International Journal of Learning, Teaching and Educational Research

Exploring the Role of Metacognitive Strategies in Research Writing: A Learner-Centered Perspective

Jane M. Malit — 2026-07-30

This study explores the metacognitive strategies of education students in educational research writing using a learner-centered perspective grounded in Flavell’s metacognitive theory (1979) and Zimmerman’s self-regulated learning (SRL) model (2000). Employing a qualitative phenomenological design, data were gathered through semi-structured interviews with ten purposely selected fourth-year education students with direct experience in research writing. Reflexive thematic analysis was used to interpret the data. Findings reveal four (4) key themes: education students’ perceptions and application of metacognitive strategies in research writing, metacognitive challenges encountered by education students in the planning, execution, and writing stages, learner-centered instructional approaches fostering or hindering the enactment of metacognitive regulation essential to research competence, and education students' reflections and learning Adaptation. Results indicate that while students demonstrate strong conceptual understanding of metacognition, their regulatory practices remain largely reactive rather than proactive, particularly in complex tasks such as synthesis and data analysis. Emotional challenges, peer collaboration, and instructor feedback were also found to significantly shape students’ metacognitive engagement. The study concludes that research writing serves as a developmental space for strengthening self-regulated learning, although students require stronger instructional scaffolding to enhance strategic and emotional regulation. The study recommends structured reflection, explicit strategy instruction, and targeted feedback should be integrated to support the transfer of metacognitive skills.

https://doi.org/10.26803/ijlter.25.7.1

Developing the Industry Expert Influence Construct for UTAUT Integration: A Systematic Review in Vocational Education Technology Adoption

Haiyun Li — 2026-07-30

Amid the accelerated digital transformation of vocational education and training (VET), students often exhibit passive acceptance and authority dependence when using online learning platforms. Although the unified theory of acceptance and use of -technology (UTAUT) is widely applied, its "social influence" construct primarily reflects normative pressure, failing to capture the non-coercive influence exerted by industry experts. This study aimed to conceptually develop and theoretically position a novel construct, Industry Expert Influence (IEI), within the UTAUT framework. Guided by the PRISMA protocol, 27 empirical studies from Web of Science and Scopus (2015–2025) were systematically reviewed. The review revealed that industry experts significantly enhanced students' professional identity, career-driven motivation, self-efficacy, and perceived utility by reinforcing the real-world relevance of learning content. Through hybrid thematic analysis combining deductive and inductive coding, IEI was derived as a novel construct comprising four core dimensions: Expertise, Trustworthiness, Referent Influence, and Rational Influence Strategy. IEI is posited as a critical antecedent of technology adoption, driving behavioral intention by reshaping Performance Expectancy and Effort Expectancy. Future research is recommended to develop a context-specific IEI scale and examine the moderating role of cultural power distance.

https://doi.org/10.26803/ijlter.25.7.2

Technology Acceptance Model in Digital Higher Education (2015-2025): A Bibliometric Analysis of Theoretical Evolution and Collaboration Patterns

Lulu Li — 2026-07-30

The technology acceptance model (TAM) has been central to understanding technology adoption in higher education (HE) for decades. However, a comprehensive decade?scale synthesis of its evolution in digital learning contexts has remained absent. This bibliometric review systematically mapped TAM research in digital HE from 2015 to 2025. PRISMA guidelines were followed. A total of 429 Scopus?indexed articles were analyzed using VOSviewer for co?authorship, keyword co?occurrence, and co?citation analyses. The literature review confirmed that prior studies were largely qualitative, domain?specific, or limited in time span. Three salient findings emerged. First, publication output grew steadily, with a sharp acceleration during the COVID?19 pandemic. Second, the field shifted from core TAM constructs (perceived usefulness, perceived ease of use) toward affective, social, and contextual variables such as enjoyment, self?efficacy, and social influence. Third, research was geographically concentrated. Malaysia (62), Saudi Arabia (41), and China (38) led output. Collaboration networks showed strong regional clustering but weak intercontinental ties. Structural holes thus limited cross?cultural validation. Keyword analysis further revealed an emerging emphasis on artificial intelligence (AI), ChatGPT, and immersive technologies. It was concluded that TAM remained highly adaptable but faced challenges in geographic dispersion and theoretical generalization. Future research should prioritize international collaboration, culturally adaptable extensions, and deeper investigation of AI?driven learning systems. Educational institutions are recommended to use the identified collaboration patterns to form international consortia and faculty exchanges. This review provides a structured baseline for cross?cultural and collaborative research on technology acceptance in HE.

https://doi.org/10.26803/ijlter.25.7.3

Examining Student-Lecturer Relationships at a Tanzanian University: An Understudied Dimension in Higher Education

Patrick Severine Kavenuke — 2026-07-30

Student-lecturer relationships are vital to students’ learning, yet research in higher education, particularly within Tanzanian universities, remains limited. This study examined the nature of student-lecturer relationships, differences across student demographic variables, and the factors influencing these relationships. A quantitative survey design was employed. Participants were selected through a two-step process: stratified random sampling by year of study, followed by simple random sampling from student lists, using random number generation. 1,483 undergraduates completed the Questionnaire on Teacher Interaction (QTI), which measures eight relationship dimensions: “leadership”, “friendly”, “understanding”, “student freedom”, “uncertain”, “dissatisfied”, “reprimanding”, and “strict”. Results indicated an overall moderate level of student-lecturer relationships, with leadership and understanding scoring the highest among the positive dimensions. However, “uncertain” and “reprimanding” ranked highest among negative dimensions. T-tests and ANOVA analysis revealed no significant differences based on gender, age, year of study, high school attended or GPA. Nevertheless, significant differences appeared in training type and study programme, with in-service students and those enrolled in BA. Ed. and BSc. Ed. programmes reporting stronger relationships than BEd (Sc.) students. Regression analysis revealed that training type and study programme significantly predicted student-lecturer relationships. Lower scores in friendliness and student freedom suggest limited relational engagement. The findings highlight the need for lecturers to foster greater friendliness and student autonomy while reducing “uncertain” and “reprimanding” behaviours.

https://doi.org/10.26803/ijlter.25.7.4

Digital Competence Among English Teachers in Economically Underdeveloped Regions: Evidence from Guizhou, China

Luo Ruizhu — 2026-07-30

Guided by the European framework for the Digital Competence of Educators (DigCompEdu), this study examined the digital competence of 115 English teachers in Guizhou, an economically underdeveloped province in Southwest China. Descriptive statistics revealed a moderate level of digital competence among participants. Independent samples t?tests and the one-way ANOVA were conducted to examine differences across demographic and contextual variables. The results indicated that gender was the only significant differentiating factor, with male teachers reporting higher digital competence than female teachers. In contrast, educational background, teaching experience, and access to facilities and resources were not significantly associated with digital competence. These findings suggest that commonly identified predictors of teachers’ digital competence may operate differently in economically disadvantaged contexts. The study contributes to digital competence literature by providing empirical evidence from an underexplored and underdeveloped region and highlights the importance of context?sensitive professional development strategies beyond demographic characteristics and infrastructure investment alone.

https://doi.org/10.26803/ijlter.25.7.5

No Lecturer Left Behind: An In-Service Professional Development Programme for Enhancing the Teaching and Assessment Skills of Instructors at a Public University in China

Lu Lu — 2026-07-30

In higher education, professional development is widely valued, but limited attention has been given to how selective professional learning can be converted into a local programme that supports wider lecturer participation and later classroom readiness. At Yan’an University, a public university in China, earlier high-value professional learning opportunities, including overseas training, reached only a small group of teachers. This study addressed this access gap by developing and refining a local In-Service Teacher Training Programme (ISTTP) for a broader group of lecturers. Guided by Design and Development Research, the study examined how the ISTTP was designed, how its practicality was reflected in teacher feedback, and how that feedback informed refinement. Thirty-six instructors, selected from 18 faculties with two teachers from each faculty, completed a questionnaire after the two-day programme. Six randomly selected participants later joined semi-structured follow-up interviews approximately three months after the training. The questionnaire examined five practicality dimensions: classroom relevance, connection to prior teaching experience, clarity of examples, usefulness of activities, and potential for use in participants’ own teaching. Findings showed that the ISTTP was generally perceived as relevant and practical, while Collaborative Learning, Assessment Strategies, and Self-Assessment and Reflection required stronger support for classroom use. Semi-structured follow-up interviews explained these patterns through challenges related to facilitation, time pressure, disciplinary differences, and institutional conditions. The evidence informed refinements including clearer guidance, structured activities, adaptation support, and discipline-sensitive examples. The study contributes a DDR-based model for transforming selective professional learning into an evidence-informed, locally usable teacher development programme.

https://doi.org/10.26803/ijlter.25.7.6

Pedagogical Competence and Challenges of Pre-Service Mathematics Teachers During Teaching Internship: An Explanatory Sequential Mixed-Methods Study

