International Journal of Learning, Teaching and Educational Research

Happiness and Creativity in Academic Productivity: A Bibliometric and Systematic Review

Manuel Soto-Pérez — 2026-06-30

While academic productivity is a central concern in higher education, growing performance pressures increasingly threaten faculty well-being and creativity. Rather than producing direct empirical evidence, this study conceptualises existing literature to examine the relationship between happiness, creativity, and academic productivity by combining bibliometric mapping with a qualitative systematic review. Following PRISMA guidelines, 105 Scopus-indexed articles published since 2010 were analysed to map the field's intellectual structure. Results reveal that prior research has largely examined happiness, creativity, institutional resources, and systemic conditions in isolation, yielding fragmented findings. To address this gap, this study proposes an integrative conceptual framework. Within this testable model, happiness acts as a psychological condition enabling creative processes, creativity serves as a mediating mechanism, and institutional and systemic factors operate as crucial contextual moderators. This framework outlines a comprehensive research agenda and offers practical implications, suggesting that fostering faculty well-being may be essential for sustainable research output. A primary limitation is the study's reliance on English-language articles indexed exclusively in Scopus.

https://doi.org/10.26803/ijlter.25.6.1

GRASPS Framework Effects on Environmental Concern and Critical Thinking in Tech-Enhanced Project-Based Learning

Sudarmiani Sudarmiani — 2026-06-30

This study investigated the influence of the Goal, Role, Audience, Situation, Product, and Standards (GRASPS) pedagogical framework within a technology-enhanced Project-Based Learning (PjBL) environment on the development of environmental concern and critical thinking skills among junior secondary school students. Employing a convergent parallel mixed-methods design, this research involved 120 Grade 7 students in Madiun City, Indonesia, over a full academic semester. Quantitative data were collected through pre- and post-test assessments using the Environmental Concern Scale (ECS) and the Critical Thinking Skills Test (CTST), while qualitative data were gathered via semi-structured interviews, focus group discussions, and document analysis. The quantitative results reveal a statistically significant increase recalculated using Cohen’s d?=?M_diff?/?SD_diff (d_z?=?1.34 for ECS, 95%?CI?[1.18,?1.50]; d_z?=?1.21 for CTST, 95%?CI?[1.05,?1.37]). Benchmarking against meta?analyses (pooled d?=?0.62) shows these values are large but plausible for a semester?long, structurally enhanced intervention; pre?test floor effects may partially explain the magnitude. A strong positive correlation was found between the post-intervention scores for environmental concern and critical thinking (r = .68, p < .001). Qualitative findings corroborate these results, indicating that students who participated in the GRASPS?based PjBL program showed statistically significant gains; the structured authenticity of the GRASPS model was associated with the development of environmental concern and critical thinking skills. The findings offer significant implications for curriculum design and teacher professional development, particularly for interdisciplinary subjects such as Natural and Social Sciences (IPAS) in the context of modern educational reforms.

https://doi.org/10.26803/ijlter.25.6.2

Virtual Reality and Mathematics Anxiety in Prospective Elementary School Teachers: A Quasi-Experimental Mixed-Methods Study

Samsul Pahmi — 2026-06-30

This study investigates the effectiveness of Virtual Reality (VR) as an educational technology in reducing mathematics anxiety among prospective elementary school teachers, distinguishing between the dimensions of academic anxiety and pedagogical anxiety. Adopting a quasi-experimental mixed methods design with an explanatory-sequential model, eighty-two prospective elementary school teachers (experimental n = 40; control n = 42) completed six intervention sessions over approximately three weeks using either the immersive VR platform MathemaVerse 3D or conventional lecture-based instruction. The experimental group showed significant reductions in both Mathematics Academic Anxiety (? = ?1.11, t(39) = 9.25, p < .001, Cohen's d = 1.45) and Mathematics Pedagogical Anxiety (? = ?1.08, t(39) = 8.76, p < .001, d = 1.38), while the control group showed no significant change. Qualitative analysis through stimulated recall interviews identified an enhanced sense of control, a safe-to-fail environment, and emotional engagement as key mechanisms underlying anxiety reduction. The VR intervention operated through progressive scaffolding and immersive environments, which increased perceived control, reinforced embodied cognition, and built teaching self-efficacy. This study contributes theoretically by differentiating between two dimensions of matheamtics anxiety and proposing the Anxiety-Informed TPACK Framework, while practically providing techno-pedagogical design guidelines for teacher education The findings affirm VR's role in supporting SDG 4 (Quality Education) by promoting inclusive and equitable learning opportunities for prospective teachers.

https://doi.org/10.26803/ijlter.25.6.3

Development and Validation of a Cost-Benefit and Satisfaction-Based Instrument for Measuring Higher Education Service Quality

Huong Tran Thi Thu — 2026-06-30

In the context of increasing financial autonomy and growing expectations regarding accountability and return on investment, higher education institutions are increasingly required to demonstrate not only academic quality but also value for money. However, existing higher education service quality models primarily focus on service performance and satisfaction while paying limited attention to students’ cost–benefit evaluations. This study aimed to develop and validate a multidimensional instrument for measuring higher education service quality from a cost–benefit and student satisfaction perspective. A sequential mixed-methods design was employed. The qualitative phase involved literature synthesis, semi-structured interviews, and focus group discussions with 45 students to identify key dimensions of perceived benefits, perceived sacrifices, and satisfaction. The quantitative phase surveyed 703 students from multiple higher education institutions and employed reliability analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) for psychometric validation. The final instrument consisted of 50 items across six dimensions: Academic Value, Learning Facilities and Resources, Student Support Services, Developmental and Career Benefits, Institutional Responsiveness and Digital Experience, and Perceived Cost and Academic Strain. The model demonstrated strong reliability and acceptable model fit (Cronbach’s alpha = 0.893–0.966; CFI = 0.906; TLI = 0.901; RMSEA = 0.066). The study contributes theoretically by extending higher education service quality measurement through an integrated cost–benefit and satisfaction framework and practically by proposing a standardized Composite Service Quality Score (CSQS) to support benchmarking, quality assurance, and evidence-based institutional governance.

https://doi.org/10.26803/ijlter.25.6.4

A Systematic Review of Humanistic Foreign Language Education in Higher Education (2020-2026)

Si Miao — 2026-06-30

Humanism is still an important feature of higher education (HE) since it condemns instrumentalism and focuses on developing the whole person. This is especially important in the context of the increasing integration of digital tools in HE. Essential implications and methodologies in foreign language (FL) teaching remain. However, how they affect those methods is still inadequately comprehended. This paper examines the key elements of learner-centred humanism, the impact of technology, and how FL can be integrated within HE. A systematic search of the Scopus and Web of Science databases was conducted based on the terms "humanism," "humanistic education," "foreign language learning," and "learner-centred," which yielded 40 English-language publications from 2020 to 2026, following the guidelines outlined in PRISMA. The data was synthesised by employing thematic analysis. Based on the research, it can be concluded that humanistic FL education has been redefined as a twofold commitment. On the one hand, it is committed to learner affect and subjectivity while on the other, technology has a facilitating and hindering role in relation to these two aspects. The main strategies identified are student centeredness, interpersonal connectivity, and empowerment-driven assessment. The essence of humanistic FL education is therefore not to blindly empower, but to help preserve the growth of learners comprehensively in the technological era in an empathetic way.

htts://doi.org/10.26803/ijlter.25.6.5

Exploring Undergraduate Students’ Experiences with Academic Advising: Personal Connection and Effectiveness in Academic Planning at a Vietnamese University

Trung Hau Ho — 2026-06-30

Academic advising plays an important role in student success. However, its effectiveness depends on both relational and functional dimensions. This convergent mixed-methods study was conducted at a public university in Vietnam to explore student experiences with academic advising through a convergent parallel design combining survey data (N = 213) and interviews (N = 8). Integration of quantitative and qualitative findings occurred at the interpretation stage, where questionnaire results were compared with interview themes to provide an understanding of students’ experiences with academic advising. The quantitative findings revealed that the students strongly preferred face-to-face advising for building personal connection and rapport, while digital platforms were considered functional but less personal. Similarly, the students perceived digital advising as effective for tasks such as course selection and degree requirement clarification but favoured in-person sessions for academic planning and goal setting. The qualitative insights highlighted the importance of advisor empathy, interactive dialogue, and structured planning. This study emphasises the need for blended advising models that integrate digital convenience with relational depth. Recommendations included advisor training in interpersonal skills, culturally responsive communication, and an institutional investment in technology-supported advising systems. These findings contribute to the literature on advising practices in Southeast Asian higher education and offer strategies for enhancing student satisfaction and academic success.

https://doi.org/10.26803/ijlter.25.6.6

Why They Stay: A Narrative Inquiry of Teachers Who Served the Geographically Isolated and Disadvantaged Areas

Daianne Santos Gloria — 2026-06-30

This study uses a qualitative, narrative research design and the indigenous Filipino methodology of Kwentuhan (storytelling) to investigate why seven veteran teachers remain in their positions as educators in geographically isolated and disadvantaged areas (GIDA) in the Philippines. The research focus has shifted from why teachers leave (teacher attrition) to what sustains them in continuing to teach for extended periods of time. Using two theoretical frameworks, Self-Determination Theory (1985) and Salutogenic Theories (1979), this study explored how these teachers have sustained themselves throughout their careers as they provide alternative learning systems (ALS) and indigenous peoples' education (IPE). A purposeful, criterion-based sampling strategy was used to recruit participants based on at least five years of continued employment in ALS and/or IPE settings. To add to the methodological validity of this study by decreasing researcher bias, member checking was incorporated into all phases of data collection and during the process of transcribing the interviews verbatim. Additionally, because maintaining ethical standards is paramount when conducting qualitative studies, the researcher maintained strict confidentiality and anonymity for all participants. The thematic analysis found that there was a three stage metamorphosis that occurs to sustain persistence among GIDA teachers; the spectrum of arrival (why they became interested in working as a GIDA teacher); the geography of sacrifice (the challenges they encounter while providing services in GIDA settings); and the realization of relational and cognitive anchors (how they have developed relationships and knowledge bases that compensate for the limited resources available in GIDA settings). These results indicate that developing relational sufficiency can help compensate for the material scarcity that exists in GIDA settings. It is recommended that educational administrators begin to use different forms of non-monetary incentives and develop local recruitment efforts instead of solely relying on monetary incentives. It is also suggested that future research be conducted using longitudinal methods so that researchers may examine how teacher resilience develops differently across various geographic regions.

