines how Business Studies educators’ PD programmes enhance and translate into the achievement of lesson objectives. Purposive sampling was adopted to select six educators, two in each school, from three schools in one South African Education District. Data was collected through semi-structured interviews and non-participant classroom observations, with qualitative content analysis employed to analyse the data. The findings revealed a dual reality of benefits, such as support from subject advisors, with deficiencies such as a lack of context-specific training, disparities in PD, time-workload constraints, lack of resources and institutional support. Thus, the formation of a targeted professional development framework responsive to context-subject-teacher-learner-based reskilling to augment teaching and learning effectiveness aligned with modern world demands is established.

https://doi.org/10.26803/ijlter.24.8.23

Life Sciences Teachers’ Views on Using Interactive Whiteboards to Integrate Indigenous Knowledge in Cellular Respiration Teaching

Lwazi Nsindiso Mkhwebane — 2025-08-30

This study critically examines Grade 11 Life Sciences teachers’ perceptions of using interactive whiteboards (IWBs) to integrate Indigenous Knowledge (IK) into teaching cellular respiration, a complex and abstract topic. While curricula such as South Africa’s Curriculum and Assessment Policy Statement (CAPS) advocate for IK integration, its implementation remains inadequate, particularly for technologically inclined learners. Employing quantitative research design, the study utilized a questionnaire administered to 153 Life Sciences teachers from schools in Johannesburg and Ekurhuleni. Descriptive and inferential statistics were used to analyze the data. Findings reveal that teachers value IWBs as effective tools for enhancing learner engagement and understanding by bridging cultural contexts and aligning with learners’ technological preferences. However, the integration process faces significant challenges, including limited access to reliable IK resources, insufficient professional development, and technical issues with IWBs. The study argues for systemic reforms to address these challenges, emphasizing the need for improved access to IK materials, targeted teacher development, and institutional support for teaching IK. By fostering meaningful IK integration through IWBs, Life Sciences education can become more culturally responsive, enhancing learners’ connection to scientific concepts. Policymakers must prioritize resource allocation and capacity-building to achieve this goal.

https://doi.org/10.26803/ijlter.24.8.24

Physical Sciences Learners' Understanding and Experiences of Formative Assessment in Classroom Practice

Halalisani Mngomezulu — 2025-08-30

Formative assessment has gained increasing attention in recent educational discourse due to its potential to enhance learning by providing timely and constructive feedback. However, there remains a limited understanding of how learners themselves experience and interpret formative assessment, particularly within under-resourced contexts. This qualitative study investigates the perceptions and experiences of Grade 10 Physical Sciences learners regarding formative assessment in five secondary schools located in the uMkhanyakude district. Using Bandura’s Social Cognitive Theory as the guiding framework, the study purposively selected ten participants—two from each school—via random sampling. Data were collected through semi-structured focus group interviews and thematically analyzed. Findings strongly suggest that while formative assessment can motivate learners and promote self-awareness about their academic progress, inconsistent implementation and lack of clarity in feedback often hinder its effectiveness. The study highlights critical gaps in practice and recommends that educators adopt learner-centred formative assessment strategies that foster self-regulated learning and deeper content comprehension.

https://doi.org/10.26803/ijlter.24.8.25

Narratives of Hope in Hopelessness: Reasons for Pursuing ODL-Mediated Higher Education among Females Serving Life Sentences in South African Correctional Centres

Zanele Sinegugu Dhlamini — 2025-08-30

In South Africa, correctional education research overwhelmingly focuses on male students lived experiences. Consequently, any nuanced efforts aimed at reformation, especially of incarcerated female students sentenced to life imprisonment, remain undervalued and insufficiently understood by policymakers, correctional bureaucracy, and the general public. This qualitative multiple case study situated within the social constructivist paradigm, was conducted in two correctional centres in two provinces of South Africa. It aimed to gain insight into the experiences of incarcerated female students who are serving life sentences and studying through open distance learning (ODL). Eight incarcerated female students participated in the study via focus group interviews. Grounded in the Universal Declaration of Human Rights framework, the thematically curated findings encapsulate the hegemony in the prison education system, and the complex relationship between incarceration and education. The findings revealed that the participants regard ODL-mediated higher education as a rare and much-needed “second chance-at-life opportunity” to reconstruct lost childhood dreams and find meaning through academic pursuits, which also serves as a coping mechanism that restores hope and opportunity for their reformation in times of distress imposed by the prison environment. Barriers included the unbecoming behaviour of officials and restricted access to learning facilities, particularly libraries and learning centres. The findings outlined an urgent need for a review of student support policy in the studied correctional centres. Having a sound student support policy is poised to ensure that student support programmes are based on procedural fairness and the implementation of carceral education is insulated from discriminatory practices.

https://doi.org/10.26803/ijlter.24.8.26

Information and Communication Technology Capabilities for Pre-service Teachers in South Africa: An Education Policy Analysis