Christopher Ramos Vergara — 2026-07-30

Teaching internships are a critical stage for pre-service teachers, enabling them to translate their pedagogical preparation into classroom practice. This study examined the pedagogical competence and internship-related challenges of pre-service mathematics teachers and integrated qualitative findings to explain the quantitative patterns. Using a sequential explanatory mixed-methods design, the quantitative phase involved 32 participants (16 pre-service mathematics teachers and 16 cooperating teachers) selected through total enumeration. The qualitative phase included 7 pre-service teachers and 7 cooperating teachers selected through purposive, criterion-based sampling. The quantitative data was gathered using a standardized performance evaluation tool and analyzed using mean scores and t-tests, whereas the qualitative data from the semi-structured interviews was analyzed using thematic analysis. The findings reveal consistently high pedagogical competence ratings for both the self-assessment and cooperating teacher evaluation, with professional behavior and voice modulation being the strongest areas. Lesson planning and communication skills obtained comparatively lower means, although they still had a high rating. No significant differences emerged between the self-assessments and cooperating teacher evaluations. The thematic analysis identified eight developmental challenges: communication competence, classroom management, instructional planning, learner engagement, the facilitation of higher-order thinking, learner diversity, professional confidence, and assessment practices. The convergence of high ratings and the qualitative evidence of continuing challenges suggests that these scores reflect entry-level professional readiness rather than full pedagogical mastery. These findings call on teacher education institutions to strengthen the skills of reflective mentoring, practice-based support, lesson planning, mathematical communication, assessment literacy, and differentiated instruction to better prepare mathematics teachers for being classroom-ready.

https://doi.org/10.26803/ijlter.25.7.7

Beyond Training: A Policy Analysis of the Digital Competence of Early Childhood Teachers in Selected European Union Member States

Ning Hu — 2026-07-30

With education rapidly transforming due to digital developments, members of the European Union (EU) have begun to implement extensive policy schemes to improve the digital capabilities of those teaching very young children. This article reports an examination of these policy initiatives, based on the policy documentation proposals of EU members, intended to augment the digital competencies of these early childhood educators. A qualitative design was utilized to analyse policy documents published between 2015 and 2025 from eight selected EU countries. Search keywords such as early childhood education, teacher digital competence, digital education strategies, and professional development were used to identify relevant documents through the official EU website and the official websites of education departments in the selected countries. Using the European Framework for the Digital Competence of Educators (DigCompEdu) as a foundation, the chosen policy documents were analysed with the guidance of a specifically created coding manual. According to the findings, the digital competencies of these educators have been strengthened principally via three key processes. These are professional growth and assistance from institutions; establishing platforms containing nation-level digital resources; and ensuring that digital technology is integrated innovatively into the education and care of young children. In this study, the implementation of these policies was revealed to encounter related difficulties and limitations. Utilizing experiences of these policies, advice is offered to nations aiming to enhance the digital capabilities of educators in preschool settings. Practical implications are suggested regarding the implementation of digital policies, mechanisms to assist educators, and ethical administration in the early childhood educational context.

https://doi.org/10.26803/ijlter.25.7.8

Older Adults’ Experiences with Mobile-Assisted Language Learning: A Systematic Review of Motivations, Attitudes, and Tensions

Liuying Chen — 2026-07-30

This systematic review examines older adultss, University Putra Malaysia, 43400, Selangor, Malaysias, Attitudes, and Tensions???n their motivations and attitudes. Following PRISMA guidelines, we searched seven academic databases from inception through December 2023. Seven empirical studies met the inclusion criteria, involving adults aged 60 and above engaging in MALL within non?formal or self?directed contexts. Thematic analysis identified six key themes: (a) high initial motivation, (b) declining motivation over time, (c) intrinsic learning motivations, (d) overall satisfaction, (e) a preference for human interaction and clear guidance, and (f) diverse learner needs. These themes converge into three overarching tensions: initial versus sustained motivation, technological utility versus human connection, and general positivity versus learner heterogeneity. The theoretical frameworks applied in the reviewed studies (Self?Directed Learning, social gerontology, SLA) largely overlooked the specific motivational dynamics of older adults. Although older adults generally demonstrate positive attitudes toward MALL, this synthesis underscores the critical need for personalized and socially enriched learning designs. Given the limited number and heterogeneity of the included studies, these conclusions remain preliminary.

https://doi.org/10.26803/ijlter.25.7.9

Needs Assessment and Comparative Analysis of Draft Digital Technology Standards for Learning in Basic Education in Thailand

Narin Nonthamand — 2026-07-30

This study aimed to analyze the priority needs for standards on the use of digital technology for learning in basic education and to compare the four standards by role and school size. A survey research design was employed. The sample consisted of 1,272 participants, including 543 school administrators and 729 teachers. Data was collected using a needs assessment questionnaire for school development based on the draft standards for the use of digital technology for learning in basic education. The data were analyzed using needs assessment techniques and multivariate analysis of variance (MANOVA). The findings showed that the highest priority need was Standard 1: Access and Equity in Digital Technology, followed by Standard 4: Support for Learners, Teachers, School Administrators, and Educational Personnel; Standard 2: Learning Design and Creative Self-Direction; and Standard 3: Assessment and Evaluation for Learning Development. Furthermore, the results of the mean difference tests across the four standards, classified by role and school size and examined through univariate analysis of variance and pairwise comparisons, showed that teachers had significantly higher mean scores than school administrators in three areas: Learning Design and Creative Self-Direction, Assessment and Evaluation for Learning Development, and Support for Learners, Teachers, School Administrators, and Educational Personnel, at the .05 level of statistical significance.

https://doi.org/10.26803/ijlter.25.7.10

Digital Reading in Higher Education: Trends, Behaviours, and Evidence-Based Strategies—A Systematic Review

Afrah Alkhalaf — 2026-07-30

The rapid growth of digital technologies and blended learning has made digital reading a central component of higher education. Despite the increasing volume of research on digital reading, the literature remains fragmented. To address this gap, a systematic literature review was conducted, synthesising findings from 69 empirical studies published between 2010 and 2025, representing over 17,000 participants from 27 countries and involving undergraduate and postgraduate students, instructors, and librarians across multiple disciplines. The studies were identified through the Web of Science database and analysed using a thematic analysis approach. Five major themes emerged: digital reading comprehension and comparisons with print reading, digital reading behaviour and perceptions, digital reading competency, strategies for effective digital reading, and digital reading in special education and language learning contexts. The review indicates that digital reading outcomes are shaped by the interaction of learner competencies, cognitive demands, technological design, and institutional support rather than by the reading medium alone. The findings further suggest that print and digital reading serve complementary functions, with students often selecting each format according to the reading task, learning goals, and contextual demands. To enhance digital reading outcomes, the literature highlights the importance of digital literacy development, cognitive load management, effective interface design, and instructional and institutional support. By synthesising diverse strands of research, this review provides a comprehensive understanding of digital reading in higher education and offers practical implications for educators, instructional designers, and institutions seeking to improve their students’ reading comprehension, engagement, and learning outcomes in increasingly digital learning environments.

https://doi.org/10.26803/ijlter.25.7.11

Conceptualising ‘Digital Academic Orphanhood’: Marginalised Distance Learners and the Hidden Curriculum of Open and Distance e-Learning (ODeL)

Moses Mhide Kpum — 2026-07-30

Despite expanded access to technology, many African Open and Distance e-Learning (ODeL) students remain underserved by institutional support structures. Existing frameworks, including digital divide, academic integration, and hidden curriculum theories, do not fully account for learners who are formally enrolled and digitally connected yet remain relationally and culturally excluded from the informal networks essential for academic success. This paper introduces Digital Academic Orphanhood as a new conceptual framework addressing this gap. The concept is derived through Walker and Avant's (2019) eight-step systematic concept analysis, enriched by critical postcolonial and Afrocentric analytical lenses, and validated through structured consultation with six African ODeL scholars and practitioners from six countries. The framework proposes three interrelated dimensions: structural orphanhood (the absence of institutional support mechanisms), relational orphanhood (insufficient mentoring and peer networks), and cultural orphanhood (epistemological misalignment). Five defining attributes emerge from inductive analysis of 47 empirical studies: formal inclusion with relational exclusion; absence of academic nurturing; limited tacit institutional knowledge; cultural-epistemological disconnect; and compound vulnerability from intersecting disadvantages. The paper highlights invisible barriers operating through digital environments, including language norms, assumptions of digital fluency, and tensions between Western ODeL designs and communal African learning traditions, and integrates social capital, hidden curriculum, digital divide, and decolonial theories. The framework's originality lies in integrating structural, relational, and cultural dimensions within a postcolonial-Afrocentric orientation specifically focused on digital learning contexts, a combination absent from existing constructs. The paper contributes theoretically and practically by guiding inclusive pedagogy, institutional accountability, and diagnostic instrument development, and points toward participatory, longitudinal, and intervention research to advance justice in digital higher education.

https://doi.org/10.26803/ijlter.25.7.12

Video-Based Shadowing in a Content and Language Integrated Learning (CLIL) Framework: A Study of Indonesian Learners of Japanese as Second Language (JSL) Perceived Listening, Pronunciation, and Speaking Development

