International Journal of Learning, Teaching and Educational Research

Retrospective Analysis of Lesson Planning in Microteaching Lesson Study among Mathematics Preservice Teachers

Joneil Barinan Medina — 2026-01-30

Student-centered teaching requires student-centered planning. However, the prevalent teacher-centered lesson-planning paradigm hinders preservice teachers (PSTs) in implementing student-centered mathematics teaching. The literature suggests that microteaching lesson study (MLS) can support PST to develop their lesson-planning paradigms. Hence, this study argues that MLS transforms paradigms. This is evidenced by the extent to which PST lesson plans improve following MLS and the reflections of PSTs on their experiences of an MLS-integrated methods course. This article reports the results of a “QUANT + qual” retrospective analysis of the lesson plans and reflections of nine groups of primary mathematics PSTs. The results reveal significant improvements in the quality of student-centered lesson plans, while the reflections indicate that MLS facilitated PSTs’ understanding of student-centered teaching in mathematics and rewarding experiences. MLS transforms PST paradigms by presenting an unfamiliar and challenging teaching approach, the collaborative and cyclical process of planning, microteaching, observing, feedback, and revising, and it offers a safe, controlled, and supportive environment. Hence, this study concludes that MLS is an effective practice-based pedagogy for methods courses designed to support PSTs in developing a student-centered lesson-planning paradigm. The following design principles of MLS integration into mathematics methods courses are recommended: implementation of MLS with teaching through problem-solving; reconfiguration of timing of MLS activities to fit context; focus on retaining the challenge and difficulty of the task; maximization of technological tools. Further, this research strongly recommends in-depth design-based research on transformative practice-based pedagogies in teacher education.

https://doi.org/10.26803/ijlter.25.1.10

Analysis of CICS-Based Inclusive Education: A Study of Inclusive ECE Institutions in Indonesia and Malaysia

Diana - Diana — 2026-01-30

This study aims to explore the implementation of inclusive education using the Circle Inclusive Classroom Scale (CICS) in Indonesia and Malaysia. This study is the first comparative CICS-based study in both countries and provides new empirical evidence on the quality of inclusive classrooms in early childhood education. The study employed a mixed-methods approach with a cross-sectional survey design, involving 303 respondents in Indonesia (177 teachers and 126 principals) and 106 respondents in Malaysia (101 teachers and five principals). Data were collected using the CICS scale, supported by an integrated mixed-methods design. This approach focused on collecting, analyzing, and integrating both quantitative and qualitative data within a single study to provide a comprehensive understanding of classroom environments in inclusive education. The findings reveal that, in the physical environment dimension, both Indonesia and Malaysia achieved relatively positive outcomes. In the social environment, both countries demonstrated encouraging progress in fostering positive attitudes, supporting inclusive education, and facilitating inclusive education. However, challenges remain in teachers' competencies in managing children with special needs. In the dimension of structure and routines, Indonesia showed greater strengths in providing creative learning experiences, while Malaysia demonstrated stronger consistency in setting expectations and offering challenges for children. To optimize effectiveness, ensure equitable policy implementation, enhance teacher capacity, and sustain investment in inclusive education infrastructure, both countries require these measures. Inclusive education is part of improving the quality of early childhood education and is a forum for children to learn about diversity from an early age.

https://doi.org/10.26803/ijlter.25.1.26

Modelling Inclusive Competence in Early Childhood Education: Evidence from Vietnam on the Roles of Professional Development and Teacher Beliefs

Dinh Thanh Tuyen — 2026-01-30

This study examined how teacher Professional Development (PD) influences Inclusive Education Competence (IEC) among preschool educators, with teacher Self-Efficacy (SE) conceptualized as the sole mediating psychological mechanism. Grounded in Social Cognitive Theory and contemporary PD models, the research proposed a Structural Equation Model (SEM) in which four PD components—Training Participation, Application Opportunities, Feedback, and Programme Quality—affect IEC through SE. A cross-sectional survey was conducted with 288 preschool teachers, selected through stratified random sampling across multiple provinces in Vietnam. Data were analyzed through reliability testing, confirmatory factor analysis (CFA), and structural equation modeling (SEM). Results confirmed high internal consistency across all scales (Cronbach’s ? = .912–.938), strong convergent validity (CR > .90; AVE > .70), and acceptable model fit (CFI = .968, RMSEA = .051). All PD dimensions significantly predicted SE (? = .234–.407), which in turn strongly predicted IEC (? = .487). Bootstrapping further supported the mediating role of SE. These findings underscore that teacher self-efficacy serves as a critical psychological bridge linking professional learning to inclusive instructional readiness. The study highlights the importance of well-designed, practice-oriented training programs that foster teacher confidence and inclusive competence in early childhood education, particularly within developing countries. Furthermore, it lays a foundation for future longitudinal and intervention-based studies on the effectiveness of professional development in inclusive education.

SEA construct validity (CR > .90; AVE >.70).

https://doi.org/10.26803/ijlter.25.1.42

Teaching with AI: A Systematic Review of Chatbots, Generative Tools, and Tutoring Systems in Programming Education

Said Elnaffar — 2026-01-30

This review examines the role of artificial intelligence (AI) agents in programming education, focusing on how these tools are being integrated into educational practice and their impact on student learning outcomes. An analysis of 58 peer-reviewed studies published between 2022 and 2025 identified three primary categories of AI agents: chatbots, generative AI (GenAI), and intelligent tutoring systems (ITS), with GenAI being the most frequently studied. The studies report that the primary instructional objectives include providing enhanced programming support 94.83% of studies, delivering motivational and emotional benefits 18.96%, and increasing efficiency for educators 6.90%. Reported benefits include personalized feedback, improved learning outcomes, and time savings. The review also highlights challenges, such as implementation barriers documented in 93.10% of studies, overreliance resulting in superficial learning in 65.52%, and concerns regarding AI errors and academic integrity. These findings suggest the need for instructional frameworks that prioritize the development of prompt engineering skills and human oversight to address these issues. This review provides educators and curriculum designers with an evidence-based foundation for the practical and ethical integration of AI in programming education.

https://doi.org/10.26803/ijlter.25.1.1

Can Machines Think? Assessing the Accuracy of GenAI Chatbots in a Physics University Entrance Exam

Samuel Jere — 2026-01-30

The rapid advancement of artificial intelligence (AI) over the past few years has led to the development of Generative AI (GenAI) tools with enhanced capabilities, including multimodal functionality, reduced susceptibility to hallucinations, and real-time access to internet resources. Past studies have revealed that GenAI tools are used in daily life across various fields, including education, healthcare, engineering, and software development. School learners are increasingly relying on them for their academic activities. There is a paucity of empirical research on the accuracy of these tools' responses, particularly in the field of physics education. This mixed-method case study aims to evaluate the accuracy of responses from ChatGPT and Google Gemini chatbots in answering physics university entrance exams in South Africa. Technological Pedagogical Content Knowledge and Webb’s Depth of Knowledge were used to construct the theoretical framework. The research instrument used in this study was the 2024 university entrance physics exam paper in South Africa. The question paper was loaded into each chatbot, then they were prompted to respond to the questions. Two expert examiners assessed the responses of the chatbots. The performance of each chatbot was compared to that of the learners who took the exams. The findings were that the chatbots outperformed the learners. This study's findings suggest that these chatbots can serve as teaching assistants to support learners in exam preparation and formative assessment tasks. Learners should employ critical thinking skills to assess the responses they receive from chatbots during interactions.

https://doi.org/10.26803/ijlter.25.1.17

The Impact of Artificial Intelligence Writing Tools on Learners’ Motivation in English Writing: A Systematic Review