Emma Priscilla Barnett — 2025-08-30

In South Africa’s evolving education system, integrating Information and Communication Technologies (ICTs) in teacher education has become increasingly vital. This article critically examines how contemporary South African teacher education policy—specifically the Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015)—conceptualises the role of ICT in pre-service teacher training. Drawing on the Capability Approach (CA), the article explores whether MRTEQ adequately addresses the diverse backgrounds and digital readiness of pre-service teachers and supports the development of their ICT competencies. The study explores ICT capability development in teacher education using the CA, an evaluative framework emphasising individuals’ freedoms and opportunities. A conceptual research design (CRD) was employed in this study, which is a qualitative research design associated with ideas and concepts about a phenomenon being studied. Interpretivism was used as the paradigm, and the analysis highlights the complex interplay between policy intentions and implementation realities. Embedding ICT within fundamental and disciplinary learning is challenging. While MRTEQ promotes a progressive vision for digitally capable educators, infrastructural constraints, unequal access, and varied student experiences remain significant barriers. Moreover, there is no standardised approach to ICT integration in teacher training in South African Universities. This study ultimately argues for a more inclusive and practical approach to ICT integration in teacher education, one that aligns policy frameworks with the lived realities of pre-service teachers and enhances their capabilities to navigate and innovate in 21st-century classrooms. An important avenue for further research may be a quantitative study that tests the identified capabilities and views of the PST in terms of what MRTEQ (2015) advocates.

https://doi.org/10.26803/ijlter.24.8.27

Shaping Preservice Teacher Identity in South Africa: The Impact of a Brief Growth Mindset and Emotional Intelligence Intervention

Zonke Zungu — 2025-08-30

This study employed a quasi-experimental, mixed methods design to evaluate the impact of a brief intervention grounded in growth mindset and emotional intelligence. This study included an intervention group (n=86) and a comparison group (n=82). Self-report questionnaires were used to measure the intervention group across four time points (4 weeks before the intervention started, immediately before the intervention started, immediately after the intervention and follow-up or 4 weeks after the intervention), and the comparison group was measured across two time points (4 weeks before the intervention started and during follow-up). Quantitative and qualitative methods were used to analyse the findings. The findings demonstrated an increase in self-emotion appraisal scores of the intervention group compared to the comparison group. Repeated measures revealed an increase in self-emotion appraisal and others’ emotion appraisal scores for the intervention group. These findings were corroborated by qualitative findings, which highlighted that the participants found the intervention relevant to the education field. Although participants expressed that the intervention was too short, they asserted that it provided a space for them to share their experiences, an element which is fundamental to the negotiation of identity. Policymakers can strengthen PSTs’ identities by institutionalising interventions with emotional intelligence and growth mindset elements. Such interventions must be integrated into the teacher education curriculum to develop teachers, specifically in resource-constrained South African education contexts. Future research should further contextualise EI and growth mindset interventions by applying them at scale, using robust methodologies.

https://doi.org/10.26803/ijlter.24.8.28

The Significance of Implementing Quality Assurance in Schools to Enhance Learner Performance

Tears Maria Khutwane — 2025-08-30

The study reported on this paper explored the significance of implementing quality assurance measures in schools to enhance learner performance. The research was conducted in six secondary schools within the Tshwane West District, with two principals, two deputy principals and two departmental heads purposively selected as participants. As integral members of the School Management Teams (SMTs), these individuals play a pivotal role in managing school operations and ensuring effective teaching and learning. Using a qualitative research approach, data were gathered through interviews which were transcribed and analysed within an interpretive paradigm to uncover recurring themes in participants’ perspectives on quality assurance. The findings indicate that while SMTs acknowledge the critical role of quality assurance in upholding educational standards, challenges such as time constraints and workload often impede effective implementation. The study advocates for the empowerment of SMTs and other relevant stakeholders through the provision of greater authority and resources to develop and implement school-specific quality assurance frameworks. This support is essential for fostering sustained improvements in educational delivery and learner outcomes. The study concludes that quality assurance facilitates monitoring, supervision, control and moderation as key processes in upholding educational standards.

https://doi.org/10.26803/ijlter.24.8.29

A Mixed-Methods Inquiry into Faculty Commitment: Exploring Institutional and Organizational Predictors for Evidence-Based Policy Reforms

