International Journal of Learning, Teaching and Educational Research

Sustainable Digital Leadership: Relations with Organizational Ambidexterity and Strategic Decision-Making in Middle School Educational Leaders

Mashael Nasser Ayed Al-Dosari — 2026-04-30

Despite the growing importance of digital leadership in educational institutions, there remains limited empirical understanding of how digital leadership contributes to organizational ambidexterity and supports strategic decision-making. The lack of integration between these constructs may lead educational leaders to adopt technologies reactively rather than strategically, thereby reducing the effectiveness of decision-making processes. This study investigated the relationships between sustainable digital leadership, organizational ambidexterity, and strategic decision-making regarding educational leaders, from the perspectives of teachers. A descriptive correlational research design was used to identify and analyze the relationships between the variables under investigation. A sample consisting of 363 in-service teachers aged between 23 and 47 years (Mean = 26.95 years, SD = 4.624) participated in the study. Participants completed a questionnaire focusing on the three variables: Digital Leadership, Organizational Ambidexterity, and Strategic Decision-Making. SPSS and JASP statistical packages were utilized in analyzing the data. The findings revealed positive and significant correlations at the significance level of 0.01 between sustainable digital leadership (and organizational ambidexterity. Additionally, the study found positive and significant correlations at the significance level of 0.01 between sustainable digital leadership and strategic decision-making (including cognitive diversity and cognitive complexity). The study highlighted the significance of integrating digital tools and sustainability principles in school leadership development to enhance organizational ambidexterity and strategic decision-making in the digital age.

https://doi.org/10.26803/ijlter.25.4.1

Learning Outcomes of Blended Learning in Business English Education: A Systematic Review of Major Categories, Assessment Approaches, and Supportive Factors (2020-2025)

Cai Chi — 2026-04-30

Blended learning has increasingly gained attention in higher education, especially in applied language fields like Business English. Yet research evidence on its actual learning outcomes remains fragmented and inconsistent. Therefore, a systematic literature review was carried out in line with PRISMA 2020 guidelines. This study investigates the classifications of learning outcomes, measurement approaches, and the supportive factors that enhance these outcomes in blended Business English education. Boolean search strings that combined key terms, including “blended learning”, “Business English”, “learning outcomes”, and “higher education”, were employed across databases including Web of Science, Scopus, and ERIC. After applying predefined inclusion and exclusion criteria, sixteen studies published between 2020 and 2025 were selected. Qualitative content analysis and thematic synthesis were employed to identify major types of learning outcomes, their assessment approaches, and the supportive factors associated with them. Our analysis reveals that language proficiency and academic performance continue to be the main indicators. Meanwhile, recent studies have begun to pay greater attention to comprehensive competencies, including higher-order thinking abilities and professional communication skills. As for assessment, learning outcomes are generally assessed by using mixed-method approaches, yet existing measurement frameworks remain fragmented and lack consistency in evaluation. Additionally, blended Business English learning outcomes appear to be shaped by interrelated technological, instructional, and learner-related factors. Overall, these results demonstrate that it is necessary to develop more standardized learning outcome frameworks, design more methodologically rigorous research with diverse participant groups, and further explore how different supportive mechanisms function together in blended Business English learning contexts.

https://doi.org/10.26803/ijlter.25.4.2

Social Cognitive Theory Perspective on Undergraduate Accounting Students’ Intentions to Register for Corporate Social Responsibility Courses in China: The Mediating Role of Proactive Personality and the Moderating Role of Self-Identity

Xiaoxiao Jia — 2026-04-30

Growing expectations for corporate social responsibility (CSR) competence in the accounting profession have increased the need to understand why undergraduate accounting students choose CSR-related coursework. Drawing on social cognitive theory (SCT), this study investigates how self-efficacy and outcome expectancy shape undergraduate accounting students’ intentions to enroll in CSR courses, and whether these effects operate through proactive personality (mediator) and vary by self-identity (moderator). Using a cross-sectional survey of accounting undergraduates in Hebei, China (n = 372), we analyzed the proposed moderated-mediation model with structural equation modeling in AMOS 24.0 and supplementary moderation/mediation tests in SPSS. Results indicate that self-efficacy and outcome expectancy both significantly predict proactive personality, which in turn partially mediates their effects on enrollment intention. Importantly, self-identity strengthens the links from self-efficacy to proactive personality and from outcome expectancy to proactive personality, such that these relationships are stronger among students with high self-identity. The findings extend SCT in business education by (a) identifying proactive personality as an agency-based mechanism translating SCT cognitions into course-selection intentions and (b) demonstrating self-identity as a boundary condition that amplifies SCT pathways. The strong effect of outcome expectancy also challenges the view that outcome expectancy is secondary to self-efficacy in this context, suggesting that students must anticipate tangible benefits from CSR coursework. Practically, curriculum planners should communicate clear CSR course outcomes and consider placement in the sixth or seventh semester to enhance social responsibility awareness.

https://doi.org/10.26803/ijlter.25.4.3

The Experiences and Reflections of Retired Filipino Salesian Educators on the Preventive System of Education

Gilbert Santos Arrieta — 2026-04-30

Catholic schools in the Philippines are led by the religious in collaboration with lay people. In Don Bosco schools, where the teachers’ roles have evolved, they take a more active part in carrying out the school’s vision and mission. Also called Salesian educators, these teachers are guided by the preventive system of education which is anchored on reason, religion, and loving kindness. Some of them have already retired after at least twenty-five years of service. During those years, they have imbibed the principles of the preventive system of education through their rich experience in applying it to different generations of students. Using the phenomenological method, the study aims to explore the experiences of eight retired Salesian educators including their reflections on its relevance today. The findings showed they value and understand fully the meaning of the preventive system of education. Highlighting the importance of faith, presence, and discipline, they believe that it is a holistic development of students, forming them to become good Christians and honest citizens. Through presence and accompaniment, they were able to build meaningful relationships with the students. Looking deeply into their reflections, they believe on its relevance in the digital age, particularly in assisting the students in dealing with their mental health. Therefore, the school policies and programs should be enhanced according to the needs in the physical and virtual learning environments. Moreover, the preventive system should stay relevant by adapting to the changes and developments in education.

https://doi.org/10.26803/ijlter.25.4.4

Synthesizing Inquiry and STEM for Junior High School: Content Validity and Theoretical Framework of a New Instructional Learning Model

Dwikie Mahendra Sani — 2026-04-30

This research aimed to describe the development and validation?of the inquiry STEM literacy (ISL) model, which embedded inquiry learning within the framework for Junior High School students. ISL model combines scientific inquiry, engineering design, and technological application with?the five syntactic stages of Identification, Exploration, Elaboration, Making Decision, and Applied Communication to enable critical and design thinking, as well as real-world problem-solving skills in socio-scientific issues such as renewable energy education. The face validity of the model was tested using two methods, namely focus?group discussions (FGD) with experts and quantitative measures in quantity (CVR) and quality (Aiken’s V index). These indicated high content-validity values and expert consensus on relevance, clarity, and instructional impact of the model. The results showed that the model promoted metacognitive analysis and converged with critical?thinking dispositions indicators. This supported formative and summative assessment of critical thinking. ISL model?provided a robust and theory-based pedagogical vehicle for teaching students to confront complex STEM issues, integrating multiple forms of rigorous scientific inquiry with applied engineering and technology literacy. The results established strong content validity and theoretical soundness as an innovative pedagogical framework for STEM education in junior high schools, establishing the necessary groundwork for future empirical classroom testing.

https://doi.org/10.26803/ijlter.25.4.5

Academic Optimism, Work-Related Flow and Personal Effectiveness Among Indian Secondary School Teachers: Testing a Mediation Model Across SSC, CBSE and ICSE Boards

Vishwajeet Agarwal — 2026-04-30

The purpose of the study was to examine if secondary school teachers' academic optimism was a predictor of work-related flow, and if flow experience mediated teachers' personal effectiveness. Guided by the principles of positive educational psychology and social cognitive theory, the study combined a belief-based resource, academic optimism, with an experiential motivational state, work-related flow, to explain interpersonal aspects of teacher effectiveness. Using a descriptive correlational design, the study drew on a purposive sample of 343 secondary school teachers from India, representing Secondary School Certificate (SSC; n = 143), Central Board of Secondary Education (CBSE; n = 100), and Indian Certificate of Secondary Education (ICSE; n = 100) schools. Participants completed standardized instruments assessing academic optimism, work-related flow, and personal effectiveness. Academic optimism significantly predicted work-related flow (? = .51, R² = .41, p < .001), with efficacy as the strongest component-level predictor (? = .19, p = .001). Both academic optimism (? = .36, p < .001) and work-related flow (? = .42, p < .001) contributed significant unique variance to personal effectiveness (R² = .37). Mediation analysis confirmed that flow partially mediated the association between academic optimism and personal effectiveness (indirect effect ? = .26, 95% CI [0.15, 0.38]). Board-wise comparisons revealed significant differences, with ICSE teachers reporting higher levels than SSC teachers (p < .01). The results suggest that teachers' optimistic beliefs and conditions that facilitate flow can be beneficial in improving interpersonal teacher effectiveness.