Dian Bayu Firmansyah — 2026-07-30

Despite growing research on YouTube-assisted language learning and shadowing, little is known about how video-based shadowing operates within a Content and Language Integrated Learning (CLIL) in Japanese as a Second Language (JSL) contexts. This study examined the extent to which video-based shadowing enhances Indonesian JSL learners' perceived oral proficiency within a CLIL framework and explored the perceived benefits and challenges of its implementation across linguistic, affective, and cross-cultural dimensions. Employing a convergent mixed-methods design, 57 intermediate-level Indonesian JSL learners completed Likert-scale questionnaires, open-ended responses and semi-structured interviews while using authentic content from the Speak Japanese Naturally YouTube channel. Results indicated strong positive perceptions across listening (M=4.69–4.94), speaking (M=4.64–4.75), shadowing performance (M=3.92–4.86), and satisfaction (M=3.67–4.81) subscales. Furthermore, findings identified speaking improvement (n=17), listening comprehension (n=15), and pronunciation accuracy (n=12) as the most frequently cited benefits. Joint display integration further revealed that high learner satisfaction (M=4.81) coexisted with cognitive overload from excessive speech rate (n=18) and affective strain (n=10). The findings suggest that video-based shadowing within a CLIL framework constitutes a theoretically coherent and replicable strategy for spoken Japanese development in resource-constrained Southeast Asian JSL contexts. The study also offers implications for curriculum sequencing, assessment design, teacher professional development, and the future integration of AI-assisted pronunciation feedback tools.

https://doi.org/10.26803/ijlter.25.7.13

Development and Expert Consensus on a Context-Adapted Digital Competence Indicator System for Teachers in Chinese Private Universities

Yu Bi — 2026-07-30

Rapid development in digital technologies has revolutionized higher education and raised teachers’ digital competence to high standards. Despite many efforts from international bodies such as DigCompEdu and TPACK to theorize on teacher digital competence, none of the proposed theoretical models sufficiently reflect the context of Chinese private universities. To fill the research gap and address practical issues, the current study adopted a mixed-methods research strategy using content analysis and expert interviews in constructing a digital competence indicator system for teachers in Chinese private universities. Four dimensions and twelve indicators of digital competence of Chinese private university teachers were developed based on data collected. The results have shown that contextual factors exert a major influence on teacher digital competence, including lack of technological support, practice-oriented requirements in teaching, as well as ethical issues in the emerging context of digitization in higher education. With its focus on digital competence basics and responsibility and ethics in digital environment, the developed framework can be considered a contextualized development of existing universal models of teacher digital competence. It enriches the literature with empirical studies in the field of teacher digital competence and will benefit practices of evaluating, develop teachers’ digital competence and carry out digital transformation projects in Chinese private universities as well as other universities facing similar conditions in developing countries.

https://doi.org/10.26803/ijlter.25.7.14

The Quality Assurance of Early Childhood Education in Preschools in the Mekong Delta, Vietnam: Integrating the CIPO and PDCA Frameworks

Thong Nhat Du — 2026-07-30

Quality assurance (QA) in early childhood education has become a major priority in Vietnam’s educational reform, particularly in disadvantaged regions such as the Mekong Delta, where limitations in resources, managerial capacity, and community support continue to affect preschool quality. This study examines QA management in preschools by integrating the CIPO framework (Context–Input–Process–Output) with the PDCA (Plan–Do–Check–Act) continuous improvement cycle. It explores how contextual conditions, educational resources, management processes, and educational outcomes interact to influence QA effectiveness in early childhood education institutions. A quantitative survey design was employed using a structured Likert-scale questionnaire. The final valid sample included 1,130 respondents, comprising 788 preschool managers and teachers and 342 parents from urban and rural areas across the Mekong Delta region of Vietnam. Data were collected to evaluate perceptions of QA implementation in relation to input management, process management, output quality, and contextual support factors. Descriptive and comparative statistical analyses were conducted using SPSS software. The findings reveal a significant “quality paradox” in preschool QA management. Output management, particularly child developmental outcomes, parental satisfaction, and trust in preschool services, received more positive evaluations than other dimensions. In contrast, process management was rated lowest, especially in the planning, monitoring, and feedback stages of the PDCA cycle, indicating limited effectiveness of continuous improvement mechanisms. The study highlights the need to strengthen PDCA-based managerial competencies, develop evidence-based monitoring systems, enhance stakeholder collaboration, and align educational financing with quality priorities to improve preschool quality in resource-constrained contexts.

https://doi.org/10.26803/ijlter.25.7.15

AI-Driven Feedback for University Students’ ESL/EFL Academic Writing: A Scoping Review of Pedagogical Implementation and Learning Outcomes

Xiaojun Yuan — 2026-07-30

This review maps the recent findings on the AI-driven feedback given to undergraduate-level ESL/EFL academic writing, examining how it is implemented, what learning outcomes it produces, and what shapes those outcomes. Drawing on 39 peer-reviewed empirical studies retrieved from Web of Science, Scopus, and ERIC, and following the PRISMA extension for Scoping Reviews, this review covers 2,796 participants across 18 countries and regions. The findings show that 27 of the 39 studies in the full corpus reported measurable improvement in ESL/EFL writing. Lower-proficiency students showed larger surface-level gains but higher rates of passive uptake, while higher-proficiency learners engaged more critically when appropriately scaffolded. This review also identifies a persistent local-global revision gap: grammar and vocabulary improvements were reliably documented, but gains in argumentation, genre awareness, and critical reasoning remained weak and variable across the corpus. While AI-driven feedback shows genuine promise for addressing the feedback deficit in large-scale ESL/EFL writing instruction — a challenge with direct relevance to SDG 4 (Quality Education) and its advocation for inclusive, equitable access to quality learning at all levels - the conditions that produce durable learning gains remain poorly understood. The field's methodological development has not yet caught up with its empirical output.

https://doi.org/10.26803/ijlter.25.7.16

Language and Communication Students' Perceived Mastery in AI Chatbot Prompt Engineering: A Study on Vibe Coding in Educational Mobile Application Development

Nur Izzati Khairuddin — 2026-07-30

This study examines language and communication students’ self-perceived mastery of AI chatbot prompt engineering, with particular attention to “vibe coding” for educational mobile application development. In this study, vibe coding refers to the deliberate use of prompts to shape tone, style, audience orientation, and user-facing educational content. Using a pattern-based framework centred on roles, constraints, and examples, the study investigates how students combine structure and exploratory prompting. A quantitative cross-sectional survey was administered online during March–July 2025 (Semester 2). Complete responses from 120 undergraduates were analysed from approximately 126 invited students (analytic response rate = 95.2%). The questionnaire demonstrated excellent overall internal consistency (Cronbach’s ? = .965). Results indicate that students usually begin tasks with structured prompts but later move towards mixed or unstructured prompting styles, suggesting a control-then-explore sequence. Longer exposure to AI chatbots and more extensive prompt-engineering training were associated with higher self-perceived competency and output efficiency, whereas weekly usage frequency did not show statistically significant differences. Educational background was associated with prompting style and usage, but not with overall perceived competency or output efficiency, and gender differences were negligible. The findings suggest that scaffolded instruction in prompt engineering can support more confident and consistent student use of AI chatbots. Future research should triangulate self-reports with behavioural logs, archived prompts, and performance-based outputs.

https://doi.org/10.26803/ijlter.25.7.17

Developing an Activity Theory-Informed WIL Framework for South African TVET Teacher Education

Petrina Niipindi Batholmeus — 2026-07-30

The 2013 South African policy on professional qualifications for lecturers in Technical and Vocational Education and Training (TVET) emphasises the importance of both school-based teaching practice and industry-based work-integrated learning (WIL). The dual requirement of the policy poses a challenge, however, to faculties of education that are accustomed to school-based teaching practice as their form of WIL. Given that Industry-based WIL in TVET teacher education is a new concept there is, therefore, a gap in its implementation. Adopting an activity theory perspective, this qualitative study aimed at closing this gap by developing a framework to guide education providers in implementing industry-based WIL in TVET teacher education. Purposive sampling was used to select 16 participants from the faculties of education at eight South African universities who were responsible for implementing the WIL component in TVET teacher education qualifications. One workplace mentor was selected from each of 16 organisations. Data collection, which was followed with thematic analysis, involved semi-structured individual interviews for workplace mentors, two focus group interviews for lecturers, and perusal of curriculum documents. The findings revealed systemic contradictions between two systems that possess different objectives, rules, cultures and expectations, namely: 1) the university teacher education system that prioritises learning and professional formation, and 2) the industry workplace system that prioritises productivity and operational performance. As such, a framework was developed to strengthen partnerships and guide WIL implementation, within South African university–industry partnerships.

https://doi.org/10.26803/ijlter.25.7.18

A Qualitative Study of Teaching Bahasa Indonesia with Integrated Islamic Values in an Indonesian Islamic Education Department

Andi Halimah — 2026-07-30

The integration of Islamic values into higher education has become increasingly significant in Muslim-majority contexts, where education is expected to cultivate both intellectual competence and moral character. In Indonesia, Bahasa Indonesia serves not only as the national language but also as a medium for shaping identity, ethical awareness, and civic responsibility. However, limited empirical research has examined how Islamic values are systematically embedded in Bahasa Indonesia instruction within Islamic higher education. This qualitative case study investigates how lecturers in an Islamic Education Department integrate Islamic values into language teaching, the pedagogical strategies they employ, and the challenges and opportunities they encounter. Data were collected from six purposively selected lecturers through semi-structured interviews, classroom observations, and document analysis of syllabi and teaching materials. Thematic analysis with iterative coding and cross-source triangulation ensured credibility. Findings indicate that integration occurs through both explicit and implicit approaches. Explicit strategies include incorporating Qur’anic verses, Hadith, and ethically themed texts into language activities. Implicit integration is reflected in lecturers’ modeling of ethical conduct, classroom norms, and constructive feedback. Four key strategies emerged: moral text analysis, structured discussions, reflective writing, and project-based learning. While challenges include time constraints, material adaptation, and balancing linguistic and moral goals, the approach enhances engagement, supports holistic learning, and fosters ethical communication. The study underscores the transformative potential of Islamic-integrated language instruction in higher education.