Amelie E. Trinidad — 2025-08-30

Faculty commitment is essential to institutional effectiveness, teaching quality, and long-term academic workforce engagement. In the Philippine context, limited research has examined how institutional and organizational factors interact to influence faculty commitment. This study addresses that gap by investigating how autonomy and decentralization (institutional characteristics) and perceived organizational support and fairness (organizational experiences), shape affective, continuance, and normative commitment among college faculty. Guided by Meyer and Allen’s Three-Component Model and the Job Demands–Resources (JD-R) framework, the study employed a convergent parallel mixed-methods design. Quantitative data were collected through validated surveys from 154 faculty members, while qualitative data were gathered via semi-structured interviews with ten purposively selected participants. Results revealed that organizational experiences, especially perceived support and fairness, were the strongest predictors of commitment. Institutional characteristics also had significant effects, particularly on affective and normative dimensions. Affective commitment emerged as the most dominant across both data strands. The convergence of results confirmed that emotional attachment is most influenced by trust, recognition, and participative governance. Quantitative findings were reinforced by faculty narratives describing institutional respect and inclusive environments as drivers of loyalty and motivation. These findings support evidence-based policy reforms that emphasize shared governance, academic autonomy, and equitable treatment to enhance faculty commitment and institutional performance.

https://doi.org/10.26803/ijlter.24.8.30

Teaching Beyond the Text: How Gender, Experience, and Grade Level Shape Reading Comprehension Instruction among EFL Teachers in Qatar

Wafaa Morsy — 2025-08-30

Persistent gaps in reading achievement among students of English as a Foreign Language (EFL) in Qatar have raised concerns about the effectiveness of reading comprehension instruction. This quantitative, descriptive study investigates the ways in which EFL teachers’ reading comprehension instruction in Qatar government schools varies according to each teacher’s gender, length of teaching experience, and grade level. Data were collected from 754 EFL teachers via an online questionnaire distributed through the Ministry of Education and Higher Education. The survey measured teachers’ use of reading comprehension strategies and explicit instruction. Descriptive statistics and multivariate analyses of variance (MANOVA) were used to analyze the data. Findings revealed significant trends and variations across these variables. Female teachers scored higher in both the implementation of reading strategies (M = 50.68) and explicit strategy instruction (M = 24.68) compared to male teachers (M = 48.46; M = 23.8). Conversely, no significant multivariate effect was found for teaching experience or grade level, although novice (0–5 years) and secondary-level teachers consistently reported lower strategy use than their peers. The implications of these findings suggest the need for targeted professional development to enhance strategy use, particularly among male and secondary-level teachers, and tailored programs to support novice teachers’ transition from explicit to flexible instruction. The study contributes to a better understanding of the demographic influences on reading comprehension instruction in EFL contexts and informs efforts to improve literacy outcomes through teacher development.

https://doi.org/10.26803/ijlter.24.8.31

Navigating EMI Courses Through Personalized Learning Networks: A Phenomenological Study on Vietnamese Students’ Use of Digital Technology

Vo Doan Doan Tho — 2025-08-30

This study explores how Vietnamese undergraduate students enrolled in English-medium instruction (EMI) economics courses use digital technologies to build and navigate personalized learning networks (PLNs). Amid growing EMI adoption in Vietnamese higher education, students face challenges related to language proficiency and disciplinary content comprehension. Grounded in Learning Culture Theory and employing a phenomenological approach, this study investigates the lived experiences of 24 EMI students in economics majors through focus group interviews. The findings from the thematic analysis reveal that students actively engage with a range of digital tools and platforms including social media, online forums, and collaborative apps to access course content, clarify concepts, and seek language support. These self?curated PLNs enable learners to access content, seek support, and exercise agency in managing academic tasks. The results also highlight variations in students’ engagement strategies, with some preferring workplace-based mentoring or offline peer interactions over digital platforms. The study underscores the importance of student agency and digital competence in EMI contexts and demonstrates how learners adapt institutional and non-institutional resources to meet their needs. The paper concludes by emphasizing the need for EMI pedagogies that recognize learners’ digital practices and integrate more responsive technological and academic support. In addition, implications are discussed for EMI policy implementation, teacher development, and future research in multilingual digital learning environments.

https://doi.org/10.26803/ijlter.24.8.32

Motivational Determinants and Achievements on Digital Learning Tool Proficiency among University Adult Learners

Kyunghee Park — 2025-08-30

With the rising demand for higher education among adult learners, digital learning tool proficiency has become essential for academic achievement in modern education. However, for middle-aged and older adult learners who first encountered the internet in adulthood, the use of digital tools may present substantial barriers to academic adaptation and persistence, including digital skills gaps, technology anxiety, limited prior exposure to online learning environments, and difficulty in navigating platform interfaces. This study explored the educational determinant factors influencing adult learners’ digital learning tool proficiency, aiming to support the development of tailored educational strategies. Based on a survey of 441 adult learners stratified by age and representing diverse academic disciplines at a Korean university, the findings reveal notable generational differences, with younger adults demonstrating significantly higher levels of digital learning tool proficiency. Differences were also observed according to learning motivation, particularly among learners who prioritize social networking. Furthermore, digital proficiency was found to have a significant positive impact on learning beliefs and learning goal pursuit. These findings underscore the need for universities to actively support self-directed learning activities such as mentoring and collaborative learning initiatives that incorporate digital tools, thereby enhancing the academic success and persistence of adult learners.