https://doi.org/10.26803/ijlter.25.4.6

Success Stories of NSFAS-Funded Students: A Case Study on Advancing Quality Education in South Africa

Azwidowi Aubrey Mokwebo — 2026-04-30

Access to equitable and quality higher education remains a central concern in South Africa’s transformation agenda and is closely aligned with Sustainable Development Goal 4 (Quality Education). Within this context, social justice perspectives emphasise removing structural barriers and providing equitable opportunities for historically disadvantaged students. The National Student Financial Aid Scheme (NSFAS) was established to advance educational equity by providing financial support to students from low-income backgrounds. While existing scholarship has examined access and funding policies, limited research has explored the lived experiences and transformative success trajectories of NSFAS-funded students, particularly within rural university contexts. This study investigates how NSFAS funding contributes to student success, resilience, and long-term educational outcomes. Grounded in Social Justice Theory, the study adopts an interpretivist paradigm and a qualitative research approach, employing a case study design. Data were collected through semi-structured interviews with 12 purposively selected NSFAS-funded students from two rural-based public universities in South Africa. The data were analysed using thematic analysis to identify recurring patterns and meaning-making processes in participants’ narratives. The findings reveal that NSFAS funding significantly alleviates financial stress, enhances academic concentration, promotes persistence, and fosters identity transformation and future-oriented aspirations. However, systemic challenges, including delayed disbursements and limited financial literacy, occasionally undermine academic continuity. The study recommends timely and transparent fund distribution, structured financial literacy programmes, and integrated institutional support systems to maximise NSFAS’s transformative potential and strengthen educational equity in South Africa.

https://doi.org/10.26803/ijlter.25.4.7

Teachers’ Perceptions of the Feasibility of Using Generative Artificial Intelligence in Developing Multiple-Choice Questions for Formative Assessment in Saudi Arabia

Salem M.M Al-Ghamdi — 2026-04-30

Formative assessment is instrumental in improving instructional effectiveness and fostering students’ ongoing learning and academic development. With the accelerating development of digital technologies, generative artificial intelligence (GAI) has recently arisen as a promising educational tool that can support teachers in designing assessment tasks, particularly through the automated generation of multiple-choice questions (MCQs). Such technologies have the potential to enhance efficiency, provide diverse assessment items, and support more dynamic evaluation practices. However, despite the increasing attention given to artificial intelligence applications in education, empirical research exploring teachers’ perceptions of the practicality and feasibility of using generative AI for formative assessment remains comparatively limited, especially within the context of the Saudi educational system. Accordingly, this study sought to examine teachers’ perspectives of the feasibility of employing generative artificial intelligence (GAI) to develop multiple-choice questions (MCQs) that support formative assessment practices in Saudi high schools. To achieve this objective, the study was conducted using a quantitative descriptive survey design. Data was gathered through a structured survey instrument distributed to a sample of 40 secondary school teachers in the Al-Baha region. The collected responses were subsequently examined using descriptive statistical techniques to determine educators’ perspectives regarding the use of generative AI in assessment development. The findings indicate that teachers commonly perceive generative AI as a potentially significant tool for supporting formative assessment, particularly in improving assessment efficiency and generating diverse question items. However, participants also reported several challenges, including limited technical skills, insufficient training, and ethical approval associated with AI use in education. The findings underscore the importance of professional development and institutional support in promoting the responsible and effective integration of AI technologies within educational assessment practices.

https://doi.org/10.26803/ijlter.25.4.8

Corpus-Based Activities for Russian-Speaking Seventh Graders: Impact on Kazakh L2 Writing Skills, Grammar and Boredom

Aidana Oraz — 2026-04-30

While corpus-based instruction has demonstrated efficacy in English-as-a-second-language writing development, its application to non-Indo-European languages remains limited. This study investigates whether integrating corpus-driven activities into Kazakh language classrooms can bolster writing proficiency, grammatical accuracy, and learner engagement among Russian-dominant seventh graders. Using a quasi-experimental pre-test-post-test study with 112 Russian-dominant seventh graders in Kazakhstan, this study examined whether integrating corpus-driven activities into Kazakh language classrooms can improve writing proficiency, grammatical accuracy, and learner engagement. A quasi-experimental pre-test-post-test design was employed, comparing an experimental group receiving corpus-supplemented instruction with a control group receiving standard textbook-based instruction. Repeated-measures analyses of covariance revealed that the six-month-long intervention yielded significant improvements in lexical quality and grammatical word order, alongside moderate gains in verb conjugation. While writing accuracy and case use showed within-group progress, between-group differences were non-significant. Self-reported boredom declined in the treatment group, though the effect size was small and post-intervention comparisons were statistically indistinguishable. Findings suggest that corpus-integrated pedagogy enhances lexical sophistication and select grammatical competencies in L2 Kazakh writing, while its impact on overall accuracy and affective engagement remains nuanced. The study contributes to the scarce literature on data-driven learning in non-Anglophone contexts by demonstrating the partial transferability of corpus methods to agglutinative languages, with implications for L2 writing instruction in typologically diverse settings.

https://doi.org/10.26803/ijlter.25.4.9

From Crisis Response to Adaptive Capacity: Mapping Organizational Resilience Research in Educational Institutions

Ariff Zakwan — 2026-04-30

Organizational resilience has emerged as a critical construct for sustaining learning, teaching, and institutional functioning. However, research on organizational resilience in education remains dispersed across disciplines and lacks an integrated synthesis of its development and thematic focus. This study addressed this gap through a Bibliometric?Systematic Literature Review of 80 publications indexed in Scopus and Web of Science and covering the period from the first identified publication in 2014 to 2025. The findings reveal that publication growth increased sharply after 2020, particularly following the global pandemic. The results also indicate rapidly expanding and evolving collaborative networks, although the research domain remains conceptually concentrated. The trends highlight a shift from crisis?oriented perspectives toward leadership-driven approaches, digital capacity, social capital, and organizational learning, emphasizing dynamic capability-based perspectives. This study proposes a conceptual framework for future empirical research and provides insights for educational leaders to strengthen institutional resilience in teaching and learning environments.

https://doi.org/10.26803/ijlter.25.4.10

Fragmented Integration of Natural and Social Sciences Content in Grade V Textbooks under Indonesia’s Independent Curriculum

Erna Zumrotun — 2026-04-30

Structural fragmentation in elementary textbooks can weaken interdisciplinary understanding and limit students’ ability to interpret real-world phenomena holistically. Under Indonesia’s Independent Curriculum, Natural and Social Sciences was introduced to integrate science and social studies, yet little research has examined whether this integration is substantively represented in elementary textbooks. This study investigates how integration is represented in an official Grade V IPAS textbook and how teachers interpret its use in practice. Using a qualitative document-based case study, the research analysed one official Grade V IPAS textbook published in 2021 by Pusat Kurikulum dan Perbukuan and semi-structured interviews with five elementary teachers in Jepara Regency, Indonesia. Data were analysed thematically across three dimensions of fragmentation: content organization, inquiry activities, and assessment tasks. The findings show that integration remains largely administrative rather than conceptual. Science and social studies content is organized in separate chapter sequences, learning objectives, and concluding sections. Inquiry activities mainly direct students toward single-discipline investigation, while assessment tasks evaluate both domains in parallel rather than requiring relational understanding across them. These findings suggest that the formal merger of science and social studies in IPAS has not yet produced conceptually coherent learning materials and highlights the need to strengthen interdisciplinary coherence in content, inquiry, and assessment.

https://doi.org/10.26803/ijlter.25.4.11

Advancing Mathematics Teaching with AI: A Conceptual Framework for Instructional Planning and Delivery