https://doi.org/10.26803/ijlter.25.7.19

The Metacognition–Social Complexity-Based Learning Model: A Culturally Grounded Framework to Improve HOTS and Collaboration in Science Learning

Ferrinda Prafitasari — 2026-07-30

Improving Higher Order Thinking Skills (HOTS) and collaboration still poses various challenges in elementary science education, especially when learning materials are abstract and disconnected from students' cultural contexts. This study aims to develop, validate, and evaluate the MetaSC learning model designed to support culturally grounded and inquiry-oriented science learning in grade 4. The Research and Development (R&D) design was implemented using the Plomp model, including expert validation, user acceptance testing, and a quasi-experimental pre-test-post-test control group design. The instruments consisted of an expert validation sheet, teacher and student response questionnaires, a HOTS test, and a collaboration rubric. The results showed that the MetaSC model achieved an excellent level of expert validation, demonstrating theoretical coherence and instructional feasibility. User responses indicated a high level of practicality and acceptability. Furthermore, experimental findings revealed significant improvements in both HOTS (Higher Order Thinking Skills) and collaboration skills among students using the MetaSC model compared to those receiving conventional instruction. These findings suggest that the MetaSC framework offers a promising approach for integrating ethnoscience, metacognitive learning, and collaboration to support the development of 21st-century competencies in elementary science education.

https://doi.org/10.26803/ijlter.25.7.20

Mitigating Cognitive Overload in Deaf Education: The Pedagogical Impact of a Multimodal Instructional Design on Digital Media Literacy Retention

Sirodom Maneehaet — 2026-07-30

In evolving digital landscapes, the acquisition of digital media literacy (DML) remains a systemic challenge for deaf and hard-of-hearing (DHH) students. This disparity is largely driven by the extraneous cognitive overload and the split-attention effect caused by conventional, auditory-centric multimedia designs relegating sign language and captions to peripheral windows. This study investigates the educational efficacy of a newly developed multimodal instructional framework engineered to address these barriers by integrating a prominent visual-spatial sign language interface (Big Sign) with Universal Design for Learning (UDL) principles. Employing a one-group quasi-experimental approach, the research evaluated the proposed framework by comparing baseline pre-test scores against immediate knowledge acquisition and short-term retention among 30 DHH learners in higher education over a two-week period. Statistical analyses revealed that the intervention significantly improved initial DML competency (pre-test to post-test) and sustained high retention rates over two weeks. Furthermore, qualitative assessments conducted via semi-structured interviews highlighted a transition from fragmented, visually taxing attention patterns to a more integrated and naturalistic visual learning experience, thereby maximizing pedagogical engagement. While limited by the absence of a control group, these findings offer a scalable, evidence-based model for educators and instructional designers to transcend mere technical accessibility compliance and move toward the creation of cognitively equitable digital learning environments that optimize knowledge encoding for DHH populations.

https://doi.org/10.26803/ijlter.25.7.21

Transformational School Leadership in Low Socioeconomic South African High Schools: Implications for Learner Academic Achievement

Philip Kwashi Atiso Ahiaku — 2026-07-30

Learner academic achievement in low socioeconomic high schools remains a persistent challenge in South Africa, despite extensive policy reforms aimed at addressing educational inequality. Within this context, school leadership has emerged as a critical in-school factor influencing teaching and learning outcomes. This study explores how transformational leadership is enacted in low socioeconomic high schools and how such leadership practices relate to learner academic achievement. Guided by an interpretivist paradigm, the study adopted a qualitative exploratory multiple-case study design. Data were generated through semi-structured interviews, non-participant observations, and field notes with two purposively selected high school principals in the Kwa-Zulu Natal province. Thematic analysis was used to analyse the data, guided by the core constructs of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation, and individualised consideration. The findings indicate that transformational leadership contributes to improved learner academic achievement by fostering learning-focused school cultures, strengthening teacher commitment, promoting instructional improvement, and supporting professional development. While structural socioeconomic constraints persist, the study demonstrates that transformational leadership provides a coherent framework through which principals can mediate contextual challenges and create conditions conducive to academic success. The study contributes to educational leadership scholarship by offering contextually grounded qualitative insights into transformational leadership practices in disadvantaged high school settings.

https://doi.org/10.26803/ijlter.25.7.22

Peer Feedback Training in L2 English Writing: A Systematic Literature Review of Empirical Studies from 2016 to 2025

Jing Wang — 2026-07-30

Although peer feedback has been widely used in second language (L2) English writing instruction, its pedagogical value is often constrained by vague comments, limited understanding of evaluation criteria, low learner confidence, weak peer trust, and insufficient uptake of revision. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, this systematic literature review identified and synthesized empirical studies published from 2016 to 2025 on peer feedback training in English as a Foreign Language and English as a Second Language writing contexts. Database searches in Scopus, Educational Resources Information Center, and Web of Science were followed by deduplication, title and abstract screening, full-text eligibility assessment, and quality appraisal. Nineteen empirical studies were included in a narrative thematic synthesis focusing on instructional design, reported learning outcomes, and implementation challenges. The synthesis suggests that peer feedback is more effective when supported by rubrics or checklists, teacher modeling, guided peer-review tools, peer dialogue, AI-supported scaffolding, and revision-reflection tasks. Reported outcomes included improvements in feedback quality, revision uptake, writing performance, feedback literacy, motivation, self-efficacy, engagement, and self-regulated writing. Recurring implementation challenges included uneven learner readiness, limited feedback specificity, insufficient peer trust, time constraints, and the need for teacher monitoring and systematic guidance. Based on these findings, the review proposes a lightweight peer feedback training framework for L2 writing instruction and future intervention research.

https://doi.org/10.26803/ijlter.25.7.23

Integration of Artificial Intelligence to Strengthen Critical Thinking in Teacher Training

Paola Cabrera-Solano — 2026-07-30

Critical thinking is fundamental to higher education, empowering future educators to critically analyze and reflect upon the complex socio-cultural settings that shape their professional practice. However, limited empirical evidence explains how generative AI-supported pedagogical resources contribute to critical thinking development in English as a foreign language (EFL) teacher training, particularly in Latin American higher education contexts. In this context, the purpose of the present research was to determine the impact of generative artificial intelligence (AI) on the development of critical thinking in 163 final-year students of a teaching English as a foreign language program at a private university in Ecuador. A mixed-methods, quasi-experimental approach was used, employing diagnostic and perception questionnaires, pre-tests, post-tests, and a semi-structured interview. A 14-week pedagogical intervention was conducted, integrating AI-supported teaching resources such as ChatGPT, Canva, Copilot, Gemini, Invideo, and Leonardo AI. Simultaneously, activities involving the critical and reflective analysis of texts related to current social issues were developed. The findings indicate that integrating generative AI enhances the critical and reflective competencies of pre-service English teachers, particularly in discourse analysis, sociocultural awareness, and facilitating discussions on socially significant issues. This study concludes that, when pedagogically guided, generative AI can strengthen critical thinking in EFL teacher training by supporting discourse analysis, reflective inquiry, and the interpretation of social matters. Its contribution lies in demonstrating that multiple AI-generated resources can serve as pedagogical supports to strengthen analytical and reflective competencies in EFL teacher training.

https://doi.org/10.26803/ijlter.25.7.24

Faith and Pedagogy in a Global Era: Rethinking Teaching Practices in Islamic Higher Education

Saprin Saprin — 2026-07-30

This study examines how teaching practices in Islamic higher education in Indonesia are shaped at the intersection of faith-based educational values and global pedagogical approaches. Using a qualitative multiple-case design, data were collected from 24 lecturers through interviews, classroom observations, and document analysis. The findings reveal that pedagogy is strongly grounded in faith, with teaching viewed as a moral and purposeful activity aimed at students’ holistic development. At the same time, global approaches such as student-centered learning are selectively adopted, resulting in hybrid practices that combine interaction and participation with continued lecturer guidance. However, this integration remains partial and uneven. Key tensions emerge between authority and autonomy, critical thinking and respect for tradition, and institutional expectations and classroom realities. The study also finds that while institutional policies promote contemporary pedagogies but offer limited guidance on integrating them with value-based educational frameworks, leading to inconsistent implementation. Drawing on a negotiative-integrative perspective, the study argues that teaching is a dynamic and context-dependent process shaped by ongoing negotiation between religious commitments and pedagogical innovation. By illuminating how lecturers actively mediate these competing influences, the study contributes a nuanced understanding of pedagogical adaptation in Islamic higher education highlights the need for clearer pedagogical frameworks, targeted professional development, and stronger institutional support to enable more coherent and meaningful integration.

https://doi.org/10.26803/ijlter.25.7.25

Influence of Artificial Intelligence on Enhancing the Learning Process in Tourism Management Education