https://doi.org/10.26803/ijlter.25.6.7

Between Participation and Order: Teachers’ Interactional Adjustment in Early Primary Chinese Language Classrooms

Wei Huang — 2026-06-30

With the increasing emphasis on student participation in contemporary classroom instruction, teachers are facing growing challenges in maintaining classroom order within oral interaction-based classrooms, while existing research has yet to adequately explain how teachers manage these challenges through interactional adjustment in practice. This study examines how teachers in early primary Chinese language classrooms maintain classroom order while promoting student participation in oral interaction-based classrooms. Drawing on semi-structured interviews with 15 teachers and employing thematic analysis, it explores how teachers address the relationship between the expansion of student participation and the organization of classroom interaction within classroom management practices. The findings indicate that when instruction relies heavily on student talk, the expansion of student participation often generates interactional organizational challenges. These challenges take three forms: non-rule-breaking forms of interactional disorder triggered by increased student participation, disruptions to instructional progress caused by imbalanced interactional pacing, and heightened interactional fragility associated with the developmental characteristics of early primary students. Teachers respond through interactional adjustment practices embedded in ongoing classroom interaction, including organizing turn allocation and interactional boundaries, regulating interactional pacing to sustain instructional progress, and contextually adjusting responses to different types of student participation. These practices reflect three judgment orientations: prioritizing participation, prioritizing classroom order and instructional progress, and contextualized balancing. This study contributes to the understanding of classroom management as an interactional adjustment process grounded in teachers’ situational judgments and offers a process-oriented perspective on classroom management in interaction-oriented settings.

https://doi.org/10.26803/ijlter.25.6.8

Integrating Social–Emotional Learning into University EFL Instruction: Developing Self-Awareness and Social Awareness Via Video Based Discussions in a Vietnamese Context

Bui Thanh Tinh — 2026-06-30

Although social-emotional learning (SEL) has been widely studied in K–12 settings, its integration into university-level English-as-a-foreign-language (EFL) instruction remains underexplored, particularly in Vietnamese higher education. This study aims to examine how SEL can be integrated into English-as-a-foreign-language (EFL) classes through video-based discussion activities at a university in the Mekong Delta region of Vietnam. The study focuses on two core competencies from the Collaborative for Academic, Social, and Emotional Learning’s framework: self-awareness and social awareness. The participants were 42 third-year English-major students (estimated B2 level) enrolled in an Advanced English Language Skills 1 course during the second semester of the 2024-2025 academic year. Data were collected through classroom observation notes and a focus group interview, and analyzed using qualitative content analysis. The findings indicate that students were frequently engaged in sharing personal views, taking others’ perspectives, and expressing their empathy in English. Importantly, the interview revealed that contextual factors such as topic sensitivity, teacher attitude, and classroom atmosphere considerably influenced how openly students engaged with classroom activities. The findings suggest that SEL integration is feasible and valuable within EFL courses in Vietnamese universities.

https://doi.org/10.26803/ijlter.25.6.9

Reimagining the Past: A Bibliometric Analysis of Museum-Based VR in History Education (2021–2025)

Jiang Huiling — 2026-06-30

Museum-based virtual reality (VR) is increasingly used to support immersive history and heritage learning, yet related studies remain scattered across education, computer science, tourism, and cultural heritage. This fragmentation obscures the field’s intellectual structure, dominant themes, and pedagogical value for history education. To address this gap, this study maps the development, knowledge base, emerging topics, and practical contributions of museum-based VR in history education from 2021 to 2025. A bibliometric analysis was conducted on 116 peer-reviewed articles and review articles selected from 330 Web of Science records using VOSviewer, including performance, co-citation, and keyword co-occurrence analyses. The results show rapid growth after 2023, reflecting increased interest in immersive learning, digital heritage, remote cultural access, and VR-supported heritage education. Co-citation analysis identified four clusters related to immersive museum experience, educational VR and learning effectiveness, digital cultural heritage reconstruction, and foundational AR/VR theory. Keyword co-occurrence analysis identified seven clusters, highlighting themes such as AI-supported immersive learning, VR/MR design, heritage education, extended reality applications, cultural heritage visualization, digital storytelling, empathy, and gamified virtual museums. The findings suggest that museum-based VR should be understood not only as a technological innovation but also as a pedagogical and cultural environment that requires scaffolding, curriculum alignment, accessible design, and culturally responsive interpretation. Research output is concentrated mainly in China, Italy, and selected Asian and European countries, revealing a regional imbalance. This study contributes a structured knowledge map and practical guidance for designing inclusive, learner-centered, and pedagogically meaningful VR history learning experiences.

https://doi.org/10.26803/ijlter.25.6.10

Teacher Agency and Local Cultural Integration in Chinese Primary Schools

Liu Lili — 2026-06-30

The integration of local cultural heritage into school curricula has attracted increasing attention across Asia, yet much of the literature assumes a level of curricular flexibility that is often limited in centralized education systems. This study examined how primary school teachers negotiated the inclusion of local cultural knowledge within China’s standardized curriculum context. Using an exploratory mixed methods design with qualitative priority, the study combined in-depth interviews with 12 teachers and a scoping survey of 50 teachers. Participants were selected through purposive sampling, with maximum variation used for the interview phase. Interview data were analyzed through reflexive thematic analysis, while survey data were examined descriptively as supportive contextual evidence. The findings showed that local cultural integration was typically enacted through small, situational adaptations rather than formal curriculum redesign. Teachers’ practices were shaped by curriculum pacing, epistemic uncertainty regarding cultural knowledge, and limited access to curriculum-aligned resources, producing an interest–implementation gap despite high student receptiveness. To interpret these patterns, the study proposed the 3C framework—Content selection, Curriculum embedding, and Community collaboration—as an analytical lens for explaining teacher agency under structural constraint. The study suggests that meaningful cultural inheritance in centralized curriculum systems requires curriculum-ready design tools, credible cultural resources, and institutional scaffolding rather than administrative encouragement alone.

https://doi.org/10.26803/ijlter.25.6.11

Reconstructing Ethical Readiness for ChatGPT Integration in Pre-Service Teacher Education

Anang Ma'ruf — 2026-06-30

Generative artificial intelligence tools such as ChatGPT are increasingly present in teacher education, yet limited research has examined how pre-service teachers construct ethical readiness while integrating such technologies into academically significant practices. This study investigates how final-year pre-service teachers negotiate ChatGPT use through ethical, pedagogical, and professional reflection during teacher preparation. Guided by an ethical-reflective adaptation of the diffusion of innovation theory, this qualitative case study involved 12 final-year pre-service teachers from a teacher education faculty in Indonesia. Data were collected through reflective journals, semi-structured interviews, and field notes, and analyzed using Braun and Clarke’s thematic analysis integrated with innovation adoption stages. Findings indicate that participants’ engagement with ChatGPT extended beyond functional experimentation to include emerging negotiation of authorship, academic integrity, and pedagogical responsibility across stages of awareness, interest, decision, trial, confirmation, and advocacy. While participants identified practical benefits such as idea generation, reflective writing support, and pedagogical assistance, they also expressed concerns regarding overdependence, bias, and ethical misuse. The study contributes by reframing artificial intelligence (AI) adoption in teacher education as an ethical-reflective developmental process, highlighting ethical readiness as a meaningful dimension of pre-service teachers’ engagement with generative AI.

https://doi.org/10.26803/ijlter.25.6.12

From Algorithms to Pedagogy: A Web of Science-Based Bibliometric Study of Artificial Intelligence in English Reading Education

Zhou Bo — 2026-06-30

The swift advancement of artificial intelligence (AI) has reshaped English reading education by enabling automation, personalization, and intelligent feedback. This study examined the intellectual structure, thematic evolution, and emerging research fronts of AI in English reading education from 2021 to 2025. A bibliometric analysis of 279 peer-reviewed articles from the Web of Science (WoS) Core Collection was conducted using VOSviewer and CiteSpace. Results showed steady growth in research productivity and citation impact, with 2,091 citations and an H-index of 22. Bibliographic coupling identified three major intellectual streams: educational applications, technological algorithms, and cross-disciplinary extensions involving AI-enhanced readability, text complexity, and English for Medical Purposes. Keyword co-occurrence analysis revealed three thematic clusters focusing on AI-supported comprehension, deep-learning-driven machine reading comprehension (MRC) and natural language processing (NLP), and machine-learning-based readability research. Burst detection further indicated a shift from computational mechanisms such as “question answering” and “deep learning” toward pedagogical perspectives including “education,” “reading skills,” and “large language models.” Drawing on the Technology Acceptance Model (TAM), this study interpreted this transformation as a socio-technical process and provided transferable implications for responsible AI integration in English reading education.

https://doi.org/10.26803/ijlter.25.6.13

Perceptions of Malaysian Secondary School Students on GeniusWrite, AI-Integrated Module for Learning English Writing