Jun Hong Lim — 2026-01-30

The integration of Artificial Intelligence (AI) into writing pedagogy enhances learner motivation in English language acquisition. A gap remained in the literature of consolidated evidence addressing the influence of AI writing tools on learners’ motivation in English writing, particularly between intrinsic and extrinsic motivation which may contribute to sustained, long-term motivational effects. This systematic review investigates the reported impacts of AI writing tools on learners’ motivation in English writing. The review consolidated results from 14 empirical studies published between 2021 and 2025 accessed through the Scopus database. The selection of studies in this review was clearly governed by the inclusion and exclusion criteria, in accordance with PRISMA procedure to determine the most pertinent papers for this review. The reviewed studies spanned various educational contexts across Malaysia, Jordan, China, Oman, Iraq and the United Arab Emirates. A range of AI writing tools were examined, including ChatGPT, Grammarly, Automated Writing Evaluation (AWE) systems and other generative AI applications. Findings revealed five recurrent themes of motivational impacts: increased confidence and self-efficacy, higher engagement and interest, improved feedback and support, enhanced autonomy and reduced writing anxiety. These findings indicated that AI writing tools exert potential to enhance learners’ writing proficiency and foster sustained motivation in self-directed learning. The reviewed studies revealed that AI has progressed and emerged as a pedagogical catalyst that shapes modern writing pedagogy. Future research should focus on longitudinal and ethically grounded approaches to better examine the sustained motivational impacts and ensure equitable integration of AI-assisted writing in English language education.

https://doi.org/10.26803/ijlter.25.1.33

Integrating Artificial Intelligence into School-based Sexuality Education in South Africa: Barriers, Enablers, and Pathways for Innovation

Ayobami Precious Adekola — 2026-01-30

Artificial Intelligence (AI) has great potential to transform school-based sexuality education in South Africa by enabling personalised content, improving engagement, and addressing diverse socio-cultural needs. However, the feasibility of AI integration remains uncertain due to limited consolidated evidence, which is exacerbated by the digital divide, unequal access to technology, and varying cultural contexts, particularly in rural communities. This integrated literature review identified the barriers, enablers, and innovative pathways for incorporating AI into sexuality education in South Africa. Following PRISMA guidelines, peer-reviewed and grey literature published from 2020 to 2024 were searched in Scopus, PubMed, Web of Science, and African Journal Online using terms such as "Artificial Intelligence," "sexuality education," and "South Africa." Included studies focused on AI-based tools, platforms, or pedagogies relevant to the South African context. Data were thematically analysed and interpreted through the Technology Acceptance Model to assess perceptions of AI’s usefulness, ease of use, and contextual influences. Twelve studies met the inclusion criteria. Barriers included inadequate rural digital infrastructure, limited AI teacher training, ethical concerns, and socio-cultural resistance. Enablers were policy support, youth digital literacy, and multi-sector partnerships. Innovation pathways involved co-designing AI tools, adaptive chatbots, hybrid learning, AI platforms, Virtual Reality simulations, intelligent tutoring, and AI literacy in teacher development. Therefore, AI can transform school-based sexuality education in South Africa if integrated contextually, ethically, and equitably. Future policies and interventions should address barriers and leverage enablers to achieve sustainable and inclusive outcomes. Recommendations were made for future research that should focus on participatory AI design, policy alignment, and impact evaluation.

https://doi.org/10.26803/ijlter.25.1.8

Pedagogical Pathways to Inclusion: Advancing Cultural Diversity in Kuwaiti Higher Education Institutions

Ahmad O. Alrashidi — 2026-01-30

Globalization has heightened the need for higher education institutions to cultivate culturally inclusive environments that prepare students for increasingly diverse societies. This study examines the role of higher education institutions in Kuwait in promoting cultural diversity from the perspective of faculty members. Grounded in James Banks’ five-dimensional model of multicultural education, the research operationalized these dimensions across four institutional domains: administration, faculty members, curricula and activities, and obstacles. A quantitative descriptive design was used, and data were collected through a validated questionnaire administered to 97 faculty members across universities and higher education institutes. The results indicated a moderate overall institutional role in promoting cultural diversity (M = 3.57), with curricula and activities rated highest and faculty engagement rated lowest. Significant differences appeared by academic specialization, favoring humanities faculty, while gender and workplace showed no statistically significant effects. These findings reveal a gap between ethical commitment and pedagogical practice, reflecting limited intercultural training and the absence of systematic diversity measurement mechanisms. The study validates Banks’ framework in a Gulf context and offers an empirically tested model for assessing multicultural education in non-Western systems. Implications include the need for institutionalized intercultural pedagogy training, development of diversity dashboards, and integrating inclusion metrics into accreditation standards. Overall, the findings highlight that cultural diversity in Kuwaiti higher education is ethically supported yet structurally underdeveloped.

https://doi.org/10.26803/ijlter.25.1.24

Barriers and Enablers in the Adoption of Homework Intelligent Tutoring Systems among University Students in Disadvantaged South African Areas

Tumisang Mamoshala Mogano — 2026-01-30

Homework Intelligent Tutoring Systems (HITSs) are artificial intelligence-based tools that provide personalized learning support, yet their use in disadvantaged South African communities remains limited. This exploratory study examined the barriers and success factors that influence the adoption of HITSs among university students from underserved areas. Guided by Van Dijk’s Digital Access Theory and the Unified Theory of Acceptance and Use of Technology, the study used a descriptive quantitative design. Data were collected through an online questionnaire using convenience and snowball sampling with a final sample of 37 participants. Descriptive and correlational analyses were performed in Excel. The findings show that the main barriers to HITSs adoption are infrastructure constraints, especially unreliable electricity, unstable internet access, and high data costs. Despite these challenges, students reported strong performance expectancy, effort expectancy, and intention to use the tools, suggesting that acceptance is influenced more by access limitations than by user attitudes. Privacy concerns were moderate, indicating limited awareness of data risks. The study extends both theoretical models by showing how access constraints shape technology acceptance in disadvantaged contexts. Practical recommendations include offline access, reduced data requirements, and multilingual support. The results are exploratory due to the small sample size and provide a foundation for future research.

https://doi.org/10.26803/ijlter.25.1.40

Lecturers’ Perspectives on the Benefits and Challenges of Implementing Learning Analytics in South African Higher Education

Fezile Treasure Matsebula — 2026-01-30

This study explores lecturers’ perspectives on the benefits and challenges of implementing Learning Analytics (LA) in South African higher education institutions. LA offers potential to improve student outcomes, teaching effectiveness, and institutional decision-making through the use of data-driven insights. In the South African context, where universities face persistent challenges related to student retention, performance, and resource constraints, LA could be transformative. However, successful adoption depends heavily on lecturer engagement, digital literacy, and institutional readiness. Using a qualitative case study approach, data were collected through open-ended questionnaire with 41 academic staff across four public institutions of higher education. Thematic analysis of the data revealed that lecturers recognize several key benefits of LA, including early identification of at-risk students, improved academic planning, enhanced student support, and better monitoring of performance. At the same time, they highlighted critical barriers such as lack of awareness, ethical concerns about data use, limited technical infrastructure, inadequate institutional support, and increased workload. These findings underscore the importance of addressing systemic, ethical, and capacity-related issues to ensure the responsible and effective implementation of LA. The study contributes empirical evidence from a developing context and offers practical insights for institutional leaders, policymakers, and educators seeking to leverage LA as a strategic tool for educational transformation in South Africa.

https://doi.org/10.26803/ijlter.25.1.15

Exploring Elementary School Children’s Numeracy Activities Integrated with Pancasila Values in Mobile Games

Anwar Novianto — 2026-01-30

Mobile-based games have become an integral part of elementary school children’s daily lives in Indonesia, offering informal digital environments where learning and social interaction occur simultaneously. While mobile games are often viewed primarily as entertainment, they also embed numerical practices and social dynamics that may support both numeracy development and character education. However, limited research has examined how these experiences relate simultaneously to numeracy and Pancasila values as Indonesia’s cultural foundation. This study explores how elementary school children engage in numeracy activities through mobile gaming and how these practices intertwine with Pancasila values. Using a descriptive phenomenological approach, the study involved students in grades III–V from four regions in Indonesia: Pacitan, Klaten, Yogyakarta, and Banten. The findings reveal that numeracy in mobile games extends beyond basic counting to include resource management, collaboration, and shared decision-making. At the same time, Pancasila values such as cooperation (gotong royong), justice, empathy, and responsibility emerged organically through gameplay interactions. The study concludes that mobile games function as culturally grounded digital learning spaces that support contextual numeracy and character development, offering meaningful implications for values-based learning in elementary education.