Chen Jiamin — 2026-07-30

Artificial intelligence is an important element of higher education, which eventually affects the quality of teaching, learning, and students’ learning outcomes. Although it is adopted widely in practice, there is little empirical evidence available on how it influences the learning process of students in education related to tourism management. Thus, this study aims to explore the association between the frequency of using AI and two important elements related to learning such as self-efficacy and motivation for learning among undergraduates majoring in tourism management. Based on Self-Determination Theory and Adaptive Learning Theory, the study has employed a quantitative research method. For this research, survey data were collected from three universities' tourism management undergraduates (N = 300) by a structured questionnaire. Descriptive statistics were applied to briefly describe the data. Further, the simple linear regression analyses were conducted to look at the relationships between AI usage frequency, self-efficacy, and learning motivation. The findings show that AI utilization was positively linked to both constructs, and it significantly predicted these factors in the regression models. The results suggest that AI-supported learning environments may strengthen students’ confidence and motivation through personal feedback, adaptive learning support, and flexible learning experiences. This study offers evidence of the influence of AI on undergraduate students’ learning processes in tourism management education. Practically, the results offer useful insights for educators, universities, and government officials to support the effective integration of AI-assisted learning tools within higher education to enhance the learning process.

https://doi.org/10.26803/ijlter.25.7.26

Effect of Extension-Based Capacity-Building Intervention on Academic Writing Proficiency in Research Discourse Among Emerging Researchers: A Pre-Experimental Study

Jennelyn Lacar Raymundo — 2026-07-30

This research determined the effect of an extension-based capacity development on academic writing proficiency in research discourse as a learning intervention in enhancing the research writing skills and outputs of the 72 emerging researchers purposefully sampled based on their research competence. Upon examination of research interests and learning strands, the emerging researchers formed 12 groups with 6 members in each group to display collaborative research writing as an inherent feature of the intervention. The study utilized a pre-experimental design, particularly one-group pretest–post-test design and was also supported by qualitative insights from semi-structured interviews and extracted research outputs for triangulation. A content- validated and reliability-tested questionnaire was utilized focused on four research writing domains to describe the academic writing competencies of the respondents, while a four-criterion rubric was employed to describe the level of quality of their research outputs. Consequently, the participants demonstrated a substantial improvement across all areas of academic research writing, as evident in the significant results with p-values ranging from 0.01 to 0.04, reflecting the effectiveness of the intervention’s structure, inherent features, and delivery. The emerging researchers initially struggled in writing literature review-based research gap analysis and significance of the study, including results’ discussion and study’s implications. Nevertheless, the integration of lectures, hands-on activities, and mentoring as features of the extension-based capacity development provided a comprehensive learning experience for research writing competencies improvement, thus making it a viable educational platform that strengthens academic rigor of research writing and scholarly outputs.

https://doi.org/10.26803/ijlter.25.7.27

Perceived Artificial Intelligence Support and Reliance in Instructional Media Generation: A Survey of Malaysian ESL Teachers

Tai Jhe Ken — 2026-07-30

Artificial intelligence (AI) is increasingly used to generate instructional media, yet how perceived support is associated with reliance remains underexplored in English as a Second Language (ESL) teaching. This study examined ESL teachers’ perceived AI support and self-reported AI reliance in instructional media generation and tested whether perceived support and teaching experience predicted reliance. A quantitative cross-sectional survey used purposive sampling to recruit 111 Malaysian ESL teachers who had used AI for instructional purposes. The two five-item scales demonstrated strong internal consistency (AI support, ? = .902; AI reliance, ? = .923). Exploratory factor analysis supported their empirical distinctiveness (KMO = .876; Bartlett’s test, p < .001). Teachers reported high perceived AI support (M = 4.178, SD = .497) but moderate reliance frequency (M = 2.822, SD = .840). Reliance was strongest for creating visually engaging or customised media and weakest for using AI-generated frameworks to structure instructional content, suggesting greater delegation at the production layer than at the pedagogical design layer. Hierarchical regression showed that perceived AI support positively predicted reliance (? = .287, p = .002), whereas teaching experience negatively predicted it (? = ?.274, p = .003). The final model explained 19.7% of the variance. The findings position AI reliance as task-specific and suggest that perceived support may encourage its routine use within instructional preparation. Professional development should strengthen teachers’ capacity to evaluate, adapt, and retain pedagogical control over AI-generated materials.

https://doi.org/10.26803/ijlter.25.7.28

Multimodal Design or Communicative Input? ESL Learner Perceptions of TikTok-Inspired Vocabulary Instruction

Jane Xavierine — 2026-07-30

Short-form video applications such as TikTok offer instructional environments that combine multimodal design with communicative input modes, yet how ESL learners perceive these features in formal classroom contexts remains underexplored. This quantitative descriptive correlational survey study examined the perceptions of 92 ESL learners regarding seven multimodal feature constructs embedded in TikTok-inspired vocabulary instruction. The constructs were derived from a prior qualitative multimodal discourse analysis of 10 authentic TikTok vocabulary videos (Phase 1 of the broader research programme), which informed the design of a validated questionnaire (Cronbach's alpha = .840 to .920) administered within an Intensive English Programme at a private university in Malaysia. Data were analysed using IBM SPSS Statistics version 31. All seven constructs were positively endorsed above the scale midpoint. However, two descriptive patterns emerged. Constructs related to the stabilisation of vocabulary meaning through on-screen text, visual support, and consistent video format received stronger and more consistent endorsement. In contrast, constructs associated with communicative input delivery (narrative framing, audio delivery, embodied cues, and interactive engagement) were endorsed positively, however, with greater individual variability. These patterns informed a tentative exploratory framework distinguishing Design Features from Multimodal Input, offered here as a hypothesis-generating rather than a confirmed framework. Structural validation has been undertaken in a subsequent phase of the research programme using a sample of n = 304 appropriate for structural equation modelling, and is reported separately. The findings provide evidence-based guidance for educators selecting and sequencing TikTok-inspired vocabulary materials, consistent with United Nations Sustainable Development Goal 4.

https://doi.org/10.26803/ijlter.25.7.29

Leadership for Safe Digital Early Learning Environments: Cyber Behaviour Management and Mental Well-being in Early Childhood Education

A. Shorouk — 2026-07-30

The accelerated adoption of digital technology in early childhood education presents both promising learning opportunities and significant concerns regarding children's cyber behaviour and mental health. While educational technologies involving AI are increasingly incorporated into early childhood education, little research has focused on the role of early childhood educational leadership in cyber behaviours and children's mental health outcomes. This paper investigates the role of educational leadership in fostering a secure, ethically grounded, and emotionally nurturing digital learning environment for young children. The study is grounded in Bronfenbrenner's ecological systems theory and transformational leadership theory, which informed a qualitative interpretive case study design. Participants included five preschool leaders, 10 teachers, and two parent representatives from Malaysian private early childhood education centres, engaged through semi-structured interviews. Thematic analysis revealed six principal themes: balanced technology use, emotional regulation, policy gaps, ethical mediation, leadership support for well-being, and collaborative digital culture. The findings demonstrate that educational leadership is crucial in associating schools, families, and institutional policies to mitigate digital risks and enhance children's socio-emotional well-being. The study suggests a Digital Humanistic Leadership Framework, which combines four key components: ethical governance, teacher professional capacity, family engagement, responsible digital practices, and socio-emotional well-being of the children in early childhood, to promote sustainable and effective digital transformation in early childhood education. The model has implications for policy development, leadership preparation, and the development of environments for learning that are safe and developmentally appropriate for digital learning.

https://doi.org/10.26803/ijlter.25.7.30

AI-driven Assessment in Education: A Bibliometric Analysis and Framework for Assessment Design and Governance

Shamsiah Banu Mohamad Hanefar — 2026-07-30

The rapid advancement of artificial intelligence (AI), particularly generative AI and large language models, has transformed educational assessment practices, raising concerns regarding assessment validity, academic integrity, human judgement, and governance. This study aims to map the intellectual landscape of AI-driven assessment research and synthesise key developments that inform the design, implementation, and governance of AI-supported assessment. A bibliometric analysis was conducted on 820 Scopus-indexed publications published between 2015 and 2025. Using VOSviewer, publication trend analysis, keyword co-occurrence analysis, and bibliographic coupling analysis were employed to examine research productivity, thematic evolution, and intellectual structures within the field. The findings reveal a substantial increase in publications following the emergence of generative AI technologies, particularly between 2023 and 2025. Four major thematic areas were identified: generative AI and educational innovation, assessment and evaluation, AI technologies and learning systems, and disciplinary applications. Bibliographic coupling analyses further indicate growing intellectual convergence around assessment redesign, human-AI collaboration, academic integrity, and responsible AI use. These findings suggest that AI-driven assessment has evolved beyond technological implementation toward a broader socio-technical discourse encompassing pedagogical, ethical, and governance considerations. Based on the synthesis of the findings, this study proposes the Human-AI Governance and Design (HAGD) Framework, comprising three interdependent dimensions: Assessment Design, Human-AI Role Allocation, and Governance and Oversight. The framework provides a structured foundation for the responsible integration of AI into educational assessment while maintaining educational quality, fairness, transparency, and public trust. The study contributes to the growing discourse on AI-driven assessment and offers practical insights for educators, assessment designers, and policymakers.

https://doi.org/10.26803/ijlter.25.7.31

Reconceptualizing Education Quality in Higher Education: Insights from Indonesian Islamic Universities for a Context-Sensitive Global Framework