https://doi.org/10.26803/ijlter.24.8.33

The Impact of GenAI Integration in a Guided Reading Strategy Using Digital Text to Enhance Language Creativity

Sung In Kug — 2025-08-30

This study aimed to investigate the impact of GenAI integration as part of a guided reading strategy using digital text on student language knowledge and language creativity. This study employed a quasi-experimental approach with a sample of 250 high school students. The data analysis used t-tests and one-way ANCOVA to assess the intervention's effect on the students' language creativity when composing short stories and reading tabloids. The study's findings indicate that integrating GenAI into a guided reading strategy using digital text can improve the students' language knowledge and language creativity more effectively than conventional reading techniques. Improved language knowledge is characterised by the complexity of the vocabulary and sentences used. Improved language creativity is evident in the students' ability to create short stories and read tabloids after the intervention. Improved language creativity is evident in the aspects of fluency, flexibility, originality, and elaboration. The use of complex language, narratives, characters, and events in the short stories produced as a result of the intervention serves as a benchmark for language creativity. Furthermore, the qualitative study findings indicate that the intervention features that significantly improved imaginative short story writing skills included the incubation phase, sharing ideas with peers, visualising concepts, teacher support, and personal portfolios. Thus, the students' language creativity improved because GenAI technology and guided reading strategies along with digital texts as part of reading activities (introductory, individual, group, and reflective) enabled the exploration of creativity and easier access to resources. This research implies that integrating GenAI technology into reading strategies not only improves language knowledge but also enhances student language creativity.

https://doi.org/10.26803/ijlter.24.8.34

Strategies and Challenges in Compiling Instructional Design with a Critical Pedagogical Approach for Generation Z Students in State Hindu Institute of Gde Pudja Mataram

Gusti Ngurah Ketut Putera — 2025-08-30

Generation Z students, born and raised amidst technological advancements, require a distinct set of approaches to learning. This study examines the hurdles that senior lecturers at Hindu religious universities have had to face in adapting instructional designs to Generation Z learners. A qualitative case study approach is undertaken to study the integration of information technology and the upgradation of contextual materials by lecturers to facilitate learning. Major findings stress the need for lecturers to be equipped in digital tool integration, updating course content, and instructional design developments catering specifically to the learning characteristics of Generation Z. The study further points to some major phases of instructional design, including the analysis of learning objectives, designing and developing teaching materials, and evaluating the outcomes of learning. This research, therefore, aims to assist instructors in designing technology-based learning environments that are better suited to Generation Z by making instructional design more compatible with this generation. Such insights contribute to the development of instructional design and provide valuable directions for future research.

https://doi.org/10.26803/ijlter.24.8.35

Curriculum Innovation in History Education: Reflective Integration of Technology and Historical Reasoning in a Contextually Adaptive Model for Indonesian Senior High Schools

Muhammad Iqbal Birsyada — 2025-08-30

This study focused on designing and evaluating a digitally integrated history curriculum tailored for Indonesian senior high schools, addressing the misalignment between traditional teaching methods and 21st-century educational requirements. Employing a research and development (R&D) model guided by the ADDIE framework, the research involved five curriculum and pedagogy experts, ten history teachers, and over 200 students from six public high schools representing varying levels of technological preparedness. The development process encompassed a comprehensive needs assessment, validation by experts and practitioners, structured implementation in classrooms, and a mixed-methods evaluation including interviews, observations, assessments, and online questionnaires. The curriculum received strong validation scores from experts (M = 4.80) and teachers (M = 4.60), indicating its robust structure, contextual fit, and practical viability. Trial implementations yielded consistent effectiveness (M = 4.60), with ANOVA results showing no significant differences across diverse school types (p > 0.05). Qualitative data pointed to enhanced student participation, deeper understanding of historical content, and improved contextual analysis. The study presents a forward-thinking curriculum model that integrates digital tools into core instructional practices, providing a flexible and scalable approach for digital history education, especially in settings with limited resources.

https://doi.org/10.26803/ijlter.24.8.36

Digital Transformation Model of Islamic Religious Education in the AI Era: A Case Study of Madrasah Aliyah in East Java, Indonesia