Tirivanhu Muchuweni — 2026-04-30

As artificial intelligence (AI) tools become more prevalent in secondary mathematics classrooms, teachers are discovering new ways to enhance their planning and delivery of instruction. While much discussion around AI focuses on student use, less attention is given to how teachers can utilise these tools in their everyday teaching. This conceptual paper explores how secondary mathematics teachers can integrate AI tools such as ChatGPT, Photomath, Khanmigo, and Wolfram Alpha to support lesson planning, personalise instruction, and improve teaching effectiveness. Drawing on the Technological Pedagogical Content Knowledge (TPACK) model, the paper presents a practical framework that demonstrates how content knowledge, pedagogy, and technology can work together to strengthen instructional practice. Grounded in recent literature and classroom experience, the framework explains how AI can support core teaching tasks such as lesson design, real-time feedback, differentiation, and ongoing professional development. Rather than viewing AI as a threat, the paper encourages teachers to see it as a supportive partner that enhances teaching. Special attention is given to under-resourced classrooms, where the teacher’s workload is high and individual support is limited. Through clear strategies and examples, the paper offers guidance on using AI in ways that improve student learning and support meaningful teacher growth.

https://doi.org/10.26803/ijlter.25.4.12

From Checking for Understanding to Pressing for Reasoning: High School Mathematics Teachers’ Questioning Repertoires

Tirivanhu Muchuweni — 2026-04-30

This study examined how high school mathematics teachers plan and use questions to support both procedural understanding and mathematical reasoning. Questioning plays an important role in helping students explain ideas, justify steps, and connect concepts; yet many classrooms still rely on short answer-based questions. Guided by Dialogic Teaching Theory and an interpretivist perspective, this study explored how teachers plan questions and how they adjust them during instruction. A qualitative multiple case study design was employed, and through purposive sampling, four high school mathematics teachers from a large public school district in central Florida participated. Data were collected through individual open-ended questionnaires and semi-structured interviews conducted both remotely and in person. The study found that teachers planned both procedural and reasoning questions but continued to rely heavily on spontaneous questioning during instruction to respond to student thinking. Teachers also used structured routines and real-time adaptations to engage learners and better understand their reasoning. Based on these findings, the study recommends professional development that strengthens reasoning-based questioning, supports teachers in anticipating common errors, and promotes equitable participation routines. These results show that questioning is a flexible and deliberate practice shaped by teacher intentions, curriculum expectations, and emerging student ideas. The study offers insight into how questioning can support deeper mathematical thinking and how schools can help teachers build stronger questioning repertoires.

https://doi.org/10.26803/ijlter.25.4.13

Sociocultural Factors Influencing Asian Science Teachers’ Inquiry-Based Learning: A Systematic Review

Anis Nadirah Roslan — 2026-04-30

Past research has shown that the low practice of inquiry-based learning (IBL) in Asian countries is not simply because of teachers’ unwillingness, but because of other underlying factors, such as sociocultural, that influence it. However, past reviews only focus on the technology integration and students’ outcome. This study systematically reviewed the sociocultural contexts influencing Asian science teachers’ IBL practices. This study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) which involves identifying, screening, and finding eligible studies. The sociocultural factors found in the Asian IBL practice were the social norms of authoritative and fast-paced learning, teachers’ experiences (prior learning, environmental pressure, and professional development), cultural beliefs, East Asian culture, and the social norms of the education system. This study focused on reviewing 20 articles published in English from 2016 to 2026. Future studies should explore this further but focus on specific science subjects such as physics, chemistry, and biology. This study serves as a reference for teachers and provides support to policymakers in the development of science curricula and future professional development. These sociocultural factors should be addressed to enhance the impact of IBL on Asian students’ learning.

https://doi.org/10.26803/ijlter.25.4.14

A Decade of Mentorship in Teaching Internship: A Scopus-Based Bibliometric Mapping of Supervisory Practices (2015–2025)

Fe Sharon Cuasito Tubal — 2026-04-30

Mentorship and supervision in practice teaching play a critical role in shaping pre-service teachers’ professional competence, identity formation, and classroom readiness. Despite the rapid expansion of scholarships on practicum mentoring, the literature remains conceptually fragmented and lacks a comprehensive synthesis of its intellectual structure. Addressing this gap, this study aims to map, identify, and analyze the evolution and thematic organization of research on mentorship and supervision in teaching practicum. A bibliometric and science-mapping analysis was conducted using Scopus-indexed publications from 2015–2025 retrieved through a systematic TITLE-ABS-KEY search strategy. Bibliometric indicators—including publication trends, document types, productive contributors, and keyword co-occurrence networks—were analyzed using Scopus Analyzer and VOSviewer. The results reveal a steady increase in research output across the decade, with journal articles and Social Sciences dominating the field. Network analysis identifies four major thematic clusters structuring the literature: (1) cooperating teachers and situated mentorship, (2) university supervision and institutional mediation, (3) feedback and professional identity development, and (4) power relations and emotional dimensions of mentoring. These patterns demonstrate a paradigm shift from procedural supervision models toward relational, dialogic, and ethically grounded approaches to practicum mentorship. This research provides the first comprehensive bibliometric analysis on the literature of mentorship and supervision in practice teaching. It identifies the intellectual landscape of the field and indicates emerging research trends that are important for teacher education policy and the promotion of learning through practicum experiences.

https://doi.org/10.26803/ijlter.25.4.15

Shifts in Digital Immigrant Educators’ Perceived Needs for AI Integration: Evidence from a Professional Development Seminar in Philippine Higher Education

Evelyn Magtulis Cordero — 2026-04-30

Digital immigrant educators often encounter barriers when integrating artificial intelligence (AI) into teaching. This study investigated their perceived needs for AI integration in assessment and instructional material development, identified priority areas, examined changes following an eight-hour professional development seminar, and explored evolving practices through qualitative interviews. A sequential explanatory mixed-methods design was employed with 30 digital immigrant faculty members from a Philippine higher education institution. All participants completed pre- and post-intervention questionnaires, and five joined semi-structured interviews. Quantitative analysis revealed statistically significant reductions in perceived needs, with large effect sizes (r = 0.59–0.60) across both domains. Qualitative findings explained these shifts: participants moved from initial apprehension involving privacy concerns and self-doubt toward purposeful technology use characterized by efficiency gains, critical validation of AI outputs, and renewed professional confidence. Senior educators redefined their professional identity, shifting from technological deficit to adaptability. These results extend the applicability of the AI-TPACK framework in developing-country contexts, refine deficit-oriented narratives within Digital Immigrant Theory, and provide evidence that teacher self-efficacy can be strengthened across career stages. For institutions, the findings suggest that professional development for digital immigrant educators should explicitly address perceived needs, integrate structured hands-on practice, emphasize human oversight, and provide opportunities for identity-affirming reflection.

https://doi.org/10.26803/ijlter.25.4.16

A Transformative Social Justice and Human Rights Leadership Approach for Entrepreneurship Education in Public Secondary Schools

Ngozi Blessing Enebe — 2026-04-30

Recently, Entrepreneurship Education (EE) emerged as a mechanism for mitigating youth unemployment and promoting economic inclusivity in post-apartheid South Africa. However, the current approach on the delivery of EE perpetuates capital-gain over societal benefits, leaving its potential contribution toward transformative social justice underexplored. This conceptual study investigates how transformative social justice leadership principles can be operationalised in entrepreneurship education in a humane way to redress the historical inequities and promote socioeconomic transformation in South Africa. Guided by the critical pedagogy theory, we applied a qualitative policy document analysis to the Universal Declaration of Human Rights (UDHR) and the country’s Curriculum and Assessment Policy Statement (CAPS) for secondary school Economic and Management Sciences. The paper adopts a qualitative research approach, Conceptual Research Design (CRD) and Policy Document Analysis (PDA) to comprehend meanings in the selected policy texts. The findings reveal two interlinked dimensions. First, UDHR Articles 3, 23 and 25, focus on dignity, work and social security, as well as the insight offers normative guidance for embedding rights-based content in entrepreneurship curricula. Second, CAPS provides entry points for aligning entrepreneurial skills with ethical and socially responsible practices. In addition, the findings exemplify the role of teachers as transformative leaders who can mediate this alignment not only by delivering technical content, but also by fostering critical consciousness and value-driven innovation. The study proposes a framework for integrating socially just human rights leadership practices into entrepreneurship teaching and offers curriculum-level recommendations.

https://doi.org/10.26803/ijlter.25.4.17

From Techno-Centric to Ecosystem-Centric: An Integrated Framework for Decolonial, Need-Supportive EdTech Integration