Awaliah Musgamy — 2026-07-30

This study explored how education quality is conceptualized, enacted, and experienced within Indonesian Islamic universities, and developed a context-sensitive understanding of education quality that extends beyond dominant metric-driven frameworks. In responding to the limitations of standardized approaches to quality assurance in higher education, the study adopted a qualitative multiple-case design grounded in an interpretivist paradigm. Data was collected through semistructured interviews, classroom observations, and document analysis involving lecturers and students at three institutions. The findings reveal that education quality is not a fixed or universally defined construct, but a context-sensitive, relational, and value-infused process that is shaped by pedagogical practices, institutional conditions, and moral–spiritual orientations. Five interrelated dimensions of education quality emerged from the analysis: transformative learning, dialogic and participatory pedagogy, relational engagement, ethical–spiritual integration, and context-dependent enactment. The study highlights key tensions between transformative ideals and institutional constraints, as well as between normative value integration and its practical implementation. These tensions demonstrate that education quality is continuously negotiated rather than fully achieved. The study contributes to global debates by proposing a context-sensitive framework that expands existing understandings of quality beyond standardization and measurement. It offers theoretical and practical implications for developing more inclusive, flexible, and human-centered approaches to educational quality in diverse higher education contexts.

https://doi.org/10.26803/ijlter.25.7.32

Teacher Competency Challenges in Resource-Constrained Rural Schools: Professional Development Needs in Communities with Left-Behind Children

Jing Chang — 2026-07-30

Rural teachers in China frequently work in resource-constrained schools while supporting large numbers of left-behind children, requiring competencies that extend beyond conventional instructional practice. Although previous studies have examined teacher competence, professional development, and the educational needs of left-behind children, these areas have often been investigated separately, resulting in a limited understanding of how rural teachers perceive their competence and the contextual factors that shape their professional practice. This study explored (1) rural primary school teachers' perceived competencies in contextualized instruction, support for left-behind children, and adaptation to limited resources, (2) their professional development needs, and (3) the contextual conditions influencing the enactment of these competencies. An exploratory qualitative design was employed, using semi-structured interviews with 10 teachers from five public primary schools in an agricultural community in eastern China. Data were analyzed through reflexive thematic analysis. The findings indicate that teachers demonstrated strong adaptive competencies by contextualizing instruction, utilizing locally available resources, and providing instructional and socio-emotional support to left-behind children. However, competencies requiring sustained collaboration with families, community partners, and institutional support were more difficult to enact. Teachers further identified context-responsive professional development, including mentoring, demonstration teaching, collaborative learning communities, child psychology, and family engagement, as essential for strengthening practice. Hence, the study proposes a context-shaped competencies perspective, suggesting that teacher competence emerges through the interaction between professional capability and the social, cultural, and material conditions of rural schooling. The findings provide evidence for designing professional development and educational policies that are responsive to the realities of resource-constrained rural schools.

https://doi.org/10.26803/ijlter.25.7.33

From Master Teachers to Master Researchers: Examining the Relationship between Research Skills and Productivity

Raquel Villanueva Managad — 2026-07-30

Research plays an important role in strengthening evidence-based educational practice. However, limited empirical evidence explains how Master Teachers’ research skills are associated with their research productivity. Thus, this study examined the research skills, research productivity, and the relationship between these variables among public elementary school Master Teachers in the three school divisions in Ilocos Norte, Philippines. Guided by Bandura’s Social Cognitive Theory, the study employed a descriptive-correlational research design. A total of 280 Master Teachers participated through total enumeration. Data were collected using a validated survey questionnaire and analyzed using weighted mean, frequency count, percentage, and Pearson Product-Moment Correlation Coefficient. The findings revealed that the Master Teachers possess very satisfactory research skills. They demonstrate stronger research skills in the conceptual aspects of the research process, while analyzing data received the lowest rating. Their research productivity concentrates primarily on local journal publications, conference proceedings, and other research outputs. The analysis further revealed a moderate positive and statistically significant relationship between research skills and research productivity. This indicates that Master Teachers with a higher level of research skills generally exhibit higher research productivity. The study concludes that research skills provide an important foundation for research productivity. However, research skills alone do not fully account for variations in research output. The study contributes to educational research by offering empirical evidence on the relationship between research skills and research productivity among Master Teachers.

https://doi.org/10.26803/ijlter.25.7.34

Teaching Collaborative Practices and Collegial Assessment in Professional Continuing Education

Patricia Vázquez-Villegas — 2026-07-30

Instructor collaboration shapes the coherence and quality of educational programs, yet in professional continuing education it is often informal and dependent on individual goodwill. There is a research gap in how this collaboration unfolds in client-driven, modular continuing education, and how it operates in the Latin American context. This study addresses this gap by examining the pedagogical and assessment practices instructors employ in a Mexican continuing education program, as well as the factors that enable or constrain their collaboration. We conducted a qualitative case study, gathering data through six focus groups with 22 instructors. Transcripts were examined using reflexive thematic analysis, with in vivo coding consolidated into themes through collaborative, consensus-based coding. Based on Cultural-Historical Activity Theory, it was observed that informal exchanges and ongoing feedback are customary, whereas formal collegial assessments occur sporadically, limited by reluctance to evaluate beyond one’s own discipline and by a lack of allocated time. This study's contribution is to reframe these obstacles as structural contradictions within the activity system, in which valued collaborative practices lack the rules and division of labor needed to enact them. The collaboration that does occur is motivated by a culture of affective trust that simultaneously fuels cooperation and impedes its formalization. This finding cautions against transplanting external collaboration models without adaptation.

https://doi.org/10.26803/ijlter.25.7.35

Enhancement of Students’ Learning Outcomes on the Experiential Design Thinking Learning Platform with Metaverse

Sukan Saeliang — 2026-07-30

The Experiential Design Thinking Learning Platform with Metaverse (EDTL Platform) integrates experiential learning, design thinking and metaverse technology to create learning environments that enhance vocational students' teamwork and problem-solving skills in Thailand. The main objectives are to explore the perspectives on the development of the learning platform after being put in practical use, and to see whether it can improve teamwork skills and problem-solving skills of learners. Thereby, the study employs the pre-experimental research method conducted with seven experts and 30 vocational certificate freshmen. The research instruments include: 1) the EDTL Platform with Metaverse; 2) the evaluation form on the quality of the platform; 3) the measurement form on learning achievement; 4) the evaluation form on teamwork skills; 5) the evaluation form on problem-solving skills; and 6) the satisfaction assessment form. The findings indicate that the EDTL Platform enhances learners' teamwork and problem-solving skills while promoting self-directed learning and knowledge acquisition through digital technology. However, there are still some research gaps that need further study. For example, future research should be conducted with a larger and more diverse sample group by including students from other institutions following different academic programs from various regions. This is to ensure that the research findings can be applied more broadly.

https://doi.org/10.26803/ijlter.25.7.36

Fostering Intercultural Competence in BIPA Classrooms: A Qualitative Exploration of Transcultural Multimedia Integration

Hani Herawati — 2026-07-30

The globalization of the Indonesian language has precipitated a highly heterogeneous demographic of learners in Bahasa Indonesia for Speakers of Other Languages (BIPA) programs. In multinational international school settings, learners often face significant socio-cultural barriers that hinder their functional communication. This qualitative exploratory study investigates the impact of transcultural multimedia integration on the development of learners' intercultural competence. In contrast to conventional monocultural approaches, transcultural pedagogy facilitates a dialogic comparison between the target culture and the learners' native cultures. Researchers conducted this three-month study at a Cooperative Education Unit (SPK) in Jakarta, involving 40 multinational expatriate learners (with no dual citizenship) and 10 BIPA educators. The researchers collected data through eight participatory classroom observations, semi-structured interviews, and reflective logs. To ensure trustworthiness, the study validated the data through methodological triangulation and member checking. The findings reveal three dominant themes: (1) the emergence of cultural relativism and pragmatic adaptability among learners; (2) a significant reduction in communicative hesitation due to the creation of a psychologically safe, transculturally reflective environment; and (3) a fundamental shift in the pedagogical role of teachers from static information transmitters to dynamic learning experience designers. This study concludes that the integration of authentic, transculturally reflective multimedia serves as a vital catalyst in transforming linguistic beginners into culturally empathetic global communicators, offering a new paradigm for BIPA curriculum development.

https://doi.org/10.26803/ijlter.25.7.37

The Effectiveness of an Augmented Reality-Integrated Physics Textbook on Students' Critical and Computational Thinking Skills

Mutahharah Hasyim — 2026-07-30

The development of high-level thinking skills, especially critical thinking (CT) and computational thinking (CompT), is a major demand for 21st-century science education. However, conventional physics instruction often fails to optimise the development of these skills owing to the abstract nature of physics concepts and the limitations of technological pedagogical integration. This research aims to develop and evaluate an augmented reality-based physics textbook based on integration (ARI physics textbook) as well as test its effectiveness in improving students' CT and CompT skills. This research method uses a mixed-methods design. The qualitative approach is carried out through expert validation of textbooks and research instruments. The quantitative approach used a quasi-experimental one-group pre-test–post-test design involving 35 students of class X, purposively sampled from one of the public high schools in Makassar City, Indonesia. Data were collected using expert validation sheets, practicality questionnaires, and validated CT and CompT test instruments. The results showed that AR-based physics textbooks have a very high level of validity and practicality, with a significance of >0.001. Inferential analysis showed a significant improvement in the CT and CompT skills of students after the intervention, with the N-Gain in the ‘moderate’ category, and the Cohen’s effect size in the ‘large’ category for CT and the ‘very large’ category for CompT. These findings indicate that the integration of augmented reality is effective pedagogically as a cognitive catalyst in physics learning.