Agus Wedi — 2025-08-30

Islamic Religious Education (Pendidikan Agama Islam, PAI) at the madrasah level in Indonesia currently faces significant challenges in the Artificial Intelligence (AI) era, particularly in integrating digital technology while preserving core Islamic values. Therefore, the digital transformation of PAI learning is essential as a concrete step toward establishing a responsive and sustainable modern education model. This study explores the digital transformation model of PAI at three Madrasah Aliyah in East Java (MAJB, MANR, MAJE) in the AI era. Employing a qualitative aapproach through a multi-site case study design, data were collected through non-participant observation, in-depth interviews, and document analysis. Data analysis followed Rogers’ Diffusion of Innovations Theory and the interactive model proposed by Miles, Huberman, and Saldaña. The results reveal that the digital transformation model in MAJB, MANR, and MAJE is manifested in two key aspects. First is the institutional strategy, which encompasses the development of digital infrastructure and stakeholder collaboration. Second is the pedagogical and instructional system, which involves integrating Learning Management Systems (LMS) and implementing the flipped classroom model. This study highlights how madrasahs balance digital transformation with Islamic values by implementing ethical content filtering, teacher training grounded in Islamic principles, and value-based learning design. These strategies integrate technology in madrasahs while preserving core Islamic values, enhancing educational quality. This research contributes by: 1) Expanding Rogers’ Diffusion of Innovations Theory in Islamic education; 2) Offering practical models for digital transformation; 3) Developing contextually relevant digital education models.

https://doi.org/10.26803/ijlter.24.8.37

Exploring Agricultural Sciences Teachers’ Beliefs in Integrating Simulations and Hands-On Teaching Methods: A Multi-Case Study

Malesela Dennis Mashishi — 2025-08-30

Beliefs are crucial in shaping teachers’ approaches to implementing innovative teaching methods. To drive change in educational practices, it is essential to understand the role of teachers’ beliefs, which are deeply embedded in their values and influence their classroom practices. This understanding is key to initiating meaningful change. Therefore, this study explores Agricultural Sciences teachers’ beliefs regarding the integration of simulation and hands-on instructional methods in South African secondary schools. Using a multiple case study design, three teachers from the Capricorn District were purposively selected and interviewed to examine their beliefs on (i) content comprehension, (ii) learner assessment, and (iii) the role of self-reflection in improving teaching practices. Findings reveal that teachers held predominantly positive beliefs about simulation and hands-on approaches, viewing them as effective tools for simplifying complex content, enhancing learner engagement, and improving academic performance. Although initially sceptical of technology-mediated assessments, teachers experienced a transformation in their beliefs as they began to recognise the value of such approaches in promoting authentic learner understanding. This shift was influenced by their observation of improved learner comprehension and motivation, particularly using simulations and hands-on methods. Furthermore, the teachers emphasised the importance of self-reflection and ongoing professional development in enhancing and refining their instructional practices. The study highlights the dynamic nature of teacher beliefs, shaped by experiential learning and exposure to technological tools. Recommendations include sustained professional development, institutional support for digital integration, and further research into scalable implementation strategies. The findings contribute to the broader discourse on technology-enhanced pedagogy in science education, particularly within resource-constrained contexts.

https://doi.org/10.26803/ijlter.24.8.38

Professional Preparedness of Newly Qualified (NQTs) Teachers in South Africa: A Scoping Literature Review of Postgraduate Certificate in Education Programme (PGCE)

Nyarayi Chinyama — 2025-08-30

This scoping literature review contends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy framework, while crucial for setting standards in South African teacher education, is insufficient in ensuring the professional preparedness of Post Graduate Certificate in Education (PGCE) newly qualified teachers (NQTs). The study employs a multi-dimensional framework incorporating Lave and Wenger’s situated learning theory (SLT) (1991), and Bandura’s social learning theory (1977) which subsequently evolved into social cognitive theory (SCT) (1986) to assess (PGCE) programmes comprehensively. The review highlights significant concerns related to inadequate time, support, resources, and training in initial teacher education (ITE) and therefore also in the PGCE programmes. Findings indicate that NQTs face persistent challenges, including deficient content and conceptual knowledge, suggesting a misalignment between policy intentions and the practical outcomes of teacher preparedness. Conclusions drawn from the study emphasise the need to enhance PGCE programmes by increasing practical training and mentorship time, integrating hands-on teaching experiences, and adapting new curricula to prepare teachers better for diverse environments. The paper recommends comprehensive training in technology, the provision of resources for teaching in multicultural settings, and structured induction programmes alongside continuous professional development for NQTs. Lastly, this study proposes a conceptual comprehensive framework to guide PGCE programmes in better equipping NQTs, ultimately enhancing their professional preparedness and efficacy.

https://doi.org/10.26803/ijlter.24.8.39

Parental Involvement in Mother-Tongue Mathematics Education: A South African Study

Patricia Ouma Nomsa Moshaba — 2025-08-30

Mathematics education in the mother tongue (MT) has been debated and implemented worldwide. This study investigates the perceived successes or lack of mathematics education in MT by exploring the influence of parental involvement on its success. Although MT instruction improves understanding and cultural identity, challenges like systemic barriers and a lack of parental support weaken its implementation. Despite MT policies, parental support remains understudied in township schools. This study aims to address this gap and provide insights for educational equity and policy improvement. The research focuses on South African township schools to examine how parental engagement affects the success of MT mathematics programmes and identifies obstacles to home-school collaboration. Through a qualitative case study involving semi-structured interviews with 10 mathematics teachers from five schools, data was thematically analysed to understand views on MT instruction, parental involvement and institutional challenges. Findings show a paradox where; despite recognizing MT’s educational benefits, many parents resist MT due to the perceived economic advantage of English. Furthermore, teachers linked poor mathematics performance to low parental involvement.” Resistance to MT-based learning results in shifting to English-medium schools, with challenges like inadequate materials and limited teacher training. The study finds Epstein’s parental involvement framework misaligned with realities, hindering effective home-school partnerships in resource-poor, multilingual areas. It suggests three actions: educate parents on MT’s benefits, reform policies to fill MT vocabulary gaps, and adapt Epstein’s model to engage diverse families. This research provides a framework to improve global MT mathematics education.