Yuen Hui Ooi — 2026-06-30

Artificial intelligence (AI) is increasingly transforming the education sector, especially in English language teaching and learning, supporting the development of essential 21st-century skills. Realising the significance of AI-mediated pedagogies, the Malaysian Ministry of Education has introduced the Digital Educational Learning Initiative Malaysia platform to provide teachers and students with access to diverse AI tools for education. Information and Communication Technologies (ICT) also have become increasingly influential especially within education, with online learning modules becoming prominent due to their abilities to foster learner engagement, personalised learning and language skill development. Despite the growing focus on AI and ICT-enhanced learning, there is limited research on AI-supported online modules designed for Malaysian secondary school students, especially for writing, which is one of the most difficult skills to teach and learn. Therefore, this study explored Lower Secondary Form 2 (aged 14 to 15) students’ perceptions of GeniusWrite, an AI-integrated online module, designed to support English writing instruction in Malaysian secondary schools. Using a small-scale explanatory sequential design, quantitative data was collected through a survey using questionnaire, followed by semi-structured interviews to enrich and explain the survey findings. Results from both phases indicated that students perceived GeniusWrite as easy to use and useful in learning English writing. This study recommends future research on curriculum-aligned AI features, ongoing teacher training for AI integration, teachers’ views on AI-supported writing modules, peer collaboration and social learning, and how students with limited digital literacy adapt to AI-integrated modules.

https://doi.org/10.26803/ijlter.25.6.14

Project-Based Learning in the Age of Generative AI: Developing Student Autonomy and Creative Problem-Solving in Software Engineering Education

Gulnar Balakayeva — 2026-06-30

The rapid development of generative artificial intelligence (AI) has begun to influence learning practices in higher education, raising important questions about how to maintain students’ independent thinking and creative problem-solving skills. In this context, project-based learning (PBL) is increasingly viewed as a pedagogical approach that can encourage active participation and support the development of applied competencies. This study explores the potential of PBL to strengthen student autonomy, creativity, and professional competence in software engineering education within an academic environment where generative AI tools are widely available. The research involved 83 master’s students enrolled in computer science and software engineering programs at a university in Kazakhstan. A mixed-method design was used, combining qualitative analysis of student projects and reflective reports with descriptive survey data. Over a 30-week period, these students completed both individual and team-based projects addressing practical technological tasks in software engineering and computing, including the development of mobile and web applications, AI-generated solutions, data analytics tools, and scientific modelling systems. The results indicate that PBL contributed to the development of practical programming skills, independent learning skills, and research-oriented problem solving. Students’ reflective reports completed project outcomes, presentations, and survey responses indicated increased autonomy, stronger engagement with applied tasks, and a clearer understanding of theoretical concepts through implementation. Many students also noted that the requirement to develop functional systems and justify technical decisions made exclusive reliance on ready-made AI-generated solutions more difficult. The findings suggest that structured PBL can help sustain meaningful cognitive engagement and support competence development in software engineering education where generative AI tools are widely available.

https://doi.org/10.26803/ijlter.25.6.15

Developing a Culturally Responsive Syntax for Physics Co-Curricular Activities: A Participatory Approach Integrating Local Wisdom

M. A. Martawijaya — 2026-06-30

In recent years, increasing attention has been given to culturally responsive Science, Technology, Engineering and Mathematics education due to the need to connect scientific learning with students’ socio-cultural experiences. This study developed and validated MAGUSM (Minasa–Ada–Gau–Uki–Sabbi–Mabbarakka), a culturally responsive syntax for physics co-curricular activities that integrates Bugis–Makassar local wisdom through a participatory design approach. It addressed the underrepresentation of cultural perspectives in science education despite global demands for 21st-century competencies such as collaboration, critical thinking, creativity, and cultural awareness. Fourteen participants, prospective and in-service teachers and education practitioners, co-designed and refined the syntax through consensus-building, prototyping, focus group discussions (FGDs), and laboratory trials. Data were collected using validation sheets and analyzed with Aiken’s V, supported by thematic analysis of interviews and observations. Results indicated that MAGUSM is valid and feasible, with all components rated “very feasible” (mean Aiken’s V = 0.87). Scores improved across syntax stages from FGD I to FGD II, particularly in the Gau stage. Integrating a’bulo sibatang (collective solidarity) enhanced collaboration, minimized conflict, and increased motivation by linking physics concepts with cultural practices. The syntax operationalized deep learning through understanding (Minasa–Ada), application (Gau–Sabbi–Uki), and reflection (Mabbarakka). Theoretically, this study extends deep learning pedagogy with cultural dimensions, while practically offering a replicable framework for fostering 21st-century skills despite limitations in sample size and laboratory scope.

https://doi.org/10.26803/ijlter.25.6.16

Generative AI in Higher Education Management: A Mixed-Methods Study of School Leaders' Awareness, Readiness, and Adoption Intentions

Erwin Salvatierra — 2026-06-30

This study examined higher education school leaders' awareness, readiness, and adoption intentions regarding th use of generative AI in institutional management. An exploratory convergent mixed-methods design was used to integrate survey results and qualitative written responses from 24 school leaders representing 10 universities. The instrument measured awareness, readiness, and adoption intention through Likert-scale items and used open-ended prompts to explore perceived opportunities, concerns, and enabling conditions for responsible use. Descriptive statistics, reliability analysis, Spearman correlations, and reflexive thematic analysis were employed. The findings showed high awareness (M = 3.82, SD = 0.52) and high adoption intention (M = 3.61, SD = 0.63), but only moderate readiness (M = 3.36, SD = 0.61). Awareness was positively related to readiness (rs = .62, p = .001) and adoption intention (rs = .59, p = .003), while readiness showed the strongest relationship with adoption intention (rs = .68, p < .001). Qualitative findings identified five themes: strategic efficiency under human oversight; governance and data protection as prerequisites; leadership-focused training; accuracy and reputational risk; and uneven access and resistance. The integrated findings indicate that leaders are not merely asking whether generative AI is useful; they are asking whether their institutions can use it responsibly. The study recommends leadership-centered professional development, explicit governance protocols, low-risk pilot projects, and human-centered accountability structures.

https://doi.org/10.26803/ijlter.25.6.17

Open University Implementation in Ghana: Environmental Analysis and Collaborative Open University Business Model

Kevien Cabarrubias-Dela Cruz — 2026-06-30

The increasing demand for flexible and technology-enabled higher education has intensified interest in Open University systems, particularly in developing countries. This study examined the feasibility of implementing Open University programs in Ghana by analyzing political, legal, economic, monetary, trade, and cultural environments, as well as the challenges, opportunities, and strategic guidelines influencing implementation sustainability. The study employed a quantitative descriptive-exploratory research design involving 75 respondents composed of faculty members, students, administrators, government officials, and technology providers selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using frequency counts, percentages, weighted mean, standard deviation, and ranking techniques. The findings revealed that Ghana’s political, legal, trade, and cultural environments generally support Open University implementation. However, monetary instability, limited internet accessibility, high technology costs, and insufficient financial support systems were identified as major barriers affecting accessibility and sustainability. Despite these challenges, increasing demand for flexible education, technological advancement, regional integration, and opportunities for international academic collaboration provide strong potential for Open University expansion in Ghana. Based on the findings, the study proposes the Global Collaborative Open University Business Model (GCOUBM), a preliminary evidence-informed strategic framework integrating international collaboration, digital infrastructure, institutional adaptability, and flexible financial mechanisms. The study concludes that sustainable Open University implementation in Ghana requires coordinated policy support, strengthened technological infrastructure, institutional collaboration, accessible financing systems, and continuous institutional adaptability. The findings provide strategic insights for policymakers and higher education institutions seeking to strengthen digital and distance education systems in developing-country contexts.

https://doi.org/10.26803/ijlter.25.6.18

“I Actually Speak More in English than in Vietnamese”: Investment, Emotion, and Positioning Among Vietnamese Students in a Transnational EMI Program

Le Truong An — 2026-06-30

This study examines how Vietnamese students in a transnational English-medium instruction (EMI) program make sense of their investment in English and negotiate their identities in classroom and institutional contexts. Adopting a qualitative interpretive approach, the study draws on three semi-structured interviews with each of five participants representing different stages of the transnational journey. Data were collected in Vietnamese, translated into English, and analyzed thematically through the lenses of Investment Theory and Positioning Theory. The findings show that English was understood not only as a medium of instruction but also as a form of linguistic capital linked to academic legitimacy, mobility, and future opportunity. At the same time, students’ investment in English was shaped by emotional pressure, especially in relation to institutional expectations and the gatekeeping role of IELTS. The study also found that students actively negotiated their identities across languages, contexts, and program stages. This study contributes to EMI research by offering insights from a Vietnamese transnational context and by showing how aspiration, emotion, and discursive positioning intersect in students’ lived experiences.

https://doi.org/10.26803/ijlter.25.6.19

Integrating Islamic Parenting Values into University Teaching Practices: A Qualitative Study of Learning Experiences in Indonesia

Ahmad Afiif — 2026-06-30

This study examined the integration of Islamic parenting values into university teaching practices and their influence on students’ learning experiences within Indonesian Islamic higher education. Grounded in Bronfenbrenner’s bioecological theory, the study conceptualized teaching and learning as a dynamic process shaped by interactions across individual, relational, and contextual dimensions. A qualitative research design was employed, involving in-depth interviews and classroom-based insights from lecturers and students. Data were analyzed thematically to capture patterns of meaning related to value integration and learning experiences. The findings revealed that Islamic parenting values were not implemented as a formal pedagogical model but were enacted through everyday teaching practices characterized by care-based relationships, moral guidance, dialogic engagement, and behavioral modeling. Lecturers assumed roles that extended beyond knowledge transmission to include nurturing students’ ethical and personal development. From the students’ perspective, these practices fostered psychological safety, active participation, and holistic learning experiences that integrated cognitive, emotional, and moral dimensions. However, the study also identified variability in implementation across lecturers, indicating that value integration was influenced by individual pedagogical orientations rather than consistently institutionalized practices. Interpreted through the bioecological lens, the findings highlight the central role of proximal interactions in shaping learning experiences, the influence of students’ prior value orientations, the significance of institutional and cultural contexts, and the evolving nature of value-based pedagogy over time. The study contributes to the literature by demonstrating how parenting-derived values can be meaningfully translated into higher education teaching practices, offering a contextually grounded model of holistic education. It also provides practical implications for fostering relational and value-driven pedagogy in higher education settings.