https://doi.org/10.26803/ijlter.25.7.38

The Flipped Classroom in Italian High School English Classes: Balancing Innovation, Equity and Inclusive Learning

Pace Giacoma — 2026-07-30

The Flipped Classroom (FC) model inverts the traditional instructional sequence, repositioning content delivery to the home environment and dedicating class time to active, collaborative and participatory learning. By prioritising learner autonomy and deeper engagement, the approach has been proposed as a means of fostering educational equity, particularly for students facing social, cultural and economic challenges. However, empirical evidence regarding its effectiveness in mixed-ability English First Language (EFL) contexts and its impact on impaired learners is limited. This study therefore explicitly aims to examine the extent to which the FC approach can promote inclusivity and reduce educational disparities in mixed-ability EFL classes in Italian public high schools, with particular attention to student engagement, digital equity and differentiated learning. Adopting a mixed-methods approach, which included Action Research design, the teacher-researcher implemented a Flipped Learning Unit across six mixed-ability EFL classes in five different Italian public secondary schools, students aged 15-16 years, during the 2024/2025 school year. Data were collected through a mixed-methods approach combining pre- and post-questionnaires, classroom observations and student feedback, with data triangulation used to enhance reliability and trustworthiness. The findings show how the FC supports equity in diverse classrooms. Students value flexibility and peer collaboration, enhancing inclusivity. Nevertheless, challenges related to independent learning management and cognitive overload were identified, and, despite participants being described as digitally proficient, difficulties in engaging with academic technology were observed. These findings underscore the importance of scaffolding, a structured instructional support and a critically informed approach to technology integration in inclusive EFL education.

https://doi.org/10.26803/ijlter.25.7.39

From Resistance to Readiness: How Teacher Professional Development Shapes ICT Integration in Township and Urban Schools

Vuthlari Mahumane — 2026-07-30

The integration of Information and Communication Technology (ICT) in education has become a pressing concern in the context of the 4th Industrial Revolution and the disruptions brought by the COVID-19 pandemic, which have accelerated demands for teachers to adopt technology-enhanced teaching practices. Despite the proliferation of Teacher Professional Development (TPD) programmes aimed at building ICT competence, concerns persist that these programmes fail to address teachers' specific integration needs, resulting in continued resistance. This study investigated the role of TPD and its implications for secondary school teachers' perceptions towards ICT integration in township and urban schools in Gauteng, South Africa. Using a descriptive case study design and a qualitative approach, 20 purposively sampled in-service teachers from ten schools participated in semi-structured interviews and completed qualitative questionnaires. Data were analysed thematically using NVivo software. Findings indicate that structured, continuous, and in-person TPD positively influences teacher confidence, attitudes, and perceptions towards ICT integration, while also improving perceived student engagement and learning outcomes. It is concluded that contextualised and ongoing professional development is essential for meaningful ICT integration, particularly in under-resourced township settings where training opportunities remain inconsistent.

https://doi.org/10.26803/ijlter.25.7.40

Pesantren Values in the Digital Age: Shaping Academic Ethics and Social Responsibility among University Students

Ahmad Afiif — 2026-07-30

This study explored how pesantren values shaped academic ethics and social responsibility among university students in the digital age. Amid growing concerns over academic dishonesty, misuse of artificial intelligence, and declining social responsibility in higher education, values-based education has gained renewed importance. Using Value Internalization Theory as the analytical framework, this qualitative case study investigated how traditional pesantren values were interpreted and enacted within contemporary university settings. Data were collected through semi-structured interviews with undergraduate students who had previously studied in pesantren institutions and were analyzed using thematic analysis. The findings revealed that values such as amanah (trustworthiness), ikhlas (sincerity), ta’dzim (respect), ukhuwah (solidarity), and mas’uliyyah (responsibility) served as internal moral resources that guided students’ academic integrity, ethical use of digital technologies, and commitment to social responsibility. The study further found that value internalization was a dynamic and ongoing process, requiring students to continually reinterpret traditional ethical principles in response to emerging digital challenges. These findings highlight the enduring relevance of indigenous moral education in addressing ethical dilemmas in higher education and suggest that integrating culturally grounded values into university learning can strengthen academic ethics and foster responsible digital citizenship. By bridging indigenous Islamic educational philosophy with contemporary debates on digital ethics, this study contributes to the growing global discourse on values-based education in the era of digital transformation.

https://doi.org/10.26803/ijlter.25.7.41

From Engagement to Innovation through Gamified Learning Review: A Bibliometric Analysis of Trends, Themes, and Trajectories on Advancing Quality Education

Valentine Kirimi Muriira — 2026-07-30

The use of gamification to improve engagement, motivation and learning in education is a growing phenomenon. With gamified strategies increasingly being applied to educational reform in countries around the world, it is critical to map the changing research landscape. This research undertook a bibliometric study of gamification in learning to map research trends, leading authors and institutions, and emerging themes – with a specific focus on their relevance to Quality Education (SDG 4). This study extracted information from the SCOPUS database and used VOSviewer to map and visualize 2,324 peer-reviewed publications from 2000 to 2025 (Hwang et al., 2020) The U.S. is the world's leading contributor (434 documents) and Acosta et al. (2025) (16 documents) are the most productive authors. The VOSviewer analysis identified four distinct clusters: Cluster 1 focuses on student engagement, active learning, and instructional design, highlighting gamification's impact on student motivation and performance; Cluster 2 relates to gamification in medical and nursing education, using simulation and clinical training; Cluster 3 investigates immersive technologies, including augmented reality and virtual reality; and Cluster 4 relates to gamification in corporate and professional workforce development – a new research trajectory that is seeing a rapid increase in research. This study affirms the close alignment between emerging research themes on gamification and the principles of Quality Education (SDG 4). This bibliometric study offers educators, policymakers, and researchers’ evidence-based insights to guide the development of efficient, responsive, and inclusive gamification approaches for various learning contexts.

https://doi.org/10.26803/ijlter.25.7.42

Cultural Acceptance and Social Pathways as Predictors of Technology-Mediated Translanguaging Adoption in African Higher Education

Oluwarotimi Randle — 2026-07-30

The conditions for adopting technology for translanguaging in African higher education remain poorly understood, particularly with respect to cultural and social factors. This study therefore examines how cultural acceptance determines technology use for translanguaging among lecturers and students at two Nigerian universities. It pays keen attention to the social pathways through which cultural acceptance translates into technology adoption for translanguaging. Premised on translanguaging theory, the sociocultural theory of learning, and the Technology Acceptance Model, the study employed a quantitative cross-sectional survey design with a purposively selected sample of 98 participants, using a structured four-point Likert scale questionnaire. Data were analysed using partial least squares structural equation modelling (PLS-SEM) in Jamovi v2.6 with 5,000 bootstrap resamples. The structural model explained 78.3% of variance in technology adoption for translanguaging. The acceptance of indigenous languages was the strongest cultural predictor of technology adoption. In contrast, attitude toward multilingual practices was not a significant predictor of technology adoption. Collaboration and peer-to-peer communication also emerged as notable social pathways supporting technology adoption. Technology adoption significantly predicted both multilingual proficiency and engagement in translanguaging practices. The study advances a culturally contextualised extension of the Technology Acceptance Model and provides practicable implications for language policy, institutional design, and educational technology development in postcolonial multilingual university settings in sub-Saharan Africa.

https://doi.org/10.26803/ijlter.25.7.43

Assessing Contextualization in the Grade 10 MATATAG English Curriculum: A Document Analysis

Pauline Joy Gelacio Tardaguila — 2026-07-30

This study conducted a document analysis of the Grade 10 MATATAG English Curriculum to assess the degree of contextualization across four school-year quarters using the Curriculum Contextualization Assessment Framework (CCAF), a literature-derived analytical framework synthesized from scholarship on curriculum contextualization, culturally responsive pedagogy, multilingual education, and authentic assessment. The analysis focused on Grade Standards (GS), Content Standards (CS), Performance Standards (PS), and Learning Competencies (LCs) through six interrelated dimensions of contextualization: content localization, cultural representation, linguistic contextualization, pedagogical contextualization, authenticity, and resource alignment. Data were drawn from the official curriculum documents released by the Department of Education (DepEd, 2023) and examined through qualitative document analysis supplemented by descriptive quantification to summarize patterns observed across curriculum components. Findings indicate moderate levels of pedagogical contextualization (M = 3.0), assessment authenticity (M = 3.0), and content localization (M = 2.75), alongside opportunities to further strengthen cultural representation (M = 2.19), linguistic contextualization (M = 2.0), and resource alignment (M = 2.0). The overall mean of 2.49 suggests an uneven profile of contextualization across dimensions. The analysis also identified an aspirational-operational gap, referring to the discrepancy between contextualization commitments articulated in broader curriculum standards and the degree to which these commitments are reflected in the learning competencies that guide classroom practice. The findings offer insights into curriculum enhancement, teacher development, and future research in multilingual educational contexts.