https://doi.org/10.26803/ijlter.25.1.31

Teacher’s Creative Model for Developing Child-Friendly Digital-Based Assignments in Indonesian Junior High Schools

Kenys Fadhilah Zamzam — 2026-01-30

This study aimed to explore and describe creative model of teachers in developing child-friendly digital-based assignments. The research method employed was design research with a development study type, involving 48 junior high school teachers selected through purposive sampling technique, namely innovative teachers who frequently used child-friendly digital-based assignments. Data collection was conducted through in-depth interviews, participant observation, and document analysis, which were then validated by triangulation of sources and methods. The results identified four creative model. Moreover, the imitation model was characterized by teachers copying existing digital assignments without significant changes to the format, activities, or child-friendly elements. The transition model showed changes in the context and procedure for completing the assignments, although the basic structure remained intact. During the analysis, the modification model comprised significant changes to the problem context and assignments structure without altering the essence of the completion procedure. The highest innovation was the construction model, where teachers formed entirely new and original problem contexts, solution procedures, and digital assignments structures. This was often in the form of interactive educational games that changed the level of challenge to non-routine problems and inspired critical thinking. The 48 teachers were evenly distributed across grades VII, VIII, and IX (16 teachers each). This study was carried out in Malang City labeled as an education city that supports digital learning innovation and these research findings own implicatoions for teacher professional development through tiered training towards the more creative, original, and child-friendly digital assignment practices.

https://doi.org/10.26803/ijlter.25.1.6

Transformative Learning Behind Bars: A Jail-Based Framework for Moral Recovery and Development

Emelyn R. Villanueva — 2026-01-30

Correctional facilities increasingly recognize education as a pathway to rehabilitation and social reintegration, particularly in contexts where access to structured learning is limited. This mixed-methods study evaluates a five-year (2017–2021) jail-based rehabilitation program integrating literacy instruction, livelihood training, and moral development for Persons Deprived of Liberty (PDLs) at a Philippine regional correctional facility. Literature highlights the transformative value of correctional education, yet research on integrated models combining academic, economic, and psychosocial components remains limited in the Philippine context. Participants were selected through purposive sampling and included only PDLs who participated in the literacy, livelihood, and moral development components of the program during the five-year period. Guided by restorative justice and transformative learning theories, the study analyzed the Alternative Learning System Accreditation and Equivalency outcomes involving 112 PDLs across five cohorts alongside livelihood financial records and complemented these with thematic analysis of participant testimonies and reflections. Results show a strong secondary-level Accreditation and Equivalency passing rate, with a 96.91 percent average and a 90 percent proceeds allocation to PDLs from livelihood activities, indicating consistent educational gains and economic viability. Qualitative findings revealed increased gratitude, resilience, and moral renewal, demonstrating notable psychosocial transformation. While the study was limited by its single?site scope and reliance on available institutional records, the results affirm that comprehensive, education-driven rehabilitation supports human capital development and aligns with the United Nations Sustainable Development Goals on quality education and peace, justice, and strong institutions. The study recommends strengthening foundational literacy support, expanding facilitator training, and scaling up integrated jail-based rehabilitation models to enhance reintegration outcomes.

https://doi.org/10.26803/ijlter.25.1.22

Orientation Videos in Online Project-Based Teacher Professional Development Short Courses: Enhancing Engagement but not Retention

Angela Elisabeth Stott — 2026-01-30

Project-based learning (PjBL) offers a valuable framework for teacher professional development (TPD). However, the complexity of PjBL can hinder engagement and retention in asynchronous online formats, particularly in contexts with low computer literacy and limited infrastructure. Orientation videos, which combine announcements, technical demonstrations, and instructional scaffolding, can potentially decrease extraneous and intrinsic cognitive load in online TPD. This explanatory sequential (quant-qual-) mixed-methods instrumental case study explores the value of orientation videos in an online PjBL short course. Data were collected from two implementations of a six-month short course, with a focus on the second implementation, which included orientation videos. Video usage data for all 62 participants enrolled in this second implementation were collected from the video hosting platform. Additionally, 22 of the 28 participants who completed the short course, as well as 10 who dropped out, voluntarily completed a post-course questionnaire. Retention was compared between the two implementations of the short course, i.e., without and with the videos. Data were analysed with descriptive statistics and through inductive thematic analysis. Findings reveal that participants who completed the short course engaged actively with the videos, which they found clearer than equivalent text. However, the videos did not improve participant retention. Orientation videos could be a scalable design element to support engagement in online PjBL TPD. The context- or design-specific nature of the benefits observed here still needs to be determined.

https://doi.org/10.26803/ijlter.25.1.38

A Bibliometric Analysis of Metaverse-Integrated Learning in Language Acquisition

Yuanling HU — 2026-01-30

Metaverse-integrated learning (MIL) has garnered increasing attention in educational fields in recent years. While prior research has predominantly focused on scientific fields, only a few scholars have delved into its application in language acquisition. This study aimed to delineate the intellectual landscape of MIL in language acquisition, identifying key regions/countries, authors and journals, and to scrutinize the roles of self-efficacy, collaborative learning, and multi-modality within this context. Based on a bibliometric analysis, this study utilized both quantitative and qualitative methods to examine 248 articles from the Web of Science, spanning from 2010 to 2025, with the aid of VOSviewer and CitNetExplorer. The findings indicate that the primary research hubs are located in Taiwan, the United States and China. Among the authors, Lan Yuju is the most influential, while Computer Assisted Language Learning emerges as the most frequently cited journal in the field. With a significant upward trend in the academic domain, the findings further reveal that self-efficacy, collaborative learning, and multi-modality are not only crucial but also interdependent factors in MIL in language acquisition. These findings may provide implications for relevant educators and policymakers to enhance the MIL in language acquisition within the educational world.

https://doi.org/10.26803/ijlter.25.1.13

Lens of Inclusive Education: School Heads and Classroom Teachers’ Perspectives on Policy Implementation and Institutional Challenges in the Philippines

Matronillo M. Martin — 2026-01-30

The study aimed to explore school heads and teachers’ awareness of inclusive education and the institutional challenges in its implementation in the Alfonso Lista Districts 1 and 2, Philippines. Using a descriptive survey design with both quantitative and qualitative approaches, data were collected through questionnaires and validated through informal interviews. Findings revealed that both groups were knowledgeable and fully aware of inclusive education. School heads were more aware of the legal aspects, while teachers were knowledgeable about the pedagogical aspects of implementing inclusive education in real-life teaching contexts. Key challenges included limited functional transition programmes and insufficient teacher competencies in inclusivity, particularly content and pedagogical knowledge. The study recommends enhancing teaching strategies, providing proper orientation, training and information dissemination and strengthening teachers’ professional development through continuous learning and advanced studies.

https://doi.org/10.26803/ijlter.25.1.29

The Journey of Becoming: An Integrative Qualitative Analysis of Postdoctoral Fellows’ Lived Experiences in South African Universities

Theresia Joakim Kanyopa — 2026-01-30

This conceptual study explored the multifaceted experiences of postdoctoral fellows in South African universities, focusing on the personal, professional, and institutional dimensions that shape their academic paths. Despite the growing importance of postdoctoral training in strengthening the higher education research landscape, the body of knowledge indicates that many postdoctoral fellows encounter challenges that hinder their professional development. This study sought to explore the lived experiences of postdoctoral fellows in South African universities and to understand how they make meaning of their roles, identities, and aspirations within the dynamic and often transitional space of academia. The review was conducted using a comprehensive selection of scientific databases, including Scopus, Google Scholar, ERIC, and JSTOR. Integrative qualitative analysis was adopted as the research design to review 10 studies published between 2014 and 2024 on diverse issues regarding postdoctoral fellows lived experiences and fellowship programs in South African universities. Drawing on invitational education theory as the guiding theoretical framework, the study conceptualized postdoctoral development as a process of a transformative journey that is influenced by supportive, relational, and contextually grounded academic environments. Through a conceptualization of existing literature, this paper reports on how institutional practices, mentorship, and scholarly engagement either support or constrain the growth of postdoctoral researchers. The findings highlight the need for more intentional inviting structures that nurture academic identity, career progression, and inclusive scholarly communities. The study contributes to the discourse on academic development by positioning the postdoctoral journey as complex, deeply personal, and shaped by a constellation of institutional, relational, and systemic factors.