Unathi Matyeke — 2026-04-30

Educational Technology (EdTech) projects in underfunded schools can create an aspiration-alienation dichotomy since they can create opportunity and perpetuate inequality. This study investigated how technology integration can move beyond this paradox to support sustainable learner motivation. The study suggests and empirically demonstrates an integrated framework for decolonial need-supportive EdTech integration based on the Self-Determination Theory (SDT) and decolonial philosophy. The study’s results were derived from three public secondary schools in the Eastern Cape's Oliver Reginald (OR) Tambo Inland District (n = 16: learners; 33 teachers) and the research used a qualitative-dominant convergent parallel mixed-methods design. Descriptive statistics and reliability testing were used to examine quantitative survey data, while reflexive thematic analysis was used to analyse qualitative interviews and classroom observations. The integrated results show that teacher mediation, which is conceptualised as decolonial needs-supportive facilitation is how learner motivation arises rather than technology itself. The psychological demands for autonomy, competence, and relatedness highlighted in SDT were supported by the teachers who intentionally translated digital content into local linguistic and cultural contexts. Contextually appropriate tools, such as offline video resources and mobile messaging platforms made this facilitative practice possible by enabling pedagogical customisation and localisation despite significant infrastructure limitations. According to the report, equitable EdTech integration necessitates a paradigm change from techno-centric delivery to ecosystem-centric design, giving teacher capacity, tool contextual fit, and culturally grounded teaching top priority. In marginalised educational situations, the suggested paradigm offers a theoretically sound and empirically supported strategy to turn instructional technology from a potential cause of alienation into a driver for learner empowerment.

https://doi.org/10.26803/ijlter.25.4.18

The Management of Conflict Between Teachers and School Management Teams at The Primary Schools of OR Tambo Coastal District in South Africa

Mandisa Dlayiya — 2026-04-30

This study examined how the teachers and School Management Teams (SMTs) at elementary schools in the Oliver Reginald (O R) Tambo Coastal District handled conflicts. The objectives were to determine the reasons behind conflict, assess how they affect school operations, and to investigate the methods to enhance conflict resolution. Using questionnaires and semi-structured interviews, data from 14 participants including ten teachers and four SMT members was gathered using a mixed-methods strategy. The results showed that interpersonal and organisational elements play a major role in conflict. The primary causes of conflict included but were not limited to ineffective interaction, opaque decision-making, perceived partiality, SMT members' leadership styles, ambiguous expectations, and unbalanced workload distribution. Task-related and organisational conflicts were also prevalent, but interpersonal conflict was shown to be the most prevalent. These disputes disrupted the teaching and learning procedures by having a detrimental impact on, staff morale, professional relationships, teamwork, and on the general school climate. The results, which were based on the transformational leadership theory, show that leadership techniques that prioritise openness, justice, cooperation, and shared decision-making can lessen conflict and promote a positive school climate. By putting these tactics into practice, staff relationships, the school environment, as well as the teaching and learning outcomes are all likely to improve. The study also found several successful conflict management techniques. Strengthening channels of communication, encouraging participatory decision-making, and putting in place formal mediation procedures to settle conflicts amicably are among the study’s recommendations. Formal professional development programs that emphasise communication, negotiation, mediation, and conflict management are also crucial for both the teachers and SMT members. By highlighting the crucial role that structured interventions and leadership play in effectively managing school conflict, this study adds to the body of literature on educational leadership.

https://doi.org/10.26803/ijlter.25.4.19

Mathematics in English? A Pilot Study on the Benefits of an Interdisciplinary Experience in Initial Primary Teacher Education

Elsa Santaolalla — 2026-04-30

Although Content Language Integrated Learning (CLIL) is regulated in bilingual education programmes in Spain, the collaboration between mathematics and English as a foreign language (EFL) is generally a controversial topic. This study addresses some of these challenges and analyses the impact of an interdisciplinary experience in preservice primary teacher education, integrating mathematics and English instruction through a collaborative teaching project. The objective is to assess whether this approach influences teacher self-efficacy, perceptions of interdisciplinary teaching, and acceptance of the CLIL approach in mathematics. The research involved 119 preservice teachers in a pre-test-post-test design with non-equivalent experimental (N=59) and control (N=60) groups, using pre- and post-treatment measures with an ad hoc questionnaire comprising 17 items grouped into three dimensions: teacher self-efficacy, interdisciplinary teaching, and Maths CLIL. The results show a significant improvement in the experimental group in teacher self-efficacy for both mathematics and English instruction, as well as in the perception of interdisciplinary collaborations between the mathematics and English subjects. However, no significant changes were observed in attitudes toward teaching mathematics in English. The findings suggest that interdisciplinary experiences between mathematics and English can enhance preservice teacher training and recommend integrating collaborative teaching strategies and expanding CLIL training in mathematics to optimize the professional development of future teachers.

https://doi.org/10.26803/ijlter.25.4.20

E-Learning Information Quality and Student Satisfaction in Kenyan Public Universities: A Mixed-Methods Investigation

Annceta Mbiuki — 2026-04-30

Public universities have increasingly embraced e-learning following the shift to remote learning during the COVID-19 pandemic. While digital platforms have expanded access to teaching and learning, empirical evidence on the relationship between e-learning quality and student satisfaction in universities remains limited. This paper’s objective was to establish the influence of e-learning information quality on student satisfaction in six public universities in Kenya. This paper sought to answer the following question: Does the quality of e-learning information influence student satisfaction? This study applied a mixed-methods research design – anchored in the Resource-Based View theory integrated with DeLone and McLean’s Information System Success Model – to assess how information quality influences student satisfaction. A total of 446 respondents, consisting of 400 fourth-year students and 46 key informants, were selected using stratified random and purposive sampling. Data were collected using questionnaires and interview guides. Descriptive and inferential statistics were used to analyse quantitative data, using SPSS v. 25. Thematic analysis was applied to analyse qualitative data. The results reveal a strong positive correlation between e-learning information quality and e-learning student satisfaction (r = 0.656, p < .05). The study concluded that there is a statistical relationship between e-learning information quality and students’ satisfaction. Moreover, multidimensional institutional strategies, including adequate learning resources, clear instructions, proper communication, and timely feedback, influence the effectiveness of the e-learning experience. The results suggest the importance of sound information quality systems and student-centred pedagogical approaches, such as self-paced and interactive learning, to enhance student satisfaction and facilitate scalable and high-impact e-learning models.

https://doi.org/10.26803/ijlter.25.4.21

The Impact of Immersive Teaching Assisted by Spherical Video Virtual Reality (SVVR) with a Flipped Classroom Model on Argumentative Essay Writing Skills, Classroom Engagement, and Perceptions

Librilianti Kurnia Yuki — 2026-04-30

Most students struggle to write argumentative essays due to a lack of schemata, so resources are needed to enrich them. The purpose of this study was to investigate the impact of SVVR-assisted immersive teaching using a flipped classroom model on argumentative essay writing skills, class engagement, and student perceptions. A quasi-experimental method was used, involving 200 university students majoring in Indonesian language education. The participants were divided into two groups with the same number of 100 students each: the experimental group received the intervention of spherical video virtual reality in a flipped classroom model, while the control group received conventional teaching. The instruments used were a rubric for assessing argumentative writing skills, a class engagement questionnaire, a rubric for assessing the lexical complexity of argumentative essays and interview questions. The data analysis included the Wilcoxon signed-rank test, the Quade test, paired-sample t-test, and one-way analysis of covariance (ANCOVA). The findings indicated that SVVR-assisted immersive teaching with a flipped classroom model improved argumentative essay writing skills, class engagement, and student perceptions. Improved argumentative writing skills were evident in the use of evidence and data to support arguments, which were presented more robustly and scientifically, resulting from the observation of objects. Improvements in the quality of argumentative essays were also evident in the increased lexical complexity across all aspects of lexical density, lexical sophistication, and lexical variety. Increased class engagement was evident in cognitive engagement, behavioral engagement, and emotional engagement. Positive perceptions were evident in the experience, emotion, active motivation, and strategies used for improving writing learning. Thus, improvements in all competencies occurred because the intervention enhanced realistic and context-rich experiences, critical thinking skills, and evidence-based reasoning. This research suggests that the use of virtual reality technology can enhance the students' understanding of difficult concepts and create positive impressions of the learning process.

https://doi.org/10.26803/ijlter.25.4.22

Examining the Willingness of Immigrant Primary School Students to Communicate in the Target Language