https://doi.org/10.26803/ijlter.25.6.20

HyFlex Learning and its Perceived Effects on Grammar Acquisition among Language Education Majors

Andrea Padre Adigue — 2026-06-30

The growing adoption of Hybrid-Flexible (HyFlex) learning—a course design model in which students choose, each session, whether to attend face-to-face, synchronously online, or asynchronously—in Philippine higher education raises urgent questions about its impact on grammar acquisition among Language Education majors. In provincial state universities where technology infrastructure is limited, the model’s equivalency principle remains uncertain. No prior study has examined student-reported HyFlex grammar learning experiences among Language Education majors in this context. This descriptive quantitative study investigated the perceived effects of HyFlex learning on grammar acquisition among 112 second-year Bachelor of Secondary Education (BSED) Language Education students—enrolled in English and Filipino programs—at Nueva Ecija University of Science and Technology (NEUST) Sumacab Campus during the 2024–2025 academic year. Using purposive total-population sampling, the researcher constructed a validated four-point forced-choice Likert scale survey which was distributed via Google Forms. Data were analyzed using weighted means, standard deviations, composite means, and Mann–Whitney U tests comparing English and Filipino majors across ten dimensions in two categories: HyFlex effectiveness (accessibility, connectivity, and emotional response) and perceived effects on grammar acquisition (academic performance, cognitive presence, speaking skills development, emotional presence, productivity, time management, and learning capability). Results indicate that respondents generally perceived HyFlex as accessible and moderately supportive of grammar learning. However, connectivity remained the most critical barrier, with a composite mean indicating disagreement with adequate internet access. Mann–Whitney U tests revealed significant differences between English and Filipino majors in emotional response and speaking skills development, while all other dimensions were not significantly different. Despite infrastructure challenges, however, respondents perceived HyFlex as generally effective in supporting grammar acquisition. These findings indicate that perceived HyFlex effectiveness depends on infrastructure readiness, instructional design quality, and learner self-regulation capacity.

https://doi.org/10.26803/ijlter.25.6.21

Collaborative Learning Supported by Digital Technologies in Mathematics Education at the Secondary Level: A Systematic Literature Review

Karen Diana Valencia Mendoza — 2026-06-30

The growing integration of digital technologies in educational systems has heightened research interest in understanding how technology-mediated collaborative learning impacts mathematics instruction in secondary education. However, the scientific literature remains fragmented and lacks updated syntheses that systematically integrate the available evidence. This article presents a systematic literature review aimed at analyzing and synthesizing empirical evidence on collaborative learning supported by digital technologies in secondary mathematics education. Following the PRISMA 2020 guidelines, Scopus, Web of Science, and ERIC were consulted for the period 2020–2026. After a four-phase screening process, including methodological quality assessment, nine peer-reviewed empirical articles were selected. The results reveal a scientific production concentrated in Europe, North America, and Oceania, but limited representation from Latin America. Quantitative and quasi-experimental approaches predominate, alongside a growing presence of mixed methods designs. Socio-constructivism and the computer-supported collaborative learning framework underpin the majority of studies. Reported effects on mathematical performance and conceptual understanding are predominantly positive, although their magnitude depends on the degree of pedagogical structuring of collaboration, rather than technological sophistication. This study found that digital technology enhances collaborative learning in mathematics when pedagogical design explicitly structures interaction, shifting the research focus from technological efficacy to the pedagogical conditions of implementation.

https://doi.org/10.26803/ijlter.25.6.22

Augmented Historical Simulation through Adaptive AI: A Learning Model for Developing Historical Thinking and Empathy

Lukman Nadjamuddin — 2026-06-30

Contemporary history learning is still dominated by linear narratives and rote memorization that limit students’ historical thinking and empathy. This study aimed to develop an Augmented Historical Simulation (AHS) model using adaptive Artificial Intelligence (AI) to improve historical reasoning and empathy. The study employed a sequential explanatory mixed-methods design involving 500 eleventh-grade students from four provinces in Indonesia. Quantitative data were collected using the Historical Thinking Test and Historical Empathy Scale at four measurement stages: pre-test, mid-test, post-test, and delayed post-test. The study adopted a non-equivalent control group quasi-experimental design involving experimental and control groups. The data were subsequently analyzed using ANCOVA and growth curve modeling. In contrast, qualitative data from interaction logs, student reflections, and group discussions were analyzed thematically. The intervention consisted of AI-based AHS activities involving branching historical scenarios, reflective decision-making tasks, source analysis, and AI-guided discussions aligned with the Merdeka Belajar Curriculum. The results showed that the experimental group gained significantly higher historical thinking skills than the control group (M = 85.9 vs. 77.6; F(1,492) = 40.68; p < 0.001; ?² = 0.314) and maintained their achievements at the follow-up stage (M = 84.1 vs. 74.8). Historical empathy also increased significantly (M = 86.5 vs. 79.3; F (1,492) = 37.84; p < 0.001). These findings indicated that AHS could transform history learning from passive information transmission into a reflective inquiry process underpinned by decision-making, thereby strengthening historical literacy and empathy. This study contributes by offering an AI-based adaptive history-learning model to strengthen historical literacy and empathy in a multicultural education context.

https://doi.org/10.26803/ijlter.25.6.23

Ethnocultural Project-Based Learning in Early Childhood Education: Evidence from Preschool Educators in Kazakhstan

Farida Omarbekova — 2026-06-30

This study examined preschool educators’ perceptions and reported experiences of ethnocultural project-based learning (ECPBL) in Kazakhstan. Although project-based learning and ethnocultural education have been widely discussed separately, little empirical attention has been given to their integration in preschool settings. Using a descriptive mixed-methods design, the study analyzed survey responses from 150 preschool educators by combining closed-ended items with open-ended responses. The findings show that educators generally viewed ECPBL positively: 85.5% of valid responses indicated full or partial agreement with the relevance of project-based learning in preschool education. However, only 36.7% of participants reported prior experience with ethnocultural projects, which indicates uneven implementation. Educators rated the contribution of ECPBL most highly for creative skills and research activity (M = 4.442) and cognitive development (M = 4.383). The most frequently used cultural elements were folk games (54.7%), traditional crafts (45.3%), national clothing (43.3%), and national holidays or rituals (42.7%), while Kazakh language and folklore were reported less often. The main challenge facing implementation was the absence of methodological materials and teaching resources. The study contributes to the limited empirical literature on culturally responsive and project-based approaches in early childhood education by identifying current practices, perceived benefits, and implementation barriers in the Kazakhstan preschool context.

https://doi.org/10.26803/ijlter.25.6.24

Improving Methodological Coherence in Thesis Proposal Design: Development and Preliminary Validation of Research Coherence Alignment Framework

Luijim Santos Jose — 2026-06-30

Methodological coherence is a central requirement in thesis proposal design because valid inquiry depends on the logical alignment of the research questions, constructs, evidence sources, instruments, and analytical procedures. Although the research methodology literature consistently emphasizes alignment, student researchers often lack the operational tools for translating research questions into coherent empirical structures. This study developed and preliminarily validated the Research Coherence Alignment Framework (RCAF), a methodological support system designed to guide, evaluate, and diagnose coherence in thesis proposal design. The framework consists of four integrated components: the SOP–Instrument Alignment Matrix, the Methodological Coherence Evaluation Rubric, the Taxonomy of Research Alignment Errors, and the Methodological Coherence Index. A DBR-informed developmental design was employed, involving expert validation and classroom-based implementation with 60 thesis-writing students assigned to control and experimental intact groups. Expert evaluation yielded a Content Validity Index of .90, indicating strong agreement for the framework’s clarity, relevance, and usefulness. The results also show that students who used the RCAF obtained significantly higher methodological coherence scores than those who followed the usual thesis-writing condition, t (58) = 10.31, p < .001, Cohen’s d = 2.65. Given the quasi-experimental design, the findings should be interpreted as preliminary evidence of the framework’s pedagogical usefulness rather than definitive proof of causal effectiveness. Overall, the study suggests that RCAF can support thesis instruction, proposal evaluation, and research supervision by making methodological alignment more explicit, teachable, and assessable.

https://doi.org/10.26803/ijlter.25.6.25

Exploring Pre-Service Teachers’ AI Pedagogical Judgement in Assessment Design: A Document Analysis of Technology-Integrated Tasks

Warda Abrahams — 2026-06-30

The increasing integration of Artificial Intelligence (AI) in education has significant implications for assessment design and teacher preparation. This empirical study explores how Pre-Service Teachers (PSTs) engage with AI tools in the design of curriculum-aligned assessment tasks within a structured digital literacy module. Using qualitative document analysis of 63 assessment artefacts produced at a South African private higher education institution, the study examines how PSTs utilised AI-generated outputs, the extent of their critical and ethical reflection, and how their designs aligned with curriculum requirements. Thematic analysis, informed by the Technological Pedagogical Content Knowledge (TPACK) framework and the Substitution Augmentation Modification and Redefinition model, revealed three interrelated patterns: efficiency-oriented and creative use of AI, critical evaluation and adaptation of AI-generated content, and emerging ethical awareness regarding overreliance, bias, and contextual misalignment. While most PSTs used AI at substitution and augmentation levels, several PSTs demonstrated movement toward modification through interactive and digitally mediated assessments. Building on the findings, the study proposes the concept of AI Pedagogical Judgement to explain how PSTs negotiate generative efficiency, curriculum alignment practices, ethical reflexivity and professional agency when deciding whether to accept, adapt, or reject AI outputs. The study contributes to emerging scholarship on AI literacy in teacher education by showing that meaningful AI integration relies not only on access to technology, but on the quality of pedagogical judgement exercised in assessment design.