https://doi.org/10.26803/ijlter.25.1.4

Enhancing Learner Performance Through Stakeholder Co-construction of School-Based Curriculum in South African schools offering Business Studies

Michael Lebogang Marumo — 2026-01-30

The South African curriculum has undergone several reforms since the advent of democracy in 1994 to enhance learner peformance and quality education. However, poor learner performance still prevails. This raises concerns among education stakeholders and calls into question standard of education received by South African learners. Although research studies have investigated likely factors associated with poor learner performance, the role of the school-based curriculum (SBC) in improving learner performance has not been thoroughly investigated. Hence, this study explores roles of stakeholders in the development of SBC to improve learner performance in secondary schools. Underpinned by socio-cultural theory (SCT) and situated within a transformative paradigm, this study used a mixed methods explanatory sequential research design. Quantitative data was gathered through closed-ended questionnaires distributed to 81 teachers and 198 school management team (SMT) members who were purposefully selected in performing and underperforming schools. Qualitative data was collected through structured interviews that involved the principals. Confirmatory factor analysis (CFA) was used to analyse the quantitative data using Statistical Package for the Social Sciences (SPSS) whilst qualitative data was thematically analysed using ATLAS ti The findings revealed that SMTs play the central role in development of SBC, though the process requires collaboration with internal and external stakeholders and this is influenced by principals’ view of the concept SBC. Based on these findings, the study recommends the development of a policy specifying specific roles internal and external stakeholders should play in development of SBC in schools. Additionally, stakeholders particularly teachers as curriculum implementers, should be co-opted into SBC process to integrate their insights and enhance their instructional delivery.

https://doi.org/10.26803/ijlter.25.1.20

Enhancing Academic Outcomes of Year 3 English Education Lexicology Students in the University of Calabar, Cross River State, Nigeria using ChatGPT AI: A Quasi-Experimental Study

Gladys Denis Ukume — 2026-01-30

This study was carried out to examine the effect of ChatGPT AI and academic outcomes of year 3 English Education students at the University of Calabar, Nigeria in Lexicology. Three research questions and three hypotheses were developed to accomplish this goal. The study used a quasi-experimental non-randomized pre-test and post-test control group design. The population consisted of 325 English Education students in the Department of Arts Education, Faculty of Education, for the 2024/2025 academic session. The Purposive sampling technique was used to select a sample of 295 respondents, 148 of whom were in the experimental group and 147 in the control group. The Lexicology Performance Test (LPT) was developed and utilized to gather data. The Split-Half Method produced a reliability coefficient of 0.76. The study employed Mean and Standard Deviation to address the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 levels of significance with F-value of 3.84. The findings indicated that ChatGPT significantly improved students' academic performance, retention and cognitive capacity in Lexicology. The study's findings therefore showed the potential of the application of ChatGPT in boosting learning outcomes in Lexicology. The study conclusively demonstrated that integrating ChatGPT AI into Lexicology instruction significantly enhanced the academic performance, retention, and cognitive abilities of year 3 English Education students. It was recommended that universities should encourage academic staff training on the use of 21st century technology strategies such as ChatGPT to improve students learning outcomes.

https://doi.org/10.26803/ijlter.25.1.36

Exploring The Academic Motivation of Malaysian and Chinese University Students: A Dual-Theoretical Analysis based on Self-Determination and Cognitive Perspectives

Li Haitao — 2026-01-30

In examination-oriented university systems in China and Malaysia, what drives undergraduates to pursue high achievement, and how do intrinsic and extrinsic motives shape their learning behaviors? Addressing this question, we integrate Self-Determination Theory with cognitive perspectives (expectancy–value and attribution). We collected semi-structured interviews with 25 undergraduates using purposive sampling across institutions, majors, genders, and years of study. Responses were analysed using thematic analysis to code and classify emergent themes. Findings show motivation as a negotiated mix of internal desires (curiosity, competence, autonomy) and external pressures (parental expectations, grades, scholarships, and instructor recognition). Six recurrent configurations emerged: (1) achievement as self-worth and future pathway; (2) teacher feedback and classroom climate; (3) peer comparison and support; (4) curiosity-driven exploration; (5) effort-based attributions; and (6) self-regulation in the absence of feedback. Timely, effort-focused feedback and utility value, sustaining strategy use and persistence. Conversely, missing or vague feedback dampened engagement unless students had established self-regulatory routines. Extrinsic demands were more readily internalised when autonomy and competence were supported. Theoretically, we outline an SDT × Cognitive process account linking need satisfaction to expectancies, task values, and attributions that, in turn, guide strategy use and persistence. Practically, the study recommends autonomy-supportive teaching with regular low-stakes formative feedback, visible task utility, limited choice within assignments, and explicit training in self-regulation. These implications inform student-centred reforms aligned with Sustainable Development Goal 4 to improve education quality.

https://doi.org/10.26803/ijlter.25.1.11

The Relationship Between Students’ Digital Activity and their Perceptions of the Effectiveness of AR-Based Assessment of Academic Performance on Social Media

Talgat Sembayev — 2026-01-30

Immersive technologies are being actively introduced into people’s lives, increasingly involving them in the digital environment. Social networks are no exception, integrating various augmented reality (AR) masks to entertain and encourage users’ digital activity. This study aims to determine the relationship between students’ digital activity and their perception of AR masks on social media for assessment. The quasi-experimental method combined the analysis, survey and pedagogical experiment. The sampling size included 491 undergraduate students from L.N. Gumilyov Eurasian National University and A. Margulan Pavlodar Pedagogical University. Fourteen purposefully-designed AR masks for the TikTok social network in the discipline of Information and Communication Technologies were used in the formal assessment of the academic achievements of 253 students in the experimental group. The remaining 238 students were in the control group being evaluated traditionally. In addition, a survey was conducted to identify the link between students’ digital activity and perceptions of the effectiveness of these AR masks. The results revealed that the level of digital activity of students is moderate (M = 3.25, SD = 0.66), while assessment using AR masks is perceived as more effective than traditional (t(252) = -16.7, p < 0.001). This suggests that even a moderate level of digital activity can substantially enhance the effectiveness of AR-based assessment. The results of the conducted pedagogical experiment show an increase in the average score from 66.4% to 71.2% and confirms the hypothesis about the effectiveness of using AR masks in social networks for the formative assessment of academic achievements. It can be concluded that AR masks on social networks serve as a valuable complement to traditional formative assessment methods, effectively capturing and reflecting students’ digital activity.

https://doi.org/10.26803/ijlter.25.1.27

Mapping Computational Thinking in STEM Education: A Bibliometric Study

Camille Espino — 2026-01-30

The study aimed to explore the intellectual landscape of computational thinking (CT) in K–12 science, technology, engineering and mathematics (STEM) education by identifying dominant research themes, influential publications and evolving trends. It sought to consolidate fragmented scholarship and provide a structured overview to guide future research and practice in CT integration in STEM contexts. A bibliometric analysis, using VOSviewer software, was conducted on 1 018 peer-reviewed articles that had been published between 2007 and 2025 and were indexed in the Scopus database. The results reveal three major thematic clusters: (1) Pedagogical innovations and learning environments; (2) Theoretical foundations and disciplinary integration; and (3) Design frameworks and learning challenges. Co-word analysis shows a growing emphasis on block-based programming, robotics and teacher professional development. The findings inform curriculum developers, teacher educators and policymakers where to focus efforts, particularly in designing inclusive, interdisciplinary and assessment-rich CT experiences for diverse STEM learners. This study is among the first comprehensive bibliometric analyses to map the CT–STEM research interface. It offers a data-driven synthesis of intellectual trends, highlights key gaps and sets the stage for future empirical and theoretical contributions in CT education.

https://doi.org/10.26803/ijlter.25.1.43

Personalized Learning and Adaptive Systems in Education: A Comprehensive Bibliometric Analysis