Firuze Bakal — 2026-04-30

This study sought to investigate the willingness of immigrant primary school children to communicate in Turkish as the target language. The research was conducted with immigrant students in the fourth grade of primary school, selected using a convenience sampling method during the 2022–2023 academic year. Given the lack of a measurement tool specifically developed for this target group, a target language willingness to communicate (TLWTC) scale was developed, encompassing various communication styles including listening, reading, speaking, and writing. The exploratory factor analysis and confirmatory factor analysis results indicated that the scale exhibits a three-factor structure, comprising motivation, self-confidence, and developmental effort, and demonstrates good fit indices. It uniquely identifies leisure activities as indicators of developmental effort as one of the significant dimensions of willingness to communicate in the target language. Subsequently, the TLWTC levels of students and differences based on gender, native alphabet, school type, length of residence, and Turkish-speaking family members were examined. The findings revealed that students exhibited moderate-to-high TLWTC, with no differences based on gender; however, differences were observed based on native alphabet, school type, duration of residence, and the presence of Turkish-speaking family members. The developed TLWTC scale within the migration context may significantly contribute to the research agenda on willingness to communicate in a second language. The findings may provide valuable insights for researchers, administrators, and educators regarding the TLWTC of immigrant primary school students, a topic that has not yet been explored.

https://doi.org/10.26803/ijlter.25.4.23

Digital Technology Integration in Engineering Graphics Design Instructional Practices: A case of One South African University

Lwandile Mzomba — 2026-04-30

The advent of digital technology has instigated numerous modifications in the educational scene, especially in Engineering Graphics Design (EGD) instruction and learning. This study aimed to investigate the implementation of digital technology in EGD educational methods. To accomplish this purpose, the study investigated how digital technologies are integrated into EGD instructional strategies, identifying specific digital tools or software used to improve EGD teaching and outlining how these digital tools contribute to the learning process. Qualitative data was collected by conducting face-to-face semi-structured interviews with four EGD lecturers at a specific South African university. The gathered data underwent thematic analysis, utilising qualitative data analysis which found patterns, subjects, and categories through iterative code development. The study found that basic technology devices such as cell phones, laptop computers, photocopiers, and numerous other software are only half utilised. The research also found that these digital tools are primarily employed for information sharing rather than for interactive purposes, with lecturers citing inadequate infrastructure, low network coverage, and socioeconomic factors. The study suggests that educational institutions should; make investments in technological infrastructure, offer lecturers focused professional development, and guarantee access to essential digital tools to fully benefit from digital technology in EGD learning and teaching. By addressing these issues, instructors can successfully use digital resources to improve the students' technical proficiency, conceptual comprehension, and spatial visualisation.

https://doi.org/10.26803/ijlter.25.4.24

Exploring Saudi University EFL Instructors’ and Students’ Perceptions of Microlearning, Nanolearning and Gamification for Student Engagement and Retention

Mohammed AbdAlgane — 2026-04-30

The fast adoption of digital technologies in the education sector has altered the patterns of language learning, and specifically in the English as a foreign language (EFL) learning. The traditional approach to classroom-based learning cannot always ensure engagement and
long-term knowledge retention, particularly in the case of the contemporary generations of students who are used to short and interactive technologies. Accordingly, such innovative approaches to learning as microlearning, nanolearning, and gamification have become solutions. This study examines how university students and instructors perceive the efficiency of these strategies in improving engagement, understanding, and retention in EFL learning settings. The methodology used to conduct the survey was quantitative in which 405 participants (312 students and 93 instructors) in universities in the Kingdom of Saudi Arabia were utilized. A structured questionnaire was employed as the data collection method based on a five-point Likert scale, which was analyzed based on the tool of descriptive statistics and chi-square test of goodness of fit. The results suggest that the perceptions of microlearning and nanolearning as the methods of simplifying the complex content of language and enhancing the retention of vocabulary and grammar are generally positive. The results also indicated that gamified strategies facilitate greater motivation among the students and make the process of learning a language more enjoyable. Students and instructors both admitted that these strategies do not displace traditional teaching, but may be used in conjunction with it. It suggests that microlearning modules, nanolearning units, and gamified activities should be incorporated in blended EFL teaching. Professional development of instructors is necessary to facilitate the implementation of this blended teaching. The findings add to existing research on digital pedagogy and provide practitioners with valuable information on how to enhance language teaching activities in higher education.

https://doi.org/10.26803/ijlter.25.4.25

AI–Human Intelligence Synergy and Student Voice in Health Sciences Education: A Conceptual Framework

Zijing Hu — 2026-04-30

The rapid adoption of artificial intelligence (AI) in health sciences education is often driven by technological capability rather than pedagogical purpose, raising concerns about automation, cognitive offloading, and the erosion of professional judgement. This conceptual paper argues that meaningful AI integration requires a shift from tool-oriented implementation to a pedagogically grounded model of artificial–human intelligence synergy. The author adopted a conceptual qualitative methodology grounded in interpretivist and critical pedagogical traditions. Drawing on cognitive load theory, experiential learning theory, and the Technological Pedagogical Content Knowledge framework, the paper conceptualises AI use as pedagogical alignment, ethical responsibility, and the distribution of cognitive agency. The paper introduces Student Voice as Pedagogical Intelligence as a novel theoretical construct that positions students’ lived learning experiences as an epistemic resource for guiding curriculum design, ethical boundaries, and decisions about appropriate AI use. Building on this conceptualisation, an AI–HI synergy framework is proposed that clarifies the complementary roles of students, educators, and AI systems in supporting professional learning outcomes, including critical judgement, reflective practice, identity formation, and agency. By highlighting pedagogy over technological optimisation, the paper contributes a theoretically grounded framework for understanding AI integration in health sciences education. While the paper does not present empirical data, it offers a structured theoretical model to guide future research and practice. The framework offers conceptual and practical guidance for educators and institutions seeking to integrate AI in ways that protect human judgement, support deep learning, and align technological innovation with the normative purposes of professional education.

https://doi.org/10.26803/ijlter.25.4.26

Inclusive Curricula: A Framework and Recommendations to Promote Students’ Sense of Belonging in Blended-Learning Environments

Antonette Mendoza — 2026-04-30

It is important for educators to design curricula with inclusion in mind, as learners experiencing a ‘sense of belonging’ are more likely to feel included and to achieve improved academic outcomes. This is crucial for students in blended?learning environments where on?campus learners may be engaging with classmates who are studying online. Guided by the grounded theory methodology, this study sought to identify hands-on strategies and practical approaches of teaching practices known to nurture inclusiveness in blended-learning classrooms. Data was collected using convenience sampling. Participants from different cultural and educational backgrounds with at least five years of teaching experience in higher education shared their expertise in a focus group session and in interviews. The resulting inclusive framework encompasses the perspectives of teaching staff and students and includes best practices from the educational literature and practical guidelines for academics wishing to promote and improve their students’ sense of belonging. The study findings also produced a collection of recommendations to foster a sense of belonging in learning environments for course and subject coordinators, instructors, and tutors.

https://doi.org/10.26803/ijlter.25.4.27

A Needs Analysis of Teacher Experiences and Literacy Practices in Supporting Multilingual Learners in Borderland Schools

Krystina Raymond — 2026-04-30

The purpose of this research was to examine teacher experiences and instructional practices in borderland schools to determine the conditions shaping multilingual literacy instruction and how these experiences differ according to teacher characteristics. This study was a pilot study with a sample of 16 teachers who completed a survey measuring structural barriers, cultural responsiveness, instructional practices, and professional learning and collaboration. Descriptive findings indicated perceptions of moderate institutional support, including funding, technology access, and a vision for multilingual education, although teachers reported limited access to bilingual materials and specialist support. Teachers demonstrated confidence in integrating students’ cultural identities into literacy instruction yet noted limited institutional encouragement for translanguaging and home language use. While differentiated instructional practices were widely implemented, attention to contextual factors such as mixed-status families and geographic isolation varied. Mann–Whitney U analyses revealed that Hispanic teachers and those with multicultural training perceived greater structural barriers; bilingual teachers reported stronger differentiation and cultural integration practices; and Hispanic teachers perceived less institutional value placed on bilingualism. Overall, teachers showed strong commitments to culturally and linguistically responsive instruction; however, systemic support was inconsistent. Therefore, it is recommended that schools strengthen institutional alignment through expanded bilingual resources, targeted professional learning, and policies that affirm bilingualism. These actions will better support teachers’ instructional practices and improve multilingual literacy outcomes in borderland contexts.

https://doi.org/10.26803/ijlter.25.4.28

Teachers’ Technology Confidence and Its Role in Achieving Quality Education in South African Classrooms

