International Journal of Learning, Teaching and Educational Research

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

2026-08-11T16:55:37+00:00

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

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

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

2026-08-11T10:16:54+00:00

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

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

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

2026-08-11T16:21:22+00:00

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

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

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

2026-08-11T10:53:08+00:00

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

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

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

2026-08-11T10:42:46+00:00

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

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

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

2026-08-11T10:27:40+00:00

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

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

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

2026-08-11T16:51:05+00:00

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

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

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

2026-08-11T10:59:40+00:00

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

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

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

2026-08-11T10:47:38+00:00

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

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

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

2026-08-11T10:37:46+00:00

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

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