Syamsidar Saleng — 2026-01-30

Personalized learning and adaptive learning have emerged as pivotal paradigms in 21st-century education, driven by the integration of artificial intelligence and learner-centered technologies. Despite the rapid growth of scholarly contributions in this domain, a comprehensive synthesis that captures its thematic, temporal, and geographic dynamics has remained lacking. This study aims to map the research landscape of personalized and adaptive learning from 2001 to 2025 through a bibliometric analysis of 922 peer-reviewed documents sourced from the Scopus database. Utilizing bibliometric mapping tools including VOSviewer and Biblioshiny, the study analyzed publication trends, source impact, authorship, international collaboration, keyword co-occurrence, and thematic evolution. The findings reveal a significant surge in publications post-2015, peaking in 2023, indicating an intensifying global focus on individualized educational systems. Key dissemination venues include Lecture Notes in Computer Science, IEEE Access, and the ACM International Conference Proceeding Series. Influential contributors such as Hwang G.-J., Lin F., and Rezai A. were identified, along with a geographic concentration of output in China, the United States, and India. Keyword analysis highlights a transition from early emphases on “learning styles” to recent themes such as “ChatGPT,” “reinforcement learning,” and “inclusive education.” This study offers a longitudinal and multi-dimensional overview of the field, integrating diverse data points into a coherent intellectual narrative. The results serve as a strategic reference for scholars, policymakers, and practitioners, informing future research, innovation, and policy direction in the development of intelligent and adaptive learning environments.

https://doi.org/10.26803/ijlter.25.1.2

Bridging the Divide: A Comparative Assessment of Two English Distance Learning Programs in Rural Bangladesh

Dil Nusrat — 2026-01-30

With the expansion of distance learning programs, the digital and educational divides are widening in developing nations. Therefore, it is critical to examine distance learning as a viable tool for promoting equitable English language education. Assessment of effective English distance learning programs designed for rural learners is a crucial and yet underexplored area in the English as a Foreign Language (EFL) context. There is a notable paucity of empirical research that examines the outcomes of the existing distance learning programs, particularly in terms of motivation and anxiety of rural learners. This study addressed this research gap by investigating two English distance learning programs and their effectiveness among rural learners, in relation to learners’ motivation and anxiety. Additionally, by applying Krashen’s (1982) affective filter hypothesis and Mayer’s (2022) Cognitive Theory of Multimedia Learning (CTML) in the distance learning setting, this study addressed a theoretical gap in existing research. The study employed a quantitative research design (i.e., survey), collecting data from 448 secondary-level learners in rural areas. The data were analyzed using SPSS, and included one-sample t-tests, independent t-tests, multiple regression, and ANOVA. The results of the study indicated that the distance learning programs were perceived to be effective by the rural learners, and the affective filters (i.e., motivation and anxiety) explained 23.6% of the variance in program effectiveness, with higher motivation strongly predicting greater effectiveness, and higher anxiety predicting lower effectiveness. This study provided a crucial insight for EFL educators and English Language Teaching (ELT) policymakers in designing effective pedagogical interventions through distance learning initiatives to facilitate disadvantaged learners, thus bridging the digital divide not just in Bangladesh, but in similar Global South economies.

https://doi.org/10.26803/ijlter.25.1.18

From Metrics to Themes on Open Educational Resources: A Bibliometric Overview and Thematic Dive

Sudin B L — 2026-01-30

Throughout the world, openness has undergone a substantial shift in the education scenario. In the context of an ever-increasing number of learners across diverse disciplines, open educational resources (OER) have proven to be an essential lifeline. These resources offer free and open assistance to educators in their academic careers. The open-access character of OER attracts learners who are interested in discovering and participating in discipline-specific knowledge, without cost. OERs make an instrumental contribution to the success of the open education movement. This paper provides a bibliometric overview of OER development from 2002 to 2025 and identifies key trends, influential publications and developing areas of study in the field. In addition, we performed thematic analysis of the top 100 most cited gold open-access articles published on the topic of OER to determine underlying themes and knowledge that have contributed to the development of the field. Collectively, these analyses provide a panoramic vision of the conceptual and practical development of OER.

https://doi.org/10.26803/ijlter.25.1.34

Accounting Student Teachers’ Experiences of Mentoring during Teaching Practice

Nduduzo Brian Gcabashe — 2026-01-30

Mentoring during teaching practice can be a challenge for student teachers, with some student teachers reporting some difficulties with their mentor teachers during teaching practice. This qualitative study explored the experiences of accounting student teachers regarding mentoring during teaching practice, and it was located within an interpretive research paradigm. An exploratory case study was adopted as the research design while situated learning theory served as the theoretical lens of the study. Fourteen third-year accounting student teachers from one ODeL institution in South Africa were randomly sampled, and document analysis was employed to collect data. Thematic analysis was used to analyse data. The study revealed that student teachers have mixed experiences in terms of mentorship during teaching practice. The study further revealed that student teachers received professional and pedagogical mentorship from the mentor teachers. It also appeared that some student teachers experienced lack of mentorship from some mentor teachers. Based on the findings, this study recommends that the stakeholders involved in teaching practice should increase positive experiences that shape accounting student teachers’ experiences and eliminate those that lead to student teachers experiencing teaching practice negatively.

https://doi.org/10.26803/ijlter.25.1.9

From Taxonomies to Rubrics: SOLO-based Formative Assessment to Improve Understanding of Population Dynamics

Fika Ariani — 2026-01-30

This study investigates the design and implementation of a SOLO-based (structure of observed learning outcomes) formative assessment rubric to enhance upper secondary students’ conceptual understanding of population dynamics in Geography. Employing a reflective qualitative design, data were collected through document analysis, students’ written work, classroom observations, and teacher reflections to examine how the rubric was adapted, operationalized, and interpreted in practice. The rubric was developed by translating the SOLO hierarchy into domain-specific criteria aligned with the intended learning outcomes, thereby ensuring coherence between instructional goals and assessment practices. The findings indicate a clear progression in students’ cognitive responses, evidenced by movement from multistructural recall to relational explanations and, in some instances, extended abstract reasoning. The rubric also promoted metacognitive engagement, enabling students to identify their current level of understanding and regulate their learning. For teachers, it functioned as a diagnostic tool for delivering process-oriented and criterion-referenced feedback. While the study’s scope was limited to a single class and the topic constrains wider generalizability, the results underscore the pedagogical potential of SOLO-based formative assessment to cultivate higher-order thinking and conceptual depth in Geography education. Further research involving broader samples and longitudinal designs is recommended to validate and extend these insights.

https://doi.org/10.26803/ijlter.25.1.25

Shifting Paradigms in English Language Teaching: Mapping English for Specific Purposes through a Hybrid Systematic Review and Bibliometric Analysis

Ilham Rahmatullah — 2026-01-30

This study explored the development and shift of English for specific purposes (ESP) as part of English language teaching (ELT) in the post-2000 digital era. Using a hybrid methodology combining a systematic literature review (SLR) with bibliometric analysis, this study sought to map methodological trends, conceptual orientations, and epistemic shifts occurring within ESP research. The dataset was obtained through a search of the Scopus database, which yielded 9176 initial documents filtered through the PRISMA 2020 framework. The search resulted in a final corpus of 269 articles and 36 studies selected based on their relatedness to the topic for in-depth review. Bibliometric analysis was conducted using VOSviewer to visualize keyword co-occurrence patterns and international co?authorship networks, while CiteSpace was employed to identify citation bursts and thematic evolution over time. The findings reveal a clear shift in ESP from a linguistic-structural focus to a multimodal, technology-integrated, and human-centered paradigm. Recent studies increasingly emphasize AI-assisted feedback systems, data-driven learning, and digital mediation that indicate methodological complexity and ethical awareness in ESP pedagogy. However, research gaps remain in teacher professionalization, cross-regional collaboration, and contextualized hybrid learning practices. This study revealed that post-digital ESP has matured into a techno-humanistic discipline that stressed the importance of understanding digital pedagogy and promoting teacher professionalism across the nations. The study also advances ESP research by providing a comprehensive empirical mapping of ESP–ELT research, integrating digital and ethical dimensions, and proposing a techno-humanistic framework to guide future research, teacher professional development, and educational policy in global ESP contexts.