Sympathy Luyanda Mncube — 2026-04-30

The rapid digitization of education has heightened the need for teachers to confidently integrate technology into their classroom practice, yet levels of technology confidence remain uneven across South Africa. This study examines teachers’ technology confidence and its contribution to achieving Sustainable Development Goal 4 (SDG 4): Quality Education, through a focused case study in the Gauteng West District. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework, the study explores how technological, pedagogical, and content knowledge intersect to shape teachers’ confidence in using digital tools. The research involved ten FET teachers from township secondary schools, selected through purposive sampling based on their consistent use of technology in teaching, ensuring the collection of relevant and context?rich insights. Using a qualitative approach supported by semi?structured interviews, the study generated in?depth accounts of teachers’ experiences with technology integration. Findings reveal that teachers’ technology confidence is significantly constrained by unreliable internet connectivity, intermittent power supply, and limited access to functional digital devices within schools. These challenges restrict teachers’ day?to?day use of digital tools for curriculum delivery. Teachers who participated in ongoing professional development reported notably higher levels of confidence, highlighting the importance of sustained support. The study recommends strengthening technology?focused professional development, expanding access to digital resources, and fostering mentorship networks to promote equitable, technology?enhanced education aligned with SDG 4.

https://doi.org/10.26803/ijlter.25.4.29

Outbound Mobility and Transnational Education Linked to Ho Chi Minh City (2002–2025): A Bibliometric and Policy Analysis

Nguyen Mai Mai Lam — 2026-04-30

This paper examines outbound student mobility and transnational education (TNE) linked to Ho Chi Minh City (HCMC), Vietnam’s largest higher-education hub. The revised manuscript adopts a mixed-method design that combines a bibliometric mapping of Web of Science records (n = 6,455; 2002–2025) with a focused documentary review of Vietnam/HCMC-relevant studies (n = 12) and a policy-institutional corpus (n = 8 documents, comprising two Ministry of Education and Training sources and six university disclosures). Following a PRISMA-informed screening logic, the study clarifies its search scope, inclusion and exclusion criteria, and document quality checks. The results show four durable knowledge clusters—student mobility, cross-border provision, quality assurance, and graduate outcomes—with a marked post-2020 shift toward educational quality and employability. At the local level, HCMC’s outbound mobility rose to 35,000 students by 2023, although the city’s share of the national total declined as outbound growth dispersed across Vietnam. HCMC also hosts a diverse TNE portfolio of approximately 89 programs, accounting for about 23% of the national total. Synthesizing the global and local evidence, the paper proposes a localized quality-assurance framework centered on transparent partner accreditation, clear credit recognition, assessment integrity, work-integrated learning, and responsible public reporting.

https://doi.org/10.26803/ijlter.25.4.30

Becoming an Expert L2 Writing Teacher in the Age of AI: A Dialogical–Narrative Case Study in a Chinese University

Yongjing Peng — 2026-04-30

Research on Artificial Intelligence (AI)-mediated L2 writing has focused mainly on students’ use of tools and their effects on writing outcomes, while comparatively little is known about how writing teachers construct professional expertise in AI-rich classrooms. This article addresses that gap through a year-long dialogical–narrative case study of an experienced Chinese university writing teacher (“Wei”), based on three interviews, two classroom observations, student texts and teaching artefacts. The analysis shows that Wei’s expert identity is not a fixed set of traits, but an evolving, dialogically negotiated configuration of integrated knowledge about writing and writing instruction, student-centred pedagogy, sustained reflection, leadership and growing AI-related competence, co-constructed in interaction with students, colleagues, digital tools and institutional reform discourses. Wei’s trajectory both confirms and extends existing models of L2 writing teacher expertise by showing that AI literacy and the capacity to negotiate technological and institutional tensions have become central to expert identity in technology-mediated classrooms. Conceptually, the study refines existing accounts of expert writing teachers in the age of AI. Practically, it highlights the need for professional development and institutional support that help teachers critically integrate AI into writing pedagogy under digital reform.

https://doi.org/10.26803/ijlter.25.4.31

Mapping the Evolution of Multimedia-Based Learning Technologies for Children with Autism Spectrum Disorder

M Munir — 2026-04-30

This study analyzed research trends and scholarly impacts related to the application of multimedia in learning for children with autism spectrum disorder (ASD) using a bibliometric approach in RStudio. A total of 57 Scopus-indexed articles published between 1995 and 2025 were analyzed using the Biblioshiny tool to identify publication patterns, influential authors, keyword dynamics, and thematic evolution. The results revealed three major developmental phases: an early phase centered on psychological perspectives and basic communication skills, a transitional phase characterized by computer-assisted learning and multimedia systems, and a recent phase emphasizing immersive technologies such as augmented reality and virtual reality. This progression reflected a paradigm shift from clinically oriented interventions toward evidence-based pedagogical innovation in inclusive education. Overall, multimedia-based learning has demonstrated strong potential to improve social-emotional, communication, and language skills among children with ASD through interactive and adaptive environments in diverse educational contexts. The study concluded that multimedia integration supports more personalized and participatory learning experiences and highlights the importance of future research on AI?driven and adaptive multimedia systems to address individual learning needs better.

https://doi.org/10.26803/ijlter.25.4.32

From Activation to Transformation: A Multi-Site Case Study of Digital Competence Development in Indonesian Non-Formal Teacher Professional Learning Communities

Safuri Musa — 2026-04-30

This study investigates how non-formal Teacher Professional Learning Communities (PLCs) sustain digital competence development across urban–industrial, semi-rural, and suburban contexts in Indonesia, addressing the limited process-explicit understanding of how voluntary PLCs generate sustained digital competence beyond episodic training models. Using an interpretive multi-site case study design, data were collected from 18 participants across three PLCs through semi-structured interviews, non-participant observations, and analysis of 47 artefacts, and analyzed using iterative coding and cross-case comparison to identify recurring mechanisms underpinning community-based digital upskilling. Findings demonstrate that PLC sustainability is not determined by structural arrangements alone, but by a recurring sequence of activation, artefact-mediated co-design, iterative reflection, role transformation, and diffusion. Across sites, digital upskilling was catalyzed by leadership-framed initiation, intensified through AI-supported workshops and collaborative artefact production, and stabilized through structured reflection routines that redistributed leadership roles over time. Participation trajectories shifted from peripheral observation to distributed facilitation, indicating professional identity consolidation and increased collective agency. The study proposes the Community-Based Digital Upskilling Cycle (CBDUC) as a process-explicit model that extends existing PLC frameworks by explicating mechanism-level processes through which collaborative participation becomes sustained professional practice in non-formal contexts. Theoretically, the study reframes PLCs as recurring mechanism systems rather than static organizational structures. Practically, it highlights the importance of protected collaboration time, artefact diffusion infrastructures, and supported coordinative roles in sustaining digital transformation within non-formal teacher networks, while offering implications for policy and design of scalable teacher professional learning systems in resource-variable settings.

https://doi.org/10.26803/ijlter.25.4.33

Entrepreneurial Attributes and Pedagogical Pathways in Higher Education: A Scoping Review (2022–2026)

Thanapath Cheeranawanith — 2026-04-30

This study presents a scoping review of recent empirical research on entrepreneurship education, examining how different pedagogical approaches develop entrepreneurial attributes among university students. Based on 45 peer-reviewed studies (2022–2026), a frequency-based analytical matrix was constructed to map the relationships between teaching strategies and entrepreneurial attributes. Grounded in the Theory of Planned Behaviour (TPB) and competency-based frameworks, the findings reveal a structural imbalance, characterized by a dominant focus on psychological constructs, such as entrepreneurial intention, mindset, and self-efficacy, relative to competency-based, digital, and sustainability-oriented attributes. Formal course-based approaches primarily reinforce intention-related outcomes, whereas experiential and innovation-driven pedagogies (e.g., project-based learning, STEM programs, and simulations) are more strongly associated with competency development, including creativity, problem-solving, and risk-taking. Digital and AI-based interventions enhance technological readiness, while sustainability-oriented education remains underrepresented. The study contributes an integrated analytical framework linking pedagogical approaches to entrepreneurial attributes and highlights the need for a shift toward capability-centered and sustainability-integrated entrepreneurship education, with implications for curriculum design and future research.

https://doi.org/10.26803/ijlter.25.4.34

Who is a Champion Teacher? A Comparative Longitudinal Analysis of Teacher Practices in Teacher Professional Development Programmes in East Africa