https://doi.org/10.26803/ijlter.24.8.40

Implementing Interactive Language Learning Mobile Apps in Higher Education: Students’ Perceptions and Perspectives

Chahrazed Mirza — 2025-08-30

The study examined students’ perspectives and perceptions about a new interactive mobile learning application experience developed in alignment with Oman 20-40 vision to shift to digital education. ENGL150152 intercative app was created to improve vocabulary learning and reading comprehension. As a result of Oman Vision 2040, higher education institutions are increasingly adopting technology-enhanced education. Known for its flexibility and ability to overcome time and distance constraints, Mobile-Assisted Language Learning (MALL) has become a key tool in this digital transformation. This study evaluated the effectiveness of an interactive language learning mobile app that works with an automated feedback system. This study employed a mixed method exploratory design. A nine-component assessment framework was used to assess the effectiveness of ENGL150152 application from student's perceptions and perspectives. Data were collected through online surveys distributed to 780 English language students at a higher education institution in Oman. Descriptive Statistics revealed that while dissatisfaction with traditional teaching methods is widespread, students showed high levels of satisfaction with the app’s versatility, interactivity, usability, inclusivity, sustainability, immediate feedback, adaptability, and flexibility. Nonetheless, the results suggesteded updating the mobile app to maximize flexibility and offline accessibility and integrating more AI-driven tools to enhance personalization. The study highlighted that Oman needs a significant shift from traditional to digital education.

https://doi.org/10.26803/ijlter.24.8.41

Exploring the Framework for Intelligent Operations (FiOps) for Teachers in the Era of Generative AI (GenAI)

Turki Sulaiman Alharbi — 2025-08-30

The education sector has witnessed major changes in the era of generative artificial intelligence (GenAI), since the role of the teacher is not only limited to transferring or presenting information but has also expanded to include multiple roles that are dependent on AI. The framework for teachers’ primary operations has changed and become more focused on operations based on GenAI variables. As GenAI is a promising field, it is necessary to identify the areas of the framework for intelligent operations (FiOps) for the teacher, where FiOps relates to the main areas of the teacher’s work, including performance operations based on GenAI tools. Therefore, this study aimed to explore the FiOps for teachers in the era of GenAI. The study adopted a phenomenological approach to perform an in-depth analysis of the FiOps domains according to the views of expert teachers on using GenAI. Semi-structured individual interviews were conducted with eight teachers. A focus group was also conducted with the entire group to reach a deep understanding of the expert teachers’ thoughts on FiOps. The results show that the main FiOps domains are positioned around four areas: data analysis, program design, guidance and counseling, and discovery and enhancement of capabilities. It has become important to train teachers in the FiOps domains so that they can be more effective and more suitable for work in the era of GenAI.

https://doi.org/10.26803/ijlter.24.8.42

Action Research Teacher Training Within a Project-Based Learning Paradigm

Russell Hazard — 2025-08-30

In response to socioeconomic, technological, and sustainability related challenges, schools and education systems are undergoing significant transformation. As a result, teachers are increasingly being asked to deliver innovative pedagogies such as Project Based Learning to help develop twenty-first century competencies that support effective real-world action in students. However, many educators possess no experience as students in project-based classrooms, which may result in a lack of mental frameworks pertaining to this distinctive educational methodology. This action research study explored how action research, framed within a project-based paradigm, may not only improve professional practice but also help faculty develop a better understanding of PBL. Data were gathered through semi-structured interviews from 8 high school teachers and 2 professional development instructors in Beijing, China after they completed a self-paced action research teacher training set within a PBL paradigm. Findings suggested that the teachers not only experienced self-reported gains in pedagogical knowledge and teaching techniques that were the central purpose of their projects, but also gained understanding around action research, the value of collaboration with both colleagues and students, and Project Based Learning theory and practice. Connecting action research to project-based learning utilizing PBL design elements, teaching techniques, and project management structures assisted the participants in their own projects and produced transfer learning for their own classrooms. This study contributed to the scholarly discourse on training for action research by highlighting the perceived opportunities, challenges, and supports from the perspective of teachers as well as exploring the intersections between action research, PBL, and PBL teaching techniques such as utilization of project management processes and visualization methods.