https://doi.org/10.26803/ijlter.25.1.41

Mapping of Local Wisdom-Based Education Management Studies in the Last Decade: A Bibliometric Analysis

Dewi Ningsih — 2026-01-30

The integration of local wisdom into education management is a relevant issue for fostering an education system that is contextually relevant and sustainable. This study aimed to map the publication landscape and research development on local wisdom-based educational management over the past decade. Using a quantitative-descriptive bibliometric design, 702 metadata records indexed in Scopus (2016–2025) were analyzed after systematic filtering and data cleaning. Data were processed using Biblioshiny (R) to identify publication trends and VOSviewer to visualize keyword co-occurrence networks and thematic structures. The results show a significant rise in scholarly output, with peak productivity in 2024, reflecting growing academic interest in integrating cultural values, ethics, and social contexts into education management and leadership practices. The leading publication sources were Sustainability (Switzerland), Educational Management Administration and Leadership, International Journal of Environmental Research and Public Health, and Journal of Ethnobiology and Ethnomedicine. Productive authors Arifin, I., Bafadal, I., Effend, Y.R., and Imron, A., while Hallinger, P., Sanga, K., and Ens, E.J. were the most influential. Keyword mapping revealed five core themes: (1) integration of local wisdom and sustainability, (2) cultural and psychological dimensions, (3) community empowerment, (4) links between local knowledge and public policy, and (5) decolonization-based leadership and learning. Emerging directions focus on behavior, multicultural management, sustainable development, and mental health rooted in local culture. Despite limitations related to the single Scopus database and quantitative design, the findings provide a foundation for culturally grounded yet globally adaptive education management strategies and promote opportunities for international collaboration.

https://doi.org/10.26803/ijlter.25.1.16

Exploring the Interplay of Leadership and Organizational Changes in Education: A Recent Systematic Review

Mohamad Taufiq Jamal — 2026-01-30

This paper explored the interplay of leadership and organizational changes in education. This study has examined dynamic interaction of leadership and organizational changes in educational context. This paper provides a recent overview. The number of studies analyzed in the present study via preferred reporting items for systematic reviews and meta-analysis (PRISMA) approach is 204 papers between 2023-2025 through Scopus and WoS database. The systematic review was accomplished after the peer review process of the data that were collected and reviewed. The results of the present study are likely to underline the important aspects of leadership as a catalyst of organizational changes. This review also enlightens the systemic factors contribute to readiness of change and the influence of stakeholder’s engagement to change initiatives success. The total number of findings data is (n=22), with review indicating some key themes such as leadership functions as well as organizational changes. The results are categorized into three themes that include i) role of leadership style in organizational changes, ii) systemic dynamics that lead to change preparedness, as well as iii) influence of stakeholder engagement on change success. Overall, findings conclude that leadership is the primary driver of successful organizational change. Cultural, contextual, leadership role, resource allocation and disciplinary contexts are factors contribute to readiness for change. Effective stakeholder engagement, role communication transparency, institutional support and resource allocation influencing the success of change.

https://doi.org/10.26803/ijlter.25.1.32

Disconnected Minds: How Phubbing Fuels Foreign Language Anxiety and Academic Delay Behaviors in University Students

Abdulaziz Faleh Al-Osail — 2026-01-30

Phubbing – ignoring others by focusing on smartphones – has become prevalent among university students, potentially contributing to foreign language anxiety (FLA) and academic delay behaviors. Despite growing research interest, the psychological mechanisms linking these phenomena remain underexplored. This study examined whether FLA mediates the relationship between phubbing and academic delay behaviors among Egyptian university students using a cross-sectional correlational design. Two samples participated: a psychometric validation sample (N = 642) and a main study sample (N = 1,062), recruited from Al-Azhar University, Egypt, through convenience sampling via their respective academic departments. Participants completed online questionnaires via Google Forms including the Generic Scale of Phubbing, Short-Form Foreign Language Anxiety Scale, and Academic Procrastination Scale–Short Form. Data analysis was conducted using SPSS-29 and AMOS-27, with mediation analysis employing Hayes' PROCESS macro, Model 4, with 5,000 bootstrap resamples. Results revealed that FLA significantly mediated the phubbing-academic delay relationship, accounting for 40.21% of the total effect (indirect effect: b = 0.020, 95% CI [0.011, 0.029]), with the direct effect remaining significant, indicating partial mediation. Significant positive correlations emerged among all variables, with phubbing predicting FLA (? = 0.292) and FLA predicting academic delays (? = 0.328). This study is among the first to explore this relationship in Egyptian higher education, indicating that anxiety is a key pathway linking smartphone-related disruptions to academic performance. Universities should consider strategies that combine smartphone management with anxiety reduction, while future research should use longitudinal designs and examine other potential mediators.

https://doi.org/10.26803/ijlter.25.1.7

Teachers’ Perceptions and Experiences of Integrating Islamic Indigenous Knowledge in Life Sciences teaching and learning

Tasneem Ebrahim Patel — 2026-01-30

The Life Sciences curriculum in South Africa presents learners with complex and abstract concepts, hindering their comprehension and academic success. To remedy this situation, the Curriculum and Assessment Policy Statement (CAPS) document for Life Sciences has directed teachers to integrate Indigenous Knowledge (IK) when teaching. As such, this article presents the findings from a qualitative study exploring teachers’ perceptions and experiences of integrating Islamic IK when teaching Life Sciences in Grades 10-12. In-depth, qualitative questionnaires were administered to ten teachers to collect data, while five teachers were observed integrating Islamic IK into their teaching. The teachers participating in the study were purposively selected from nine schools located in Johannesburg. The data analysis process followed Saldana’s manual coding system, leading to the emergence of codes, themes, and findings. The findings showed that teachers value Islamic IK integration as essential for making Life Sciences more relatable. Several teachers described how linking cellular processes to Islamic purification practices or using dietary laws to explain human nutrition made lessons more meaningful for learners. However, teachers also expressed uncertainty about how to integrate IK systematically, citing the absence of structured guidelines and limited professional development. Data obtained from lesson observations confirmed that, in the absence of clear pedagogical guidelines, teachers relied on personal initiative to design integration strategies. Consequently, the study points to concrete needs: professional development focused on curriculum-aligned IK integration, faith-informed pedagogical workshops to support meaningful integration of Islamic concepts, and clearer policy directives outlining when and how IK should be integrated.

https://doi.org/10.26803/ijlter.25.1.23

The Impact of Generative AI on Research Attitudes and Motivation Among Graduate Teacher Education Students in a Philippine State University

Emerson De Luna Peteros — 2026-01-30

This research examined the perspectives of graduate teacher education (GTE) students on Generative Artificial Intelligence (GenAI), their motivation to use GenAI, and their research attitudes. The immediate integration of GenAI tools in higher education has transformed academic practices, yet its impact on research attitudes remains underexplored. Generative Artificial Intelligence is known for enhancing efficiency and supporting research tasks but concerns trust and academic integrity persist. In the current study, 307 GTE students enrolled at Cebu Technological University Main campus in Cebu City, Philippines for the school year 2025–2026 participated. The respondents were selected using convenience sampling with random selection within a cohort and completed a three-part adopted survey questionnaire. The data gathered were treated using descriptive statistics and Pearson’s r. The results revealed that the majority of the GTE students used GenAI occasionally while they commonly used ChatGPT (86.32%). The GTE students have a positive perception toward GenAI (WM = 36.38, SD = 0.81) and are highly motivated to use it (WM = 3.69, SD = 0.78). In addition, the GTE students have positive attitudes toward research (WM = 3.87, SD = 0.76). Moreover, correlational analysis revealed a strong positive correlation between the perception of GenAI and the motivation for its use (r = 0.726, p < 0.001). However, weaker significant relationships were demonstrated between students’ perception (r = 0.406, p < 0.001) and students’ motivation (r = 0.339, p < 0.001) to use GenAI and their attitudes toward research. These findings suggest that GenAI positively influences the attitudes of GTE students toward research but the cause may vary. Hence, this underscores the need for higher education institutions to facilitate policy development and curriculum design to promote the responsible, ethical, and effective use of artificial intelligence tools in GTE research.