https://doi.org/10.26803/ijlter.25.7.44

Educational Interventions for Developing Spatial Reasoning in School Mathematics: A Systematic Literature Review of Empirical Studies

Nor Faizah Yaacob — 2026-07-30

Spatial reasoning is increasingly recognised as a foundational cognitive competency underpinning geometry achievement and broader mathematical performance, yet a comprehensive synthesis of recent empirical studies on such interventions is lacking. This systematic literature review aimed to examine the characteristics, effectiveness, and thematic trends of empirical studies on educational interventions designed to develop spatial reasoning in school mathematics. Following the PRISMA 2020 guidelines, a systematic search was conducted across Scopus, Web of Science, and the Excellence in Research for Australia databases. A total of 20 peer-reviewed empirical studies published between 2021 and 2026 satisfied the predefined inclusion criteria and were retained for synthesis. Findings indicate that technology-mediated interventions—including dynamic geometry software, augmented reality environments, and digital construction tools—were the most prominent approaches, consistently yielding measurable gains in spatial visualisation and mental rotation. Manipulative-based and activity?orientated interventions such as LEGO construction, origami integration, and outdoor geometry tasks also produced positive spatial outcomes, particularly in near-transfer domains. Although most interventions effectively improved students’ spatial reasoning abilities, evidence for transfer to broader mathematical achievement remained limited and domain dependent, with the strongest effects observed for geometry-proximate outcomes. These findings affirm that spatial reasoning is a malleable competency that is responsive to purposeful instructional design. The review offers evidence-informed implications for geometry curriculum development, classroom practice, and teacher preparation while identifying secondary-level instruction and Southeast Asian educational contexts as priority areas for future investigation.

https://doi.org/10.26803/ijlter.25.7.45

Mapping Narrative Game-Based Learning for Language Development: A Systematic Literature Review

Fatin Syamilah Che Yob — 2026-07-30

Narrative Game-Based Learning (NGBL) has emerged as an innovative pedagogical approach that combines storytelling, gameplay, and interactive learning to enhance language development. By embedding language tasks within immersive narratives, NGBL promotes meaningful communication, learner engagement, collaboration, and contextualised learning experiences beyond conventional teaching approaches. This study employed a combined bibliometric and Systematic Literature Review (SLR) approach to examine the development and educational contributions of NGBL in language education. Bibliographic coupling analysis was conducted using 211 articles extracted from the Scopus database and analysed through VOSviewer to identify the intellectual structure of the field. Subsequently, an SLR guided by the PRISMA framework synthesised empirical studies published between 2020 and 2024. The findings identified four major bibliographic clusters and four dominant themes related to language development, motivation, experiential learning, and social interaction. Across the reviewed studies, NGBL was consistently associated with improved learner motivation, communication skills, collaboration, confidence, and contextualised language use. The findings further highlight the growing integration of immersive technologies within narrative learning environments, positioning NGBL as a transformative and learner-centred approach aligned with SDG 4: Quality Education.

https://doi.org/10.26803/ijlter.25.7.46

Creative Thinking in Language Classrooms: A Qualitative Study of Instructional Practices, Divergent Thinking, and Curriculum Constraints

Amal Madallah Al-Shu'ara — 2026-07-30

This study explores how creative thinking emerges in language classrooms through the interaction of instructional practices, learner cognition, and curriculum constraints. Grounded in an integrated framework that combines Vygotsky's sociocultural theory, Guilford and Runco's divergent thinking theory, and Amabile's componential creativity theory, the study adopts a qualitative interpretivist design based on semi-structured interviews with 22 English as a foreign language (EFL) teachers in Amman, Jordan. Thematic analysis reveals that dialogic and interactive instructional strategies enable creative engagement by stimulating fluency, flexibility, and originality in language use. However, rigid syllabi, limited instructional time, and the high-stakes Tawjihi examination constrain these practices. Crucially, curriculum constraints do not merely reduce creativity but reshape how teachers operationalize creative pedagogy, leading to adaptive practices such as "small creativity” brief, compressed creative episodes embedded within examination preparation lessons. The study also identifies second language (L2) proficiency as a condition shaping the expression of creative thinking, showing that lower-proficiency learners may struggle to demonstrate creative thinking even when instructional conditions are supportive. The study concludes that creative thinking is mediated, bounded, and a proficiency-conditioned process, not an individual cognitive trait. This research contributes to the EFL creativity literature by documenting how Jordanian teachers negotiate the interaction of pedagogy, learner cognition, linguistic proficiency, and curriculum constraints under the Tawjihi system, while identifying the adaptive practice of "small creativity" as a contextually situated pedagogical response to institutional constraints. The findings extend understandings of creativity in language education by demonstrating how teachers adapt creative pedagogies within examination-oriented environments rather than abandoning them.

https://doi.org/10.26803/ijlter.25.7.47

Agentic Generative AI as a Dialogic Scaffold for Problem-Posing Pedagogy

Agnes M. Taveros — 2026-07-30

Dialogic problem posing requires learners to generate, justify, critique, and revise curriculum-aligned problems, yet these routines are difficult to sustain when an instructor must support several groups simultaneously. This study examined whether an answer-constrained agentic generative artificial intelligence (AI) workspace could function as a dialogic scaffold without displacing student agency. An explanatory sequential mixed-methods quasi-experimental design involved 96 students enrolled in four intact undergraduate course sections during an eight-week intervention. Two sections used an instructor-managed GPT-class AI workspace composed of planning, critique, and dialogue-coaching agents, while two comparison sections completed the same routines through instructor-guided printed prompts. Quantitative data included pretest and posttest problem-posing quality scores, peer dialogic engagement ratings from transcribed collaborative work, and substantive revision-cycle counts. Qualitative data came from focus groups, draft histories, final artefacts, and an instructor interview. Controlling for pretest performance and prior course achievement, the AI group outperformed the comparison group in problem-posing quality (partial eta squared =.13) and dialogic engagement (partial eta squared =.17) and completed more substantive revisions (d = 1.81). Qualitative findings indicated that the workspace broadened planning, surfaced coherence problems earlier, and prompted more equitable peer participation. These findings suggest that generative AI can support inquiry-oriented learning when it is bounded, answer-constrained, and positioned as a scaffold for critique and dialogue rather than a source of finished answers.

https://doi.org/10.26803/ijlter.25.7.48

The Transformational Impact of Virtual Reality Technology on High School Students’ Motivation and Learning Outcomes in Indonesia

Jarkawi Jarkawi — 2026-07-30

Lack of motivation and low student learning outcomes in Guidance and Counseling subjects in underdeveloped areas. The urgency of developing Virtual Reality (VR) digital technology in educational transformation that is able to provide interactive and real-based learning. The aim is to analyze the effect of the use of VR technology on learning motivation and learning outcomes of high school students in Guidance and Counseling subjects. The research approach is quantitative survey method. The number of samples is 260 respondents, consisting of 200 students, 40 teachers, 10 vice principals, and 10 high school principals in Banjarmasin, sampling using proportional stratified random sampling techniques. Data-collection techniques using questionnaires with a Likert scale and documentation of student academic grades. The results show that the use of VR has a positive and significant effect on student learning motivation, with a path coefficient of 0.768; CR 7.893; p value of 0.000, and an effect on learning outcomes with a coefficient of 0.541; CR 5.228; p value of 0.000. Learning motivation also has an effect on learning outcomes with a coefficient of 0.473; CR 4.987; p value 0.000. VR was found to be effective in increasing students' interactivity, engagement, learning experience, and conceptual understanding. In conclusion, VR technology is an effective digital learning innovation in improving the quality of high school learning in underdeveloped areas in Guidance and Counseling. The implication is that the development of VR-based learning media is an educational transformation that has begun to be implemented in underdeveloped areas.

https://doi.org/10.26803/ijlter.25.7.49

Enhancing Pre-Service Science Teachers’ Self-Efficacy, Collaborative Skills and Lesson Planning Competence through Collaborative Lesson Planning

Everlita Ebillo Canalita — 2026-07-30

This study examines the effectiveness of collaborative lesson planning in enhancing pre-service science teachers’ self-efficacy, collaborative skills, and lesson planning competence, thereby addressing the need for structured, practice-based approaches in teacher preparation. Using an embedded mixed methods design, quantitative pre- and post-surveys measured changes in these variables, while
semi-structured interviews and focus group discussions provided deeper insights into pre-service science teachers’ experiences during collaborative lesson planning implementation. Findings indicate significant improvements in self-efficacy, particularly in science teaching outcome expectancy, and lesson planning competence, with moderate to large effect sizes. Collaborative skills likewise improved, demonstrating a moderate effect size. Qualitative findings corroborate these results, revealing enhanced confidence, broadened pedagogical perspectives, stronger peer learning, and increased readiness for collaborative professional practice. Overall, the findings demonstrate that collaborative lesson planning fosters pre-service teachers’ growth as reflective practitioners, strengthens their competence in designing and implementing science lessons. By strengthening teacher quality and promoting collaborative and lifelong learning competencies, the study contributes to the United Nations’ Sustainable Development Goal 4 by advancing teacher education that prepares learners for a sustainable future. The findings support ongoing efforts toward curriculum transformation, skills development for pre-service teachers, and the integration of education for sustainable development principles in teacher preparation programs.

https://doi.org/10.26803/ijlter.25.7.50