https://doi.org/10.26803/ijlter.24.8.43

The Influence of Problem-Solving-Based Physics Learning Models on Students’ Critical Thinking Ability and Learning Independence on the Achievement of SDG 4

Abdul Haris — 2025-08-30

Critical thinking and independent learning are two equally important abilities that students need if they are to support the achievement of Sustainable Development Goals (SDGs), especially SDG 4, which relates to improving the quality of education. This study aimed to determine the influence of a problem-solving-based physics learning model on students’ critical thinking skills and learning independence. This study used a quasi-experimental method with a nonequivalent control group of 60 physics students who had been recruited by purposive sampling; each group comprised 30 students. Data on students’ critical thinking skills were collected through a written test with a multiple-choice format accompanied by reasons for selecting a certain answer, and data on learning independence were collected through questionnaires. Research data were analyzed with descriptive statistical tests and t-tests. After the intervention, the results showed that the average critical thinking ability score of the experimental group was 85.30, and that of the control group was 70.50. In addition, the average student learning independence in the experimental group was 4.16, and for the control group, 3.35. The findings of this study indicate that a physics learning model based on problem-solving significantly affected students’ critical thinking skills and learning independence, at a significance level of .05. This research makes an important contribution to improving the quality of education, especially by applying the physics learning model, which can enhance students’ ability to think critically and learn autonomously, thereby contributing to advancing education quality, and aligning with SDG 4 in the Indonesian context. It is recommended that further research is conducted to apply this model to various academic disciplines, and over a longer time frame.

https://doi.org/10.26803/ijlter.24.8.48

Educational and Psychosocial Challenges Among Individuals with High-Functioning Autism: A Systematic Literature Review

Mohd Syazwan Zainal — 2025-08-30

The rising global prevalence of autism spectrum disorder, including in Malaysia, has increased attention on the challenges faced by individuals with high-functioning autism, especially within educational settings. This systematic literature review explores psychosocial and academic difficulties that affect emotional well-being, social interaction, and participation in learning. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, seven peer-reviewed articles published between 2021 and 2024, sourced from the Scopus and Web of Science databases, were screened and analyzed. Findings reveal ongoing struggles with emotional regulation, social stigma, and peer exclusion, which often lead to psychological distress, reduced school connectedness, and academic disengagement. These challenges are compounded by limited access to specialized educational resources, insufficient teacher training, and a lack of inclusive support structures. As a results, students with high-functioning autism encounter challenges in mainstream education, necessitating inclusive pedagogical approaches, targeted teacher professional development, social-emotional interventions, and collaborative engagement among educators, families, and mental health professionals to foster optimal educational outcomes. By prioritizing psychosocial well-being within educational frameworks, schools can foster a more inclusive environment that supports both academic success and emotional development. Addressing these needs is critical to improving the overall quality of life and long-term opportunities for students with high-functioning autism.

https://doi.org/10.26803/ijlter.24.8.45

Visionary Leadership in Islamic Boarding Schools: Implications for Institutional Management within the Barakka Framework

Hamdanah Hamdanah — 2025-08-30

Islamic boarding schools (pesantren) in Indonesia faced increasing pressure to modernize their institutional governance while preserving their religious identity and cultural values. Despite growing interest in educational leadership in Islamic contexts, limited research had examined how local spiritual frameworks such as theBarakkaparadigm influenced institutional management practices. This study addressed that gap by investigating how visionary leadership, grounded in Barakka, a concept of divine blessing and moral authority, was translated into effective management strategies in pesantren settings. The research focused on the As’adiyah Sengkang Islamic Boarding School, a prominent pesantren in South Sulawesi known for its progressive yet tradition-based leadership model. The population for this study comprised key stakeholders within the pesantren community, including the lead kyai, senior administrators, Islamic teachers (ustadz), alumni in leadership roles, and senior students (santri). A total of 18 participants were selected through purposive sampling. Data were collected using three main instruments: in-depth semi-structured interviews, participant observation conducted over three months, and document analysis of institutional records, classical texts (kitab kuning), and strategic plans. The data were analyzed using interpretative phenomenological analysis, which enabled the identification of core themes related to leadership experience and institutional change. The findings revealed that visionary leadership at As’adiyah operationalized the Barakka paradigm through strategic human resource placement (“the right person in the right place”), the shift from traditional to lean management systems, the adoption of digital technologies for data oversight, and the fostering of stakeholder collaboration. These leadership strategies improved coordination, enhanced institutional credibility, increased transparency and accountability, and opened new pathways for educational and da’wah (Islamic propagation) development. The study concluded that visionary leadership rooted in Islamic spiritual values significantly contributed to the modernization and professionalization of pesantren governance. It recommended that Islamic educational institutions consider integrating culturally embedded leadership frameworks with contemporary management principles to foster sustainable institutional growth.

https://doi.org/10.26803/ijlter.24.8.46

A Needs Analysis for English for Specific Purposes Speaking Skills Development for Tourism Front-Liners: Targets, Challenges and Learning Preferences