https://doi.org/10.26803/ijlter.25.1.39

Development and Validation of BaReSDI: A Diagnostic Tool for Primary Remedial Reading Programs

Norhafizah Singki — 2026-01-30

This study aims to develop the Basic Reading Skills Diagnostic Instrument (BaResDI) for Primary School Remedial Education Program. A combination of qualitative and quantitative research designs was employed in the study. The qualitative approach was used to develop the BaResDI, while the quantitative approach was utilized to assess the validity and reliability of the BaResDI. The study was guided by the five steps in Cognitive Diagnostic Model (Nichols, 1994). These five steps include substantive construct theory, design selection, test administration, response scoring and test review. The construction and development of BaResDI items were carried out qualitatively using a library research approach, referencing credible and authoritative sources from the Ministry of Education Malaysia. The study sample comprised five experts with experience in special remedial education, eight remedial teachers, and 30 remedial students from eight primary schools in Sarawak. The findings showed that BaResDI had a high content validity with a content validity coefficient of 0.96. BaResDI was then administered to 30 remedial students in Sarawak during the pilot phase. The pilot findings were analysed to evaluate the internal consistency of BaResDI. The internal consistency evaluation revealed that BaResDI had a high reliability level with a KR-20 value of 0.98. In conclusion, the development and validation of BaResDI align with the steps of Cognitive Diagnostic Model (Nichols, 1994) and positively impact the quality of teaching and learning of the Malay language in the context of primary school remedial education. This study contributes to the improvement of diagnostic assessment tools in literacy education, particularly in the Malay language context.

https://doi.org/10.26803/ijlter.25.1.14

Teachers’ Sensemaking, Agency and the Implementation of Core Competencies: Lessons from Ghana’s Competency-based Mathematics Curriculum Reform

Prince Hamid Armah — 2026-01-30

Core competencies, understood as the essential capabilities learners must develop to participate effectively in contemporary society, lie at the centre of competency-based reforms worldwide, yet many education systems struggle to realise this vision in classroom practice. This study examines how junior high mathematics teachers and curriculum developers in Ghana make sense of, and work with, these competencies. A qualitative multiple case study was conducted through interviews with six teachers and three curriculum developers and classroom observations of three teachers. Drawing on sensemaking, teacher agency, and implementation realism, the analysis explores how actors respectively interpret policy messages, exercise instructional choice, and judge what is feasible in context. Our analysis shows that while critical thinking is widely regarded as integral to mathematics, competencies such as digital literacy and cultural identity remain marginal or are viewed as difficult to embed in lessons. Teachers report using learner-centred strategies, including group work and contextual tasks, but these are constrained by perceived curriculum overload, high-stakes examination pressures, and limited resources and professional learning. The study provides an in-depth qualitative account of how core competencies are prioritised, adapted, and constrained in practice, extending existing work on teacher sensemaking in competency-based reforms in low- and middle-income contexts. Bridging curriculum aspirations and classroom realities requires sustained subject-specific professional learning, better alignment of assessment with competency goals, and stronger teacher participation in curriculum design and review.

https://doi.org/10.26803/ijlter.25.1.30

Reimagining Writing Feedback: The Effect of Copilot Artificial Intelligence (AI) on English Foreign Language (EFL) Students’ Written Performance

Abdullah Al Maqbali — 2026-01-30

This study aimed to investigate the impact of using Copilot AI to provide corrective feedback on the written work of language learners and compare it with the corrective input from teachers. Using a quasi-experimental design, 70 Omani English language learners with an intermediate English proficiency level were assigned to a control group (which received general corrective feedback from the teacher) and an experimental group (which received detailed feedback from the Copilot AI and extra instructions form the teacher after Copilot AI), with 35 students in each group. Two comparison-contrast writing tasks were used as pretests and posttests and scored by two markers on Task Achievement, Organisation, Grammar and Lexicon. Although the initial findings revealed improvements in writing skills in both control and experimental groups, the detailed analysis of the posttest indicated that the experimental group performed significantly better than the control group in developing writing skills. In addition, the significant size effects of both tests revealed that both groups started with similar knowledge of writing skills in the pretest, but experimental group’s performance showed larger effect sizes which reveal higher performance in written tasks. The results of the study are insightful for teachers, learners and institutions.

https://doi.org/10.26803/ijlter.25.1.5

Enhancing Pedagogical Design through Students’ Engagement in Augmented Reality Learning: Evidence from a Validated Cognitive–Affective Framework

Hairul Nizam Hasnan — 2026-01-30

This study explored how students’ engagement in augmented reality (AR)-based textbook learning can inform effective pedagogical design through a validated cognitive–affective framework. Grounded in the cognitive theory of multimedia learning (CTML) and the technology continuance theory (TCT), the research examined how cognitive and emotional factors jointly shape students’ engagement and their sustained intention to learn with AR. A quantitative survey involving 100 secondary students was conducted to validate six key constructs: visual attraction, knowledge capability, situational experience, attitude, satisfaction, and continuance intention. Exploratory factor analysis (EFA) confirmed the reliability and theoretical coherence of the model. The findings revealed that meaningful AR learning arises when multimedia design supports cognitive processing while emotional satisfaction sustains motivation. The validated framework provides educators and curriculum developers with practical guidelines for designing AR-enhanced textbook materials that balance mental effort and emotional engagement. This study contributes empirical evidence and pedagogical insight into how AR technology can enrich classroom learning through both cognitive effectiveness and affective fulfilment.

https://doi.org/10.26803/ijlter.25.1.21

From Pilot Projects to Sustainable Integration: Exploring Teacher Experiences in EdTech Implementation in South African Township Schools

Nobuhle Nothando Mncube — 2026-01-30

The integration of educational technology (EdTech) in South African township schools has been widely promoted as a strategy for improving teaching and learning, yet questions remain about the sustainability of this effort. This study explored the experiences of teachers in Cosmo City Township to understand the enduring challenges shaping technology use in an under-resourced school environment. Employing a qualitative, cross-sectional design, data were gathered through written responses from purposively selected teachers who had direct engagement with EdTech initiatives. A thematic analysis revealed that unreliable infrastructure, inconsistent maintenance, and insufficient financial planning significantly hinder long-term sustainability. Teachers also reported inadequate professional development, often limited to a short technical workshop, as well as limited involvement in the decision-making process — factors that contributed to misalignment between policy aspirations and classroom realities. As a result, many relied on low-tech tools, such as projectors and WhatsApp, which were more feasible in overcrowded classrooms with poor connectivity. The findings further highlight the persistence of the digital divide, which disproportionately disadvantaged township learners, particularly during the COVID-19 pandemic. Drawing on the UTAUT and Smart Education Framework, the study illustrates how infrastructural, socio-economic, and policy constraints shape teachers’ adoption and continued use of technology. These insights add to the growing body of literature on digital sustainability in South Africa’s township schools. The study calls for long-term investment, ongoing teacher support, and participatory policymaking to foster more equitable and sustainable EdTech integration.

https://doi.org/10.26803/ijlter.25.1.37

Pre-service Teachers' Experiences of Blended Learning: A Diffusion of Innovation Theory Perspective Using Mixed Methods

Arone Camillus Koloti — 2026-01-30

Blended learning, an emerging technology-based instructional approach, remains relatively new across many higher education institutions (HEIs) worldwide, reflecting its growing but still developing adoption. However, pre-service teachers who use it experience challenges that hinder effective learning. Limited studies examined the adoption of blended learning through the lens of the diffusion of innovation theory, which this paper adopts as the theoretical framework. This paper investigated pre-service early childhood education (ECE) teachers’ experiences of blended learning at a HEI in Lesotho. This study is among the few that employ a concurrent mixed-method design to investigate blended learning, especially in the ECE programme. The data were collected from six participants through two focus group interviews and 271 respondents using questionnaires. The thematic analysis method was used to analyse qualitative data. Descriptive statistics and inferential statistics were used to analyse quantitative data. The findings showed that blended learning gave pre-service teachers flexible learning options while fostering improved collaboration. They highlighted that pre-service teachers faced significant challenges due to limited access to technology resources and insufficient technology support, which impacted their learning experience. The inferential statistics, based on Pearson correlation analyses (N = 271), indicated no significant differences between pre-service teachers’ perceptions and experiences of blended learning and the theoretical framework variables (all correlations, r < 0.3, p > 0.05). This study recommends that pre-service teachers be provided with ongoing support to overcome the challenges and complexities associated with blended learning technologies.