Jane Francis Akinyi Rarieya — 2026-04-30

This comparative mixed-methods study defines and profiles the “champion teacher” by synthesising primary longitudinal and cross-sectional data from two complementary teacher professional development (TPD) initiatives implemented across East Africa (Tanzania, Kenya, and Uganda): the long-term, pre-service teacher-oriented Foundations for Learning (F4L) programme and the short-course, in?service teacher Strengthening Education Systems East Africa (SESEA) programme. The champion teacher construct is operationalised through a Champion Teacher Index (CTI) comprising three integrated domains: head (cognitive pedagogical knowledge), hands (psychomotor instructional practice), and heart (affective, leadership, and gender-responsive dispositions). Quantitative analysis revealed statistically significant longitudinal differences between the programmes. F4L teachers demonstrated higher mean CTI scores and steeper growth trajectories over time, particularly in reflective practice, collaborative leadership, and sustained implementation of gender-responsive pedagogy (GRP). SESEA teachers exhibited strong short-term gains in the hands domain, corresponding with measurable improvements in student learning outcomes, including a reduction in non-readers from 77.2% at baseline to 32.1% at endline in Tanzania’s Early Grade Reading Assessment (EGRA)/Early Grade Mathematics Assessment (EGMA) data. Correlation analysis revealed moderate-to-strong associations between CTI scores and students’ literacy and numeracy outcomes (r = .41–.38, p < .01). Multiple regression analysis further identified mentorship intensity, school leadership support, and programme modality in F4L as significant predictors of CTI scores, collectively explaining approximately 42% of the observed variance. The qualitative findings illuminate persistent structural constraints, including limited teacher academic qualifications, pedagogical inconsistency, and poor parental engagement. The study concludes that cultivating a sustainable cadre of champion teachers requires a sequenced hybrid TPD model that integrates short-course skills acquisition with long-term mentorship, leadership alignment, and community engagement capacities.

https://doi.org/10.26803/ijlter.25.4.35

Bridging Equity and Excellence: A Mixed-Methods Quality Assurance Evaluation of Indonesia’s Pre-Service Professional Teacher Program

Ferry Maulana Putra — 2026-04-30

This study examined the effectiveness and quality assurance of Indonesia’s pre-service professional teacher (PPG) program through an equity-oriented lens using a convergent mixed-methods design. Quantitative and qualitative data were collected from teacher candidates across diverse regions and institutional contexts, integrating data from survey results, interviews, focus group discussions, and document analysis to provide a comprehensive evaluation. The findings indicate that the program contributes positively to the development of professional competence and overall participant satisfaction. However, the analysis revealed persistent inequities in program experiences and outcomes, particularly across geographical regions and institutional capacities. Teacher candidates from more developed regions and higher-accredited institutions tended to report more favorable experiences compared to those in underserved and remote areas. These disparities highlight structural challenges related to uneven access to digital infrastructure, variations in mentoring quality, and differing levels of institutional support. Further analysis identified digital access, mentoring practices, and student agency as critical factors shaping participants’ experiences and perceived program quality. The qualitative findings reinforce the need for more inclusive and adaptive program implementation, emphasizing equitable access to learning resources and context-sensitive evaluation mechanisms. This study positions equity as a central dimension of quality assurance and argues that effectiveness cannot be fully understood without addressing systemic disparities. recommendnds strengthening digital infrastructure, enhancing mentor capacity, and embedding continuous, equity-focused evaluation within the program. These strategies are essential to ensure that teacher education reforms not only improve overall quality but also promote more equitable outcomes across diverse educational contexts.

https://doi.org/10.26803/ijlter.25.4.36

Exploring South African Higher Education Academics’ Use of Generative AI Tools in Optimizing Self-Regulation in Writing for Publication

Marina Burger — 2026-04-30

Since the launch of ChatGPT in November 2022, Artificial Intelligence (AI) tools have become increasingly embedded in higher education academic writing, providing support that ranges from grammar and stylistic refinement to advanced content analysis and automated feedback. Grounded in Self-Regulated Learning (SRL) and Sociocultural Theory, this study explores how AI tools influence higher education academics’ self-regulation when writing for publication. SRL refers to the processes through which individuals plan, monitor, and evaluate their learning strategies, and it is fundamental to digital literacy, academic autonomy, and scholarly success. As AI tools continue to expand across academic contexts, understanding their interaction with SRL processes has become increasingly important. This qualitative study employed an autoethnographic approach in which researchers integrated AI tools, namely ChatGPT, Perplexity, and Grøk, throughout the research process. Reflective questions guided the systematic recording and analysis of personal experiences, with particular attention to self-regulation, autonomy, agency, and ethical considerations. Thematic analysis revealed that AI tools improve linguistic quality, offer structured feedback, and enhance revision efficiency, but they also require sustained cognitive engagement and can create tensions between traditional academic writing identities and AI-assisted practices. The study concludes by emphasising that effective AI use depends on balancing technological affordances with self-efficacy, academic integrity.

https://doi.org/10.26803/ijlter.25.4.37

Visualizing Mathematics Learning: A Science Mapping of Augmented Reality and Immersive Learning Technologies in Mathematics Education

Ilene DS. Bunag — 2026-04-30

Recent developments in augmented reality (AR), virtual reality (VR), and immersion visualization technologies have created increased interest in their potential to mitigate ongoing challenges faced by mathematics education, especially those related to abstraction, visualization and learner motivation. Despite the growing number of research studies, there remains a lack of understanding of how immersive technologies have shaped mathematics education. This study provides a broad bibliometric analysis of Scopus-indexed (n = 408) publications for 2002–2025 examining augmented and immersive learning technologies in mathematics education. Using citation analysis, document co-citation analysis, co-word analysis, trend topic analysis and three-field plotting via VOSviewer and Biblioshiny, the study charts the field’s intellectual landscape, thematic evolution and emerging research frontiers. Recent literature published across almost 3 years indicated a rapidly expanding area of research, with contributions being built on earlier work on basic frameworks for AR and learning applications, predominantly from mathematics. The collective citation and co-word analysis identified four prominent thematic clusters, namely (1) augmented reality applications and mathematics learning processes, (2) STEM integration and technology-enhanced science and mathematics education, (3) immersive and intelligent learning environments, and (4) virtual reality, e-learning, and educational foundations. Trend analyses, in addition, also show a progressive transition from early visualization and computer-aided instructions to more immersive, learner-centered and interdisciplinary STEM research. The study provides a novel mapping of the evolution in bibliometric terms, analogous to the spread of technological novelty to pedagogical efficacy. These outcomes point to mathematics education policies that integrate and implement immersive tools for geometry and lifelong curricula, and scalable implementations or necessary cognitive scaffolds.

https://doi.org/10.26803/ijlter.25.4.38

Psychological Literacy in Pre-Service Teacher Education: A Narrative Review of Concepts, Barriers and Implications for Practice

Dominika Havrillová — 2026-04-30

Within the rapidly evolving educational landscape, psychological literacy has emerged as an increasingly vital component of pre-service teacher education, integrating psychological domain knowledge, applied skills, and reflective capacities that underpin effective pedagogical practice. Despite its growing significance, research in this domain remains conceptually fragmented and limited in scope, which makes its systematic integration into teacher education programs challenging. Distinguishing itself from prior reviews that addressed isolated facets of psychological literacy or broader higher education contexts, this study offers a context-specific synthesis focused exclusively on pre-service teacher education. It presents a narrative review of international literature published primarily between 2010 and 2025. Based on a synthesis of 55 studies, the review clarifies contemporary conceptualizations and core dimensions of psychological literacy within pre-service teacher education. Building on this synthesis, it identifies recurring structural barriers to its systematic development, including curricular fragmentation, limited practical integration, and the absence of standardized measurement frameworks. At the same time, the study offers practical implications for curriculum design, institutional collaboration, and the structured integration of applied psychological components within pre-service teacher programs. Strengthening psychological literacy thus emerges as a pivotal step towards equipping 21st-century educators to navigate an increasingly complex educational landscape.

https://doi.org/10.26803/ijlter.25.4.39

Writing Errors in English as a Second Language (ESL) Essays: Evidence from English Major Students at a Philippine State University