Aishath Shoozan — 2025-08-30

English is the lingua franca in the Maldives tourism industry, and learning English with a focus on the tourism industry is essential. However, there are limited context-specific learning materials tailored to cater to the front-liners’ needs. This study explored their speaking needs to develop an English for specific purposes (ESP) module. It examined the importance of speaking English for front-line workers, their challenges, learning preferences and readiness for mobile learning. The study was conducted qualitatively through semi-structured interviews with 14 tourism front-line staff members and two lecturers, as well as an analysis of 10 job descriptions of front-line staff. The findings revealed that English is crucial for them to speak with guests and colleagues. The target situations for speaking English include welcoming guests, check-in and check-out processes, enhancing the guest experience and handling requests and complaints. They face challenges due to limited vocabulary and grammar, as well as affective factors such as language anxiety and a lack of confidence. The speaking competency needs of front-line staff encompass grammar, vocabulary, and core speaking skills, including requesting, expressing, explaining, providing information, offering advice and describing. Participants prefer to learn through task-based, collaborative and contextualised tasks. They also preferred technology-integrated activities, such as multimedia learning and game-based learning and are ready to adopt mobile learning. An ESP speaking module should include content relevant to authentic scenarios, and purposefully selected vocabulary and grammar to enhance effective speaking delivered through mobile technology, integrating multimedia and game-based learning. The findings provide valuable insights for developing an ESP module to teach and learn speaking skills for tourism front-line staff.

https://doi.org/10.26803/ijlter.24.8.47

The Influence of AI Knowledge on the Vocational Inclinations of Gifted Students

Mohammad Saleh AL-Karamneh — 2025-08-30

This study examines the impact of AI knowledge on the vocational inclinations of gifted students. Gifted students face challenges making career decisions due to their wide range of interests and unique cognitive abilities. This study employs a descriptive correlational approach utilizing a cross-sectional study to investigate how artificial intelligence influences career preferences among 363 gifted students, aged 16-18 years from Jubilee Schools in Amman, Jordan. Additionally, the study used a vocational inclination scale and the AI scale. Pearson's coefficient was used to confirm the validity of the construct and Cronbach's Alpha for reliability. The results showed that gifted students had an average level of AI knowledge, with a mean of (3.52) with strengths in critical evaluation but a lower level of proficiency in technical aspects. The results indicate the social pattern was prevalent among gifted students, constituting the highest percentage of all patterns at 41.3% followed by investigative, practical, and artistic careers. There are obvious differences between the sexes, with males favouring technical and investigative careers, while parental occupation does not appear to play a significant role. The findings of this study indicate that AI knowledge is a significant predictor of career inclinations; AI had a higher predictive ability in the investigative field among gifted students, with a percentage of 24%, with an effect size of 32%. this study recommends enhancing AI literacy in education by integrating AI concepts and making AI tools available in the classroom environment and teaching digital skills to help students identify their future career paths.

https://doi.org/10.26803/ijlter.24.8.9

Gender Justice in Islamic Higher Education: Challenges and Opportunities in the Digital Age

Nur Syamsiah — 2025-08-30

This study explores the complexities of gender justice within Indonesian Islamic higher education institutions, interrogating both systemic barriers and the transformative potential of digital technologies in advancing equity. Grounded in an interdisciplinary framework integrating feminist theory, Islamic epistemology, critical pedagogy, digital sociology, intersectionality, and the capability approach, the research employs qualitative methods to analyze the lived experiences of students, faculty, administrators, and policymakers. The findings reveal persistent patriarchal norms institutionalized through leadership hierarchies, curricular biases, and religious interpretations that marginalize women’s voices. Despite formal commitments to equity, women remain underrepresented in decision-making roles, facing structural barriers such as gendered promotion criteria, epistemic exclusion in scholarship, and cultural resistance to gender-sensitive reforms. Notably, the study highlights tensions between conservative religious norms and progressive Islamic principles of justice (‘adl) and excellence (ihsan), demonstrating how theological reinterpretation could foster more inclusive practices. Digital technologies emerge as a double-edged sword: while online platforms offer opportunities to democratize access, amplify marginalized perspectives, and disrupt traditional hierarchies, their adoption is mediated by socio-religious norms. Rural female students, for instance, face compounded digital divides due to limited connectivity, familial restrictions, and algorithmic biases that suppress women’s scholarship. Intersectional analysis further underscores how gender disparities intersect with class, disability, and regional disparities, necessitating context-specific interventions. The study advocates for holistic reforms, including: (1) curricular decolonization to center women’s intellectual contributions; (2) institutional policies that prioritize equitable leadership pathways; (3) gender-sensitive digital pedagogies; and (4) alliances between universities, NGOs, and policymakers to bridge theory and practice.

https://doi.org/10.26803/ijlter.24.8.49