https://doi.org/10.26803/ijlter.25.1.12

Language, Power, and Dialogue: International Chinese Language Education and Civilisation Interplay between China and Thailand

Ling Ding — 2026-01-30

Studies on the role of language in shaping civilisation suggest a need for more cross-cultural communication. This mixed-method study (quantitative survey and qualitative interview) explored the perceptions, roles, and strategies of International Chinese Language Education (ICLE) in fostering civilisational dialogue and mutual understanding between Thai and Chinese societies. The survey participants were 414 students, 86 teachers, and 122 policymakers from various ICLE programmes in Bangkok. In turn, the interviewed participants were 10 ICLE teachers. The survey and qualitative interview results were analysed using the Mann-Whitney U test and the ICLE framework; the analysis considered predetermined themes identified in the literature review. The findings indicate three primary levels in the perceptions of the three groups of participants (ICLE students, teachers, and policy makers) regarding the impacts of ICLE programmes on cultural, social, political, and educational aspects. The most significant effect of the ICLE programme is on cultural, social, and academic aspects. The three groups of participants perceived that ICLE programmes played a significant role in enhancing cultural awareness, cross-cultural communication, personal growth, cultural dialogue, and programme effectiveness. Hands-on field trips and arts-based collaborative learning activities were considered effective strategies to promote mutual understanding and civilisational dialogue in the ICLE programme. Because the findings of this study are drawn from participants’ perspectives, future research should examine the effectiveness of various instructional strategies for promoting ICLE programmes.

https://doi.org/10.26803/ijlter.25.1.28

Leadership, Faculty Behaviour, and Educational Supply Chain Management: A Systemic Model for Fostering Entrepreneurial Intentions in Higher Education

Mohit Yadav — 2026-01-30

This paper examines the impact of genuine transformational leadership on entrepreneurial intentions of students in the context of educational supply chain management, based on the Theory of Planned Behavior. The study formulates propositions by reviewing literature on leadership, teacher traits and entrepreneurship education to provide the relationship between leadership and the entrepreneurial innovation intentions, academic optimism and organizational citizenship behavior of the students. It emphasizes the contribution of academic optimism in the explanation of the influence of leadership on teachers and students. The paper provides a unified conceptual framework that may be used in future empirical studies and demonstrates how universities can nurture entrepreneurial attitudes and innovative practices with the help of successful leadership. The results offer useful suggestions to academic faculty who want to foster the entrepreneurial potential of students and suggest the way to conduct research. This work bridges leadership, education management and entrepreneurship, which provides a new approach to innovation promotion among students and enhances the effectiveness of higher education institutions.

https://doi.org/10.26803/ijlter.25.1.44

Pedagogical Content Knowledge of Intercultural Education in the Discourse of Teacher Education Program Directors in Chile

María Loreto Mora-Olate — 2026-01-30

This exploratory study addresses the understanding of the intercultural education approach from the perspective of Pedagogical Content Knowledge (PCK) among heads of teacher training programs in Chile. In a global context of increasing cultural diversity in classrooms, interculturally competent teacher training is becoming essential. The research, based on a qualitative case study, analyzes the discourses of two department heads, selected for convenience, who participated in semi-structured interviews. The information was analyzed through open coding and constant comparison, using Atlas.ti 24 software. The literature review highlights the relevance of Diversity Pedagogical Content Knowledge (DivePACK) and the need to strengthen teacher training from a critical intercultural approach. The results reveal an incipient multicultural understanding, with an emphasis on the relevance and contextualization of content. Limited integration of the intercultural approach in teaching and assessment methodologies was identified. It concludes that there is a limited presence of the intercultural approach in the PCK understandings of department heads, which underscores the need for training in this area. This study contributes to the field of teacher training and intercultural education, highlighting the importance of DivePACK and offering valuable information for university policy and initial teacher training.

https://doi.org/10.26803/ijlter.25.1.3

Exploring Data-Driven Learning Integration in ESL Grammar Teaching: Insights from Learners and Teachers in the Global South

Ferdinand Luneta Rellorosa — 2026-01-30

Although Data-Driven Learning (DDL, thereafter) has demonstrated considerable pedagogical advancement since its inception in the early 1990s, its integration into ESL classrooms remains sporadic, particularly in Global South contexts. Despite its growing traction in ELT research and practice, DDL remains underutilized in Philippine secondary ESL classrooms. This study aims to address this gap by examining the efficacy and practical feasibility of DDL in teaching modal verbs to Filipino secondary learners. Employing a quasi-experimental, pretest-posttest design, two instructional groups were compared: one that followed conventional pedagogical methods and the other that utilized a DDL approach. Independent t-tests revealed significantly superior performance among learners exposed to DDL instruction, underscoring its pedagogical value. To enrich the findings, focus group discussions were conducted with five English teachers and five learner-participants from the experimental group. Responses indicated generally favorable perceptions, highlighting increased learner engagement and autonomy. Nevertheless, concerns were raised regarding technological accessibility and the inadequacy of teacher training, echoing issues scarcely addressed in the current literature. Using the lens of critical realism, the study interpreted not only surface-level outcomes but also the deeper mechanisms and structural conditions that shape the success or limitations of DDL in the Philippine context. Hence, findings suggest that while DDL offers a compelling alternative to traditional methodologies, its successful implementation in the Philippine context necessitates sustained investment in teachers guided by existing structural and cultural realities. This study contributes to the expanding discourse on DDL and signals new avenues for research and instructional innovation in underrepresented educational contexts.

https://doi.org/10.26803/ijlter.25.1.19

Personalization Imperative: Unpacking Student-AI Relationships Through a Mixed-Methods Lens in Indonesian Higher Education

Idha Novianti — 2026-01-30

While extensive research has examined the technical effectiveness of artificial intelligence (AI) in improving learning outcomes, limited attention has been paid to students’ perspectives as primary users, particularly within culturally specific contexts such as developing countries. Moreover, the mechanisms through which AI influences student satisfaction and sustained adoption remain insufficiently theorized, especially regarding the interplay between effectiveness and personalization. This study investigated AI effectiveness in improving students’ learning outcomes, its influence on students’ personalization, and challenges and experiences with AI as their learning companion. Employing a sequential exploratory mixed-methods design, 85 mathematics education students were surveyed at Universitas Terbuka, Indonesia, followed by qualitative thematic analysis of open-ended responses. The multiple regression analysis revealed an intriguing paradox, indicating that AI personalization is the only significant predictor of both satisfaction and intention to continue using AI tools (? = 0.450, p < 0.05), explaining 32.8% of variance. Despite showing a significant positive correlation in the bivariate analysis, AI effectiveness did not significantly predict satisfaction and continued intention. Concerns exhibited no meaningful influence on adoption intentions. Analysis of qualitative data uncovered three superordinate themes: (1) ambivalent experiences characterized by operational efficiency yet informational inaccuracy, with 73.5% of students developing adaptive verification strategies; (2) dual influences on collaboration, where AI facilitated communication (25.9%) yet inhibited peer interaction (35.3%); and (3) systemic challenges spanning epistemological (32.9%), pedagogical (29.4%), and social (21.2%) dimensions. The findings imply that adaptive personalization is essential for converting the general effectiveness of AI into meaningful, context-specific value for learners, emphasizing that educational technologies must prioritize personalization to enhance engagement and support sustainable adoption in diverse learning settings. This study contributes to technology adoption theory by demonstrating that personalization acts as a key mediator, challenging traditional technology acceptance model assumptions. The study offers empirical insights into the role of personalized AI in Indonesian higher education, informing the design of more culturally responsive and effective educational technologies.

https://doi.org/10.26803/ijlter.25.1.35