https://doi.org/10.26803/ijlter.25.6.26

Life Sciences Teachers’ IBL Conceptions and Implementation in Laboratories and Digital Classrooms: Implications for Context-Responsive Professional Development

Mayaba Brian Nhlumayo — 2026-06-30

Inquiry-Based Learning (IBL) is widely recommended in science education for its potential to foster learners’ scientific inquiry skills, autonomy, critical thinking, and problem-solving abilities, and its adoption has grown steadily as part of curriculum reform. Despite its recognised benefits, the enactment of IBL in many classroom contexts remains uneven, particularly in resource-constrained schools. This study explored Life Sciences teachers’ conceptions and implementation of IBL within laboratories and digitally mediated classrooms in disadvantaged public schools. Guided by an interpretivist paradigm and a qualitative approach, the study adopted a multiple-case study design involving ten in-service Life Sciences teachers from the King Cetshwayo District, KwaZulu-Natal, South Africa. Data were collected in April and May 2025 through analysis of documents used in practical investigations, a semi-structured questionnaire, and semi-structured interviews. Data analysis was informed by the Capability Approach (CA), focusing on resources, implementation, associated factors, and outcomes, and followed Braun and Clarke’s (2006) thematic analysis procedures. The findings indicate that teachers’ conceptions of IBL are minimal and do not align with its theoretical principles, as their practices are predominantly teacher-centred. The teachers’ limited pedagogical understanding, low confidence, inadequate professional development, scarcity of laboratory and digital resources, and challenging classroom conditions constrained their abilities to implement an authentic inquiry-based pedagogy. Digital technologies, where available, were insufficient and largely used in non-interactive ways. The study concludes that expanding teachers’ capabilities through integrated professional, contextual, and resource-based support is essential for realising IBL’s transformative potential. Using the CA, the study shifts the focus from uniform outcomes to what teachers can achieve within their contexts.

https://doi.org/10.26803/ijlter.25.6.27

An Inclusive Work-Based Learning Management Model for Enhancing Work Readiness Among Students With Disabilities in a Special Education High School of East Java Province, Indonesia

Taryaningsih Taryaningsih — 2026-06-30

The unemployment rate among graduates of special education high schools indicates that the relevance of special education to community needs remains low. Students' readiness for entering the workforce needs to be addressed, particularly through transition programs, so that graduates can meet the demands of the workforce. This study aims to develop a skills learning management model that is integrated with industrial work practices in an inclusive and work readiness-based manner in Special Senior High Schools in East Java Province, Indonesia. This study uses a Research and Development approach that refers to the 4-D framework with stages consisting of Define (preliminary study), Design (model development), Develop (validation and testing), and Disseminate (model refinement and dissemination). The preliminary study involved 30 participants who were evaluated through questionnaires, observations, interviews, and focus group discussions. The development phase involved experts in education management and special education. The model's pilot phase included a limited pilot with 30 participants, a small pilot with 45 participants, and an expanded pilot with 53 participants. The results showed that the addition of collaborative functionality was proved to support increased job readiness in students with disabilities. Collaboration enabled schools not only to teach technical skills in the classroom but also ensure the relevance of learning to workplace needs by placing students in a work environment. One of the novelties of this model is its explicit emphasis on student job readiness as the final outcome. This model combines hard skills (technical skills relevant to the vocational field) and soft skills (discipline, communication, work resilience, and quality orientation) to support student success in real-world work environments.

https://doi.org/10.26803/ijlter.25.6.28

Enhancing Geometry Achievement through Minecraft-Based Digital Game Learning: A Convergent Parallel Mixed-Methods Study

June Rey Segura Sulatra — 2026-06-30

The development of digital technologies has opened new avenues for improving teaching and learning in mathematics education. This study investigated the effect of digital game-based learning using Minecraft on Grade 9 learners’ geometry achievement. A convergent parallel mixed-methods design was used involving 72 learners from a public secondary school in Iloilo, Philippines. The participants were divided into an experimental group (n=37) that received digital game-based instruction using Minecraft and a control group (n=35) that received non-game-based instruction. The learners’ achievement was measured before and after a six-week intervention using a 30-item geometry achievement test. Quantitative analysis was performed using independent-samples and paired-samples t-tests, while qualitative data were gathered through semi-structured interviews with 32 selected learners from the experimental group and analyzed using thematic analysis. The results showed that both groups made progress; however, learners in the Minecraft-based instruction group significantly outperformed the other group on the post-test. Qualitative results showed that digital game-based instruction using Minecraft increased (1) learners’ enjoyment in learning mathematics, (2) motivation and engagement, (3) creativity, (4) collaboration and communication, (5) afforded a challenging and engaging learning environment, and (6) enhanced critical thinking skills. The findings suggest that Minecraft-based digital game learning is an effective instructional approach for improving learners’ geometry achievement and learning experiences. It is recommended that mathematics teachers integrate Minecraft-based digital game learning strategies to enhance learners’ engagement and achievement in geometry.

https://doi.org/10.26803/ijlter.25.6.29

Factors Influencing Mathematics Achievement among School Students (2015-2025): A Systematic Review

Durgaprasad Sahoo — 2026-06-30

The present study focused on a systematic review on mathematics achievement. The systematic review was conducted to summarize evidence on various factors of students’ mathematics achievement of school students from 2015 to 2025 by using the PRISMA framework. For this study, a systematic search was conducted by using the Scopus database which yielded 416 studies. Out of 416 studies, 46 studies were selected for full-text review. Out of 46 studies, 16 were excluded after being manually read, as these papers did not meet the objectives of the study. Thus, 30 studies were included for final analysis. The findings of the study revealed that psychological factors are the dominant factors that influence the level of mathematics achievement. Other factors are socioeconomic conditions and instructional strategies. The contribution of psychological factors and student-related factors, such as student engagement and instructional practices, was found to be important factors of students’ mathematics achievement. Family, social, and school factors in learning significantly influence learning outcomes in mathematics among school students. Effective use of digital tools by the teacher has contributed positively to mathematics achievement. It was seen that students' mathematics achievement was negatively affected by the disruption of education during the COVID-19 pandemic. The findings from these 30 studies show that mathematics achievement is best improved through a holistic, adaptive and inclusive approach that helps learners succeed both academically and in life.

https://doi.org/10.26803/ijlter.25.6.30

Digital Transformation in Educational Finance and School Management: A Bibliometric Analysis of Global Trends

uryadin Ali Mustofa — 2026-06-30

This study examined global research trends in the digital transformation of educational finance and school management through a bibliometric analysis of publications indexed in the Scopus database from 2016 to 2025. Data were collected from the Scopus database on April 14, 2026, using a structured TITLE-ABS-KEY search query. The search initially identified 1,059 documents, which were refined to 162 relevant publications through PRISMA-based inclusion and exclusion criteria. Bibliometric mapping and performance analyses were conducted using Biblioshiny (R) and VOSviewer, supported by data cleaning and standardization through OpenRefine and a thesaurus file. The results showed a significant increase in global research output on digital transformation in educational finance and school management, particularly after 2020. This trend reflects growing scholarly and institutional attention to the role of digital technologies in educational governance and financial administration. Conference proceedings remained the dominant publication source, while journal publications continued to grow. China emerged as the leading contributor, supported by strong institutional productivity and collaboration networks. Thematic analysis identified major research clusters in financial management, information systems, data-driven decision-making, artificial intelligence, e-learning, and educational technology. Recent studies also emphasized sustainability, economic analysis, blockchain, and decentralized finance. This study contributes to the literature by providing a comprehensive global research map and offering policy insights to advance technology-driven, sustainable educational management practices.

https://doi.org/10.26803/ijlter.25.6.31

Teachers’ Perceptions and Challenges in Integrating Information and Communication Technologies in Life Sciences Practical Work

Simangaliso Manqoba Mlangeni — 2026-06-30

The school subject of life sciences requires learners to perform practical activities that expose them to content in authentic ways. The subject is taught in environments increasingly influenced by educational technologies. This study was undertaken in the Mahikeng local municipality in South Africa, and the selected schools were in the same vicinity and offered life sciences as a subject. The study aimed to explore teachers’ perceptions of and challenges in integrating information and communication technologies (ICTs) into life sciences practical work. To achieve this, data were collected through observations and interviews. The researchers employed thematic analysis to draw themes from the study participants. It was observed that teachers used ICT to facilitate practical work in a limited manner. However, the study participants perceived the use of ICT in life sciences practical work as essential and important for supporting the learners’ conceptual understanding, engagement, interactive learning environment, stimulation and experiential learning. Moreover, challenges such as overcrowded classrooms, insufficient in-service training, inadequate resources and teachers’ lack of experience with ICTs were identified. The study makes the following recommendations: ICT should be fully integrated in life sciences practical activities because it could assist learners in various topics through simulations to illustrate aspects of life sciences content; all teachers should be trained to implement ICT in practical work with ease, because it would simplify their work. Doing so will help learners adapt to the changing academic landscape.

https://doi.org/10.26803/ijlter.25.6.32

Public Perception of Higher Education in Indonesia’s Digital Era: Exploring the “College is a Scam” Narrative on Social Media

Sukisno Sukisno — 2026-06-30

The narrative “college is a scam” circulating on social media reflects a shift in public perception of higher education in Indonesia’s digital era. This study aims to analyse public perception of higher education through the “college is a scam” narrative, identify the factors shaping this perception, and explain its implications for higher education learning. This study used a descriptive mixed-methods survey design through an online questionnaire involving 360 respondents. All respondents were TikTok users and had been exposed to content containing the “college is a scam” narrative. Quantitative data were analysed using percentages, while open-ended responses were interpreted thematically. The findings show that 69.4% of respondents perceived a mismatch between higher education and labour market needs, 66.7% viewed tuition fees as a significant burden, and 55.6% identified digital entrepreneurship as the main alternative career path. However, higher education has not completely lost its legitimacy because many respondents still recognise its social, intellectual, and symbolic value. The novelty of this study lies in positioning a viral social media narrative as an empirical entry point for understanding changing public trust in higher education. The study concludes that higher education institutions need to strengthen curriculum relevance, practical learning, transparent cost-value communication, and digital public engagement to remain credible in the digital era.

https://doi.org/10.26803/ijlter.25.6.33

Transformational Leadership and Human Resource Quality in Educating in Rural High Schools in Indonesia: The Mediating Role of Human Resource Performance in Education and Work Motivation

Imran Imran — 2026-06-30

Indonesian high school students in underdeveloped areas often have lower literacy skills than students in urban areas. One reason for this is poor educational management and leadership in schools. This study aimed to analyse the effect of transformational leadership on the human resource quality in education, performance and motivation as mediating variables in high schools in underdeveloped areas. The research approach was quantitative with a sample of 370 teachers. The study used a 5-point Likert- scale questionnaire and Structural Equation Modelling to test the relationships between the variables. The results show that transformational leadership has a significant influence on the human resource quality in education (? = 0.57; p = 0.000), teacher performance (? = 0.81; p = 0.000), and work motivation (? = 0.79; p = 0.000). Teacher performance (? = 0.49) and work motivation (? = 0.39) showed a significant influence on human resource quality management. The R² value of 0.74 indicates a strong model. Transformational leadership was found to be a key factor in improving the human resource quality in education in underdeveloped areas by encouraging motivation and performance. These findings have practical implications for principal leadership training programmes, human resource development, and education policies in underdeveloped areas.

https://doi.org/10.26803/ijlter.25.6.34

Sustainable English Language Development among EFL Transfer Students: Perspectives from Diploma Graduates at King Faisal University

Ghassan Adnan Hasan — 2026-06-30

The expansion of English-medium instruction in higher education has increased the academic communication demands placed on EFL students, particularly those transitioning from diploma to bachelor-level programs. There is increasing studies on EMI and academic literacies, while less has focused on language development for transfer students in the context of disciplinary learning environments. This study examines the issue of sustainable language development of EFL transfer students at King Faisal University. This study used a qualitative exploratory approach, and respondents were 24 transfer students in EMI program. Semi-structured interviews and focus group discussions were used to collect data, which was then analyzed using thematic analysis. Results showed four main problems: academic literacy issues, oral communication limitations, lexical limitations and competing academic priorities. Participants experienced the difficulty with the discipline-specific use of vocabulary, classroom interaction and adaptation to academic writing after transition into bachelor level study. The results indicate that communication difficulties were not just a result of the individual's language level, but also the demands of the academic workload and learning conditions of EMI programs. The study suggests that it is important to provide EMI transfer students with academic communication support within a discipline course to improve their long-term language development.

https://doi.org/10.26803/ijlter.25.6.35

Artificial Intelligence, Higher Education, and University Social Responsibility: A Bibliometric Mapping Study of Current Knowledge and Emerging Trends

Hanene Ben Messaoudi Essoussi — 2026-06-30

This study presents a bibliometric analysis of research linking artificial intelligence (AI) in higher education (HE) with university social responsibility (USR) concerns between 2015 and 2025. The analysis was based on 330 documents retrieved from Scopus and Web of Science. Using Biblioshiny and VOSviewer, the study analyzes publication trends, citation performance, collaboration structures, and keyword co?occurrence networks to examine how AI-USR research in HE is structured and evolving. Findings indicate that the field remains recent, fragmented, and only partially consolidated. Keyword mapping positions AI adoption, learning applications, assessment, and capability?oriented themes at the center of the knowledge structure, while responsibility-related themes—including governance, privacy, academic integrity, inclusion, and sustainability—remain comparatively peripheral and less centrally integrated. However, these findings reflect thematic visibility within bibliometric metadata rather than the full conceptual depth of responsibility-oriented discussions developed in the reviewed publications. Geographically, production is concentrated in North America, Europe, and East Asia, although several Global South countries also show growing visibility and citation impact. Collaboration networks remain largely nationally organized, with international collaboration relying on a limited number of highly connected countries and institutions. Overall, the study identifies a knowledge-structure gap between AI adoption and institutional responsibility integration in HE and provides a reproducible baseline for future interdisciplinary and context-sensitive research on responsible AI integration in HE.

https://doi.org/10.26803/ijlter.25.6.36

The Effectiveness of Experiential Learning for Developing the Spatial Orientation Skills of Preschool Children: A Quasi-Experimental Study

Pham Thi Bich Hoa — 2026-06-30

The spatial orientation abilities of young children are vital for their early cognitive development and serve as preparation for formal learning. Scholarly interest in experiential learning in early childhood education is increasing yet little classroom research has investigated the role of structured experiential activities in supporting preschool children’s development of spatial orienting abilities. This research examined the impact of a 10-week experiential learning intervention on the spatial orientation skills of children aged 5–6 years in authentic preschool settings. We used a quasi-experimental pretest–posttest approach with an experimental group and a control group. The study involved a total of 120 children of preschool age (60 children in the experimental group and 60 children in the control group). Children’s spatial orientation skills were evaluated by means of an observational rubric based on the experiential learning theory, which investigates three dimensions: spatial awareness, spatial practice and spatial application. Quantitative data were analysed using descriptive statistics, paired sample t-tests and effect size analysis to investigate changes before and after the intervention. Children who participated in the experiential learning programme showed statistically significant short-term improvements in all three dimensions. In particular, children showed progress regarding their capacity to apply spatial awareness in collaborative, movement-based and exploratory activities. This study contributes to the literature by applying Kolb’s experiential learning framework to a multidimensional model of spatial orientation development in early childhood schooling. The findings suggest that structured experiential learning activities may offer effective ways to promote spatial orienting skills in preschool classroom settings.

https://doi.org/10.26803/ijlter.25.6.37

Digital and AI-Supported Pedagogy as Methodological Infrastructure for Classroom-Based Documentation in Early English Language Teaching

Srini Sandhya M — 2026-06-30

This study examines the role of digital and artificial intelligence (AI)–supported pedagogical tools in facilitating classroom-based documentation of early language-learning behaviors in English Language Teaching (ELT) contexts. Rather than evaluating instructional effectiveness, the study adopts a classroom-based descriptive design to explore how these tools function as methodological infrastructure within authentic learning environments. The study involved 93 Grade 1 students in two naturally occurring conditions of instruction, which included a multisensory ELT classroom assisted by digital and AI tools, and an ordinary ELT classroom with minimal technological use. Learner behaviours were documented using structured observational rubrics across listening, speaking, reading, and writing domains during the baseline and post-observation phases. Descriptive statistical analysis revealed consistently higher mean scores in the multisensory ELT classroom across all four domains; however, performance patterns remained relatively stable over time in both contexts. These findings suggest that digital and AI-supported tools primarily contribute to the standardisation of instructional input and the structuring of observational processes, rather than producing immediate measurable improvements in learning outcomes. The study reconceptualises digital pedagogy as a methodological support for enhancing the reliability and consistency of classroom-based documentation in early language learning settings.

https://doi.org/10.26803/ijlter.25.6.38

Neuroscience Foundations and Parental Engagement in Children’s Vocabulary Development: A Bibliometric-Supported Systematic Literature Review

Nur Syafiqah Qistina Shahrel Adha — 2026-06-30

This study investigated the neural underpinnings of children's vocabulary development and the influence of parental involvement in facilitating early language learning. While prior research has examined vocabulary development, neurobiology, and home literacy practices individually, few reviews have systematically synthesised these areas using an integrated bibliometric and evidence synthesis approach. This study employed a bibliometric-supported Systematic Literature Review (B-SLR) guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework. Articles published between 2015 and 2025 were retrieved from the Scopus and Dimensions AI databases using keywords related to neuroscience, vocabulary development, language acquisition, parental involvement, and home literacy environment. Bibliometric coupling analysis using VOSviewer was combined with thematic synthesis to identify conceptual relationships, methodological patterns, and recurring findings across the selected studies. Articles published from 2015 to 2025 were obtained from the Scopus and Dimensions AI databases utilising keywords pertinent to neuroscience, vocabulary development, language acquisition, parental participation, and home literacy environment. Bibliometric mapping was performed using VOSviewer, and thematic synthesis was employed to systematically synthesise recurring findings and themes across the selected papers. After screening and eligibility assessments, 12 empirical studies were incorporated into the final analysis. The results demonstrate that vocabulary development is affected by interrelated neurocognitive, socioeconomic, parental, and socioemotional factors. Recurring themes included brain connectivity, lexical processing speed, socioeconomic status, collaborative reading practices, parental education, and emotionally nurturing home environments. The review indicates that parental involvement may facilitate the implementation of neuroscience-informed literacy initiatives in early childhood educational settings. Despite the relatively small corpus, the review provides an interdisciplinary synthesis integrating neurocognitive and environmental perspectives on children’s vocabulary development and highlights the importance of parental involvement in neuroscience-informed literacy practices.

https://doi.org/10.26803/ijlter.25.6.39

Paradox of Collaboration: Assessing Challenges and Improvement Strategies for Group Work Among Sociology Students

Thandeka khowa-Qhaoi — 2026-06-30

Collaborative learning, designed to foster teamwork and collective problem-solving, has become a cornerstone of pedagogical practice in higher education. However, significant challenges often obstruct students from fully realizing the benefits of these social learning environments. This study explored strategic interventions to optimize group work as a teaching and learning tool by providing a platform for students to articulate their experiences and perspectives within a South African university context. Adopting a qualitative research methodology, the study used in-depth, face-to-face interviews with a diverse cohort of Sociology students. The study consisted of 40 participants, 10 students from each level: first year, second year, third year, and honors. This study employed non-probability sampling, using a purposive sampling technique to select participants. This broad participant base allowed for a comprehensive understanding of the evolving challenges across different stages of academic development. The data were analyzed using thematic analysis. The findings indicated that students encounter multifaceted barriers, including systemic social loafing, lack of participation, perceived negative impacts on academic performance, and an instructional void characterized by insufficient support from academic staff. Furthermore, logistical hurdles such as spatiotemporal constraints (clashing schedules), interpersonal disagreements, and a general lack of cohesive teamwork were identified as primary friction points. In response to these challenges, students proposed actionable strategies to enhance the efficacy of collaborative assessments. These included the mechanical equalization of workloads to ensure fair participation, the strategic adoption of virtual meeting platforms to circumvent physical distance, and a call for pedagogical scaffolding. Specifically, students argued for lecturers to provide explicit training on the value of collaborative efforts and the institutional consequences of non-participation.

https://doi.org/10.26803/ijlter.25.6.40

From Digital Practice to Pedagogical Expertise: Does Interaction with an AI-Simulated Student Impact Preservice Physics Teachers’ Skills?

Kuanysh Zhakpayev — 2026-06-30

High-quality physics instruction depends not only on what teachers know but also on how they can translate disciplinary ideas into intelligible, responsive explanations for learners who struggle. However, student-teachers often have limited opportunities for repeated, low-stakes rehearsal of dialogic explanations that target misconceptions in real time. This study, which was conducted in Kazakhstan, examined whether sustained weekly practice with a generative artificial intelligence (GAI) chatbot built on the Llama 3.1 model, simulated struggling secondary school students, and augmented preservice physics teachers’ professional development across one academic semester. A nonequivalent quasiexperimental pretest–posttest design with historical controls was implemented in an undergraduate physics teacher education program. The participants (n = 86) either received access to a purpose-built Telegram chatbot (n = 41) or completed the same semester without chatbot access (n = 45). Outcomes were assessed via an externally coded observational measure of explaining performance, a standardized test of physics-related pedagogical content knowledge (PCK), and a physics teaching self-efficacy scale. The findings indicated clear advantages for the chatbot condition in explaining performance (d = 0.90), suggesting that repeated, misconception-centered dialog with a simulated student can sharpen enacted explanatory practice. In contrast, differences favoring the chatbot group in terms of PCK (d = 0.35) and physics teaching self-efficacy (d = 0.20) were modest and not conclusive within the semester timeframe. The study contributes early quantitative evidence that scalable AI-driven student-persona simulations can bolster practice-near instructional communication while also delineating boundaries of impact for broader knowledge and belief outcomes. The results support the positioning of chatbot-based rehearsal as a targeted supplement within physics teacher education.

https://doi.org/10.26803/ijlter.25.6.41

Psychometric Validation of the Game Experience Questionnaire (GEQ) Among Adolescents

Yahya M. Khatatbeh — 2026-06-30

The growing integration of digital gaming into adolescents’ everyday lives has important implications for education, learning, and student development, as game-based environments increasingly intersect with motivation, engagement, and digital behavior in school-age populations. However, research in Arab educational contexts lacks psychometrically sound instruments for assessing students’ multidimensional game experiences. This study aimed to validate the Arabic version of the Game Experience Questionnaire (GEQ) among adolescents within an Arab educational context. A cross-sectional psychometric validation design was employed with 380 middle-school students. The Arabic GEQ was examined using exploratory and confirmatory factor analyses, reliability testing through Cronbach’s alpha and McDonald’s omega, and assessment of convergent, discriminant, and gender-based measurement invariance. The findings supported a refined four-factor, 19-item structure consisting of Competence, Immersion, Positive Affect, and Involvement. The model demonstrated acceptable fit (?²/df = 2.79, RMSEA = 0.069, SRMR = 0.058), satisfactory reliability (? = 0.758–0.857; ? = 0.767–0.886), and acceptable construct validity. Full configural, metric, and scalar invariance across gender was established. The findings indicate that the Arabic GEQ provides a reliable, valid, and culturally appropriate measure of adolescent game experience across multiple dimensions of engagement. The study contributes to educational measurement by providing a reliable and culturally appropriate instrument for assessing adolescent game experience in Arab school contexts. The findings offer practical value for researchers, school counselors, and practitioners seeking to understand how digital gaming experiences relate to student engagement and psychosocial functioning.

https://doi.org/10.26803/ijlter.25.6.42

The Effect of Indirect and Metalinguistic Corrective Feedback on EFL Writing Accuracy in a Virtual Learning Environment: A Mixed-Methods Study

Angie Quintanilla Espinoza — 2026-06-30

This study investigates the impact of two types of indirect written corrective feedback—indirect corrective feedback (ICF) and indirect metalinguistic corrective feedback (IMCF)—on the development of grammatical accuracy in English as a foreign language (EFL) writing in a virtual learning environment. A mixed-method quasi-experimental design was implemented with 60 undergraduate students distributed across two experimental groups (one receiving ICF and one receiving IMCF) and a control group that received general written comments. Data were collected through a pre-test, post-test, and delayed post-test, five writing tasks completed across the academic semester, and reflection journals. The quantitative analysis focused on error reduction and accuracy improvement across measurement points, while the qualitative analysis examined student perceptions through thematic content analysis of journal entries. Results indicate that IMCF led to greater grammatical accuracy and more effective error repair than non-metalinguistic ICF. Students in both experimental groups demonstrated improvement in self-correction ability and sustained gains at the delayed post-test stage. Qualitative findings reveal that students found metalinguistic feedback to be more beneficial for long-term writing development, though some reported difficulty in interpreting it. These findings suggest that indirect corrective feedback incorporating metalinguistic information promotes self-regulated learning and grammatical accuracy in second-language writing. The findings provide empirical support for the use of structured indirect feedback for encouraging autonomous learning and facilitating sustained grammatical acquisition in virtual EFL writing.

https://doi.org/10.26803/ijlter.25.6.43

Aspirational Endurance: Coping and Adjustment among First-Year Students at a Provincial Philippine State University

Brix Arabejo Mirote — 2026-06-30

The first-year college transition is often discussed in terms of stress, vulnerability, and adjustment difficulty. Less attention has been paid to how students in provincial public universities make sense of these demands in relation to family expectations, peer support, and imagined futures. This qualitative descriptive study explored the coping and adjustment experiences of first-year students at a provincial state university in the Philippines. Seventy students first completed an open-ended questionnaire, and then 20 were purposively selected for face-to-face semi-structured interviews based on the relevance and depth of their responses. The data was examined through conventional content analysis, with the questionnaire responses used for screening and contextual triangulation. Three themes developed from the findings: students understood academic strain as an expected part of college life; they draw mainly on their peers and close relationships for academic and emotional support; and they interpreted this adjustment as a gradual movement toward greater responsibility, independence, and discipline. These patterns suggest aspirational endurance, understood in this study as a context-sensitive interpretive lens rather than as a validated psychological construct. It refers to the way students connect their present academic hardship with personal growth, family hopes, and longer-term mobility. This study contributes to first-year transition research by showing that coping is shaped not only by stress and support but also by the meanings students attach to endurance in a provincial Philippine higher education setting.

https://doi.org/10.26803/ijlter.25.6.44

Moving Academic Writing Forward with Artificial Intelligence in English Language Teaching: A Pedagogical Model from a Systematic Literature Review

Alyana Jane A. Nuluddin — 2026-06-30

Academic writing is undergoing a metamorphosis due to the pervasive influence of Artificial Intelligence (AI). While AI tools such as ChatGPT offer more benefits than drawbacks in English academic writing, there is a dire need to establish a structured model for its pedagogical integration in academic writing. We address this gap by synthesizing evidence on the impacts of AI on academic writing development, as well as its associated integration best practices, and challenges, with the aim of informing a pedagogical model for its use in English academic writing classrooms. Using a Systematic Literature Review (SLR), we examined studies on academic writing and AI within English Language Teaching (ELT), published in Scopus and Web of Science (WoS) databases in the last six years (2019-2024). We followed the PRISMA framework in the identification, selection, and screening of research studies for inclusion in our analysis. A total of 20 studies were subjected to inductive thematic analysis after the abstract and full-text screening. Findings indicate that AI tools support writing quality through improved structure, syntax, language use, and cognitive engagement. They also function as agents for guided learning, personalized support, and feedback enhancement. However, challenges persist, including factual inaccuracy, over-reliance, plagiarism risks, reduced authenticity, constrained creativity, unequal access, fragmented pedagogical use, and limited AI literacy. In response, we propose a pedagogical model for integrating AI in English academic writing. The model advocates for a balanced academic writing agency through an interaction between pedagogy, critical digital literacy, and personalized learning within a situated institutional context.

https://doi.org/10.26803/ijlter.25.6.45

Equity-Oriented Assessment in Higher Education: A Conceptual Framework for Assessment, Academic Standards, and Professional Judgment for Students with Learning Disabilities

Hanada Omar Abzakh — 2026-06-30

Assessment is a central mechanism through which higher education institutions make judgments about student competence, progression, and the maintenance of academic standards. For university students with learning disabilities, inclusion debates have largely focused on accommodations, while assessment itself remains under-theorized. This paper presents a critical conceptual analysis of scholarship across assessment studies, inclusive higher education, and disability research to examine how equity, fairness, academic standards, and professional judgment are framed in assessment discourse. The analysis identifies four recurring patterns: fairness framed as procedural consistency; academic standards positioned as institutional safeguards; reliance on discretionary professional judgment; and enduring tensions between inclusion and academic standards. The paper argues that equality-based notions of fairness may constrain equity-oriented assessment design, while standards discourses can legitimize cautious practices that narrow valid ways of demonstrating learning. By conceptualizing assessment as a socially embedded evaluative practice, the study proposes a framework that clarifies how equity, fairness, academic standards, and professional judgment interact in inclusive higher education. Importantly, the study builds on these insights by providing a practical framework for inclusive assessment. The framework offers guidance on redesigning assessment tasks, recognizing different ways of demonstrating learning, supporting professional judgment, maintaining academic standards while allowing flexibility, and informing institutional policies for students with learning disabilities.

https://doi.org/10.26803/ijlter.25.6.46

Digital Pedagogical Competencies: A Professional Development Framework for Adaptive Differentiated Instruction in Mathematics Education

Trisna Roy Pradipta — 2026-06-30

This study developed, implemented, and evaluated an integrated digital pedagogical competency (IDPC) framework designed to equip mathematics teachers in Jambi City, Indonesia, with digital pedagogical competencies for implementing adaptive differentiated learning. Using a convergent mixed-methods quasi-experimental design with a non-equivalent control group pre-test–post-test framework, 60 junior high school mathematics teachers (30 experimental, 30 control) participated in an 18-session, 54-contact-hour professional development (PD) program integrating technological pedagogical content knowledge (TPACK) and digital competence of educators (DigCompEdu) frameworks through professional learning communities (PLCs), coaching, and practice-based learning. Data were collected using a validated TPACK questionnaire and the observation protocol for differentiated instruction (OPDI; ), supplemented by interviews and document analysis. Results revealed significant improvements in the experimental group across all TPACK dimensions, with the largest gains in integrative TPACK (d = 2.15) and TPK (d = 2.11). ANCOVA confirmed significant between-group post-test differences across all dimensions (partial ?² = 0.20–0.73). Classroom observations showed dramatic improvements in differentiated practices (d = 3.38). Qualitative thematic analysis identified five themes: transformative mindset shifts, enhanced technological confidence, improved differentiation practices, sustained collaborative learning through professional learning communities (PLCs), and persistent implementation challenges. Self-reported data and the quasi-experimental design limit causal claims. The IDPC framework offers an empirically validated, replicable model demonstrating how systematic integration of digital pedagogy and adaptive learning can transform teacher competencies in mathematics education.

https://doi.org/10.26803/ijlter.25.6.47

English Teachers’ Professional Identity in the Age of AI: A Meta-Ethnographic Synthesis

Gino Gasang Sumalinog — 2026-06-30

Artificial intelligence (AI) is rapidly reshaping the instructional practices that guide teachers as facilitators of the teaching-learning processes in the classroom. This study explored the teachers’ identity in the age of AI: how they have adapted to new professional roles, and how they have evolved as co-creators of AI-mediated pedagogy. Using qualitative meta-synthesis, eight peer-reviewed studies published from 2020 to 2025 were systematically identified through Scopus, ERIC, Google Scholar, and Publish or Perish, and appraised using the CASP qualitative checklist. Using Noblit and Hare’s meta-ethnography, the findings were obtained through reciprocal translation and line-of-argument synthesis. The analysis revealed a dynamic process of identity reconstruction across three interconnected phases: disruption, adaptation, and evolution. The teachers experienced identity disruption in their expertise, pedagogical skills, and ethical views. This was followed by adaptation, in which teachers assumed professional roles ranging from instructors to AI-augmented mentors. Ultimately, teachers evolved as co-creators of AI-mediated pedagogy, exercising agency in integrating AI, while sustaining human-centered teaching practices. The study concludes that AI has shaped the English teachers’ professional identity. It is recommended that teachers receive AI professional development to guide them.

https://doi.org/10.26803/ijlter.25.6.48

Developing a Cross-Device Learning Management System to Enhance Digital Literacy and Historical Engagement in Indonesian Secondary Education

Dadan Wildan — 2026-06-30

This study developed and evaluated a cross-device learning management system (LMS) to enhance students’ digital literacy (DL) and historical engagement (HE) in Indonesian secondary history education. Using a research and development approach guided by the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, the study involved 500 Grade XI students and 12 history teachers from four public senior high schools in Bandung. The LMS was implemented for six weeks through blended learning activities using source analysis, discussion forums, timeline construction, reflective portfolios, and analytics-based feedback. Expert validation showed that the LMS had strong content relevance, usability, and pedagogical integration. Pre-test and post-test results indicated significant improvements in DL and HE, with moderate-to-high normalized gains. LMS analytics also showed high student participation across learning modules, while user evaluation confirmed strong content relevance, interactivity, usability, and pedagogical value. The findings suggest that a pedagogically structured cross-device LMS can transform history learning from content delivery into an interactive digital ecosystem that supports source evaluation, collaborative inquiry, and reflective participation. This study contributes a validated digital history learning model aligned with the Merdeka Curriculum and relevant to technology-enhanced secondary education.

https://doi.org/10.26803/ijlter.25.6.49

Exploring AI-Powered Writing Assistants’ Impact on the Academic Performance: A Case of a South African University

Ezile Mazathana — 2026-06-30

Artificial Intelligence (AI) technologies are progressively changing teaching and learning methods in higher education, especially regarding academic writing. Postgraduate students now commonly utilise AI-powered writing assistants (AI-PWA) to aid with tasks such as editing, paraphrasing, correcting grammar, and enhancing clarity in their written assignments. This study aimed to investigate the impacts of AI-PWA writing tools on the academic achievement of postgraduate students at a South African higher education institute. A sequential explanatory mixed-methods approach was utilised, integrating quantitative surveys with a sample size of 100 respondents and qualitative interviews with the size of 25 participants and focus group discussion to offer both statistical data and a richer understanding of students' experiences. Quantitative data were examined using descriptive statistics such as frequency distributions and percentages, whereas qualitative data were assessed thematically to uncover significant patterns in student perceptions. The results indicated that regular use of AI-PWA is positively associated with enhanced academic writing performance, particularly clarity, coherence, and the overall quality of written assignments. Students who speak multiple languages also reported that these resources helped them overcome language barriers and boosted their confidence in academic writing. Nonetheless, obstacles such as ethical issues, restricted access to high-quality tools, and a lack of adequate institutional support were also noted. The study suggests that higher education institutions should create explicit policies, training initiatives, and support systems to guarantee the responsible and effective implementation of AI-based writing aids in postgraduate education.

https://doi.org/10.26803/ijlter.25.6.50

Enhancing Engagement: Grade 10 Gamification Strategies in Trilingual Dramatic Arts

Limkani Sincuba — 2026-06-30

Gamification strategies in teaching dramatic arts could enhance learners' enjoyment of practical subjects and boost academic performance if done well. Incorporating isiXhosa, isiZulu, and English gamification into dramatic arts may facilitate easier, more natural performances for learners in Grade 10. The study investigated strategies for trilingual education in isiXhosa, isiZulu, and English to enhance gamification engagement in teaching dramatic arts in Grade 10. A qualitative study was conducted with 120 dramatic arts learners from one school in Grades 10 to 12. The theoretical framework was the Self-Determination Theory (SDT). Data were collected using a semi-structured questionnaire. Data were analysed thematically and visual representations related to student engagement. The findings highlighted that gamification significantly enhanced student motivation and participation in dramatic arts classes by making learning more enjoyable and interactive. The study concluded that incorporating gamification into trilingual dramatic arts education effectively boosts student engagement by aligning with intrinsic motivational factors. The study recommends that educators integrate more game-based activities into their lesson plans to increase student involvement. Additionally, the study recommends researching how different types of games could be tailored to meet diverse learning within trilingual educational settings in dramatic arts in Grade 10.

https://doi.org/10.26803/ijlter.25.6.51

A Quasi-Experimental Study on Cognitive Flexibility Learning with a Multicultural Approach in Enhancing Decision-Making and Design Thinking Skills Among Elementary Students in Bali, Indonesia

Putu Nanci Riastini — 2026-06-30

Despite extensive separate research on cognitive flexibility, multicultural education, and design thinking, empirical evidence validating their integrated implementation in elementary education, particularly during the critical neuroplasticity window of ages 10 to 12, remains limited. This quasi-experimental pretest post-test study examined whether Cognitive Flexibility Learning (CFL) combined with transformative multicultural scenarios enhances decision-making and design thinking skills among elementary students. A total of forty Grade 5 students aged 10 to 12 from three culturally diverse public schools in Bali, Indonesia, selected through purposive sampling, participated in the study. Data were collected using validated Likert scale instruments, with a Gregory Index above 0.80 indicating strong content validity and Cronbach’s alpha above 0.79 indicating acceptable reliability. Over a two-week period, students participated in four sessions of CFL, each lasting 120 minutes. Each session incorporated multicultural conflict scenarios that required perspective taking and ill structured problem solving. The data were analysed using SPSS version 26.0. The Wilcoxon Signed Rank test showed statistically significant improvements in both decision-making (Z = -4.35, p < 0.001, rank biserial r = 0.69, indicating a very large effect) and design thinking (Z = -4.51, p < 0.001, r = 0.71, also indicating a very large effect). The N Gain analysis indicated a moderate level of overall pedagogical effectiveness, with values of g = 0.62 and 0.61 respectively. Although the quasi-experimental design limits control over potential maturation effects, the findings demonstrate the feasibility and immediate effectiveness of brief and intensive CFL integrated with multicultural learning modules. This study provides empirical support for integrating cognitive flexibility learning with multicultural pedagogy as a feasible and high impact intervention for developing twenty first century competencies in diverse elementary education contexts.

https://doi.org/10.26803/ijlter.25.6.52