John Mark Aspa Masagnay — 2026-04-30

Although error analysis has been widely explored in ESL writing, limited studies have simultaneously examined both the types of writing errors and their underlying causes among English major university students in the Philippine context. Understanding these dimensions is essential for developing context-responsive pedagogical interventions in higher education. Hence, this study aimed to analyze the types and frequency of errors in the English essays of first-year English major students and to identify the factors contributing to these errors. Employing a descriptive research design, 99 student essays from a Philippine state university were analyzed using Sridhar’s (1980) framework for error analysis. Errors were identified, described, and categorized based on Ferris’s (2005) classification of morphological, lexical, syntactic, and mechanical errors. Contributing factors were also explored through a researcher -made causal factor checklist. Findings revealed that syntactic errors (37.25%) were the most prevalent, followed by morphological (29.75%), lexical (21.75%), and mechanical errors (11.25%). The most frequent specific errors included word choice (18.58%), sentence pattern (16.82%), run-ons (11.93%), subject–verb agreement (9.17%), and fragments (8.50%). Additional errors involved verb form, noun endings, articles and determiners, capitalization, spelling, pronoun usage, informal expressions, and tense consistency. The primary contributing factors identified were limited knowledge of English structures, insufficient reading exposure, lack of motivation, inadequate instructional supervision, delayed feedback, and limited time for writing tasks. The findings highlight persistent structural and grammatical challenges among English major students and underscore the need for targeted instructional strategies and structured writing support. Based on the results, a second language writing guide can be proposed to address recurrent error patterns. Future research may further examine the distinction between learner errors and features of Philippine English to refine pedagogical and analytical approaches.

https://doi.org/10.26803/ijlter.25.4.40

Reconceptualising Fair Assessment in English-Medium Instruction: Content–Language Separation as a Validity Principle in Higher Education

Randip Kaur Valdev Singh — 2026-04-30

This narrative review promotes fair assessment in English-medium instruction in higher education, in order to align with Sustainable Development Goals 4 and 10 and to ensure that grades reflect disciplinary learning rather than English fluency. This narrative review draws on searches of Scopus, Web of Science, and ERIC to access studies published from 2022 to 2025. It synthesizes evidence and highlights recurring trends in the way assessment design, scoring, and moderation can keep content and language on analytically separate strands across three assessment families: written products, oral or performance tasks, and tests or portfolios. Guided by validity and argument-based and socio-cognitive perspectives, the review traces how dense reading passages, speeded conditions, monolingual orientations, translanguaging constraints, and rater inconsistency can pull scores toward fluency or test-wiseness instead of disciplinary knowledge. Findings indicate that fairness improves when the construct is stated explicitly at design, and when content and language are separated in scoring, linguistic load is managed through readability and lexical coverage checks, and brief calibration and moderation routines stabilize judgment. These routines can be embedded in ordinary timetables, staffing, and resources, and support more valid, interpretable, and equitable decisions. Overall, explicit content–language separation, from task design through scoring and moderation, offers a scalable organizing principle for fair assessment in English-medium instruction, and the review sets out practical routines that programs and higher education institutions can enact with transparency.

https://doi.org/10.26803/ijlter.25.4.41

Harmonising Music and Language: Insights into Children’s Language Development from Influential Research

Chen Lingyan — 2026-04-30

Music has increasingly been recognised as a meaningful contributor to children’s language development, due to shared cognitive and auditory mechanisms between music and language processing. However, existing research remains conceptually fragmented across disciplines. This study aims to synthesise influential scholarship and identify strategic research directions in music-enhanced language development. A dual analytical design combining bibliometric performance analysis and SWOT analysis was employed. Using the Scopus database, 224 studies published between 2021 and 2025 were identified, from which the ten most cited articles were analysed in depth. Findings indicate that dominant research emphasises auditory processing, rhythm sensitivity, and working memory as foundations supporting grammar acquisition and reading fluency. The SWOT analysis reveals strong theoretical grounding and methodological diversity alongside limitations related to indirect language measurements and limited classroom validation. Emerging opportunities include digital and hybrid learning models, while challenges involve curriculum constraints and equity issues. The study contributes a strategic roadmap for future research and pedagogical implementation. Aligning with Sustainable Development Goal 4, the findings highlight music’s potential to support inclusive and effective language learning across diverse educational contexts.

https://doi.org/10.26803/ijlter.25.4.42

Trends in Kindergarten Teachers’ Professional Development Research: A Comparative Bibliometric Analysis of China and Global Contexts (2015–2025)

Ting Liu — 2026-04-30

Kindergarten teachers play a critical role in enhancing early childhood education?ECE?, as their professional competence impacts children’s learning, educational equity and classroom quality. Despite the increasing academic focus on the professional development of kindergarten teachers, systematic comparative studies across China and other international context remain limited. This study presents a comparative bibliometric analysis of Kindergarten Teachers’ Professional Development (KTPD) research in China and global contexts from 2015 to 2025, using the Web of Science (WoS) Core Collection and CiteSpace. A systematic search identified 94 peer-reviewed publications from China and 712 from global context, with the terms: (“kindergarten teacher*” OR “preschool teacher*” OR “early childhood teacher*” OR “early childhood educator*”) AND (“professional development” OR “professional learning” OR “continuing professional development” OR “professional growth” OR “in-service training”). Analyses of publication trends, keyword co-occurrences, thematic clusters, and temporal evolution revealed research hotspots. Chinese studies focus on mechanisms, teacher beliefs, classroom interaction, and digital competencies, whereas international studies emphasize evidence-based interventions, instructional coaching, child outcomes, and technology integration. Both contexts highlight teacher well-being and sustainable professional growth. The results call for it to be necessary to transform the framework of professional development and advocate inclusive, collaborative, and long-term strategies to cultivate a high-quality and stable teacher workforce.

https://doi.org/10.26803/ijlter.25.4.43

AI Affordances, Teacher Support, and Research-Writing Competence: The Mediating Roles of Self-Efficacy and Disposition

John Manuel C. Buniel — 2026-04-30

With artificial intelligence (AI) tools being increasingly integrated into university education, students are using them to search for literature, organize ideas, and refine research writing, raising questions about how these tools interact with traditional forms of instructional support. This study investigated the relationships between perceived AI affordances, teacher support, and research?writing competence in undergraduate students, with an emphasis on the mediating roles of research-writing self-efficacy and research-writing disposition. Guided by the social cognitive theory and the self?determination theory, the study employed a quantitative, non?experimental, cross-sectional survey design. Data were collected from 526 undergraduate students in a Philippine higher education institution and analyzed using confirmatory factor analysis and structural equation modeling. Results showed that AI affordances significantly predicted research-writing self-efficacy and research?writing disposition but did not have a direct effect on research?writing competence. Perceived teacher support significantly predicted research-writing self-efficacy, research-writing disposition, and research-writing competence. Both research-writing self-efficacy and research-writing disposition had significant positive effects on research-writing competence, confirming their mediating roles in the final model. These findings highlight how responsible AI integration and strong instructional guidance jointly support research-writing competence.

https://doi.org/10.26803/ijlter.25.4.44

Learning Management System as a Digital Transformation in Elementary Schools: A Bibliometric Study (1989–2025)

Nafiah Nafiah — 2026-04-30

This study aims to map the development of research on digital transformation in primary education through Learning Management Systems (LMS) published between 1989-2025 within the broader field of educational technology. The study focuses on four main aspects: (1) publication performance based on year, contributing countries, sources, and document types; (2) thematic structures, including dominant keywords, thematic evolution, and author collaboration networks; (3) intellectual structure analysis through co-citation, bibliographic coupling, and citation network mapping; and (4) the representation of adaptive learning within LMS-related research in primary or elementary education. The method used was bibliometrics utilising the Scopus database and analysed through RStudio (Bibliometrix/Biblioshiny), VOSviewer and Microsoft Excel. A total of 137 articles from 111 sources were included to generate comprehensive publication performance metrics and research network visualisations. The findings indicate that LMS research in primary education is gaining global attention, although publication growth remains relatively stable. Key themes include educational technology, digital literacy, gamification, adaptive learning and learning analytics. China and Indonesia emerge as major collaboration hubs, while Computers & Education dominates citation influence. The field is shifting from general e-learning towards adaptive and AI-supported LMS. This study contributes theoretically by clarifying the intellectual, conceptual, and collaborative structure of LMS research in primary education, providing a systematic foundation for understanding its evolution towards data-driven and personalised learning environments.

https://doi.org/10.26803/ijlter.25.4.45

Understanding Silence in Science Education: Emotional, Personal and Motivational Barriers Facing Comprehensive Sexuality Education—A Systematic Review

Kamalia Fikri — 2026-04-30

Classroom silence remains a persistent pattern in science-based sexuality education, despite the recognised importance of including sexual and reproductive health in formal curricula. Though scholars have identified various barriers to comprehensive sexuality education, little attention has been given to how these barriers interact over time to shape teachers’ instructional responses. This qualitative systematic review was guided by PRISMA 2020 and analysed 30 peer-reviewed studies published between 2015 and 2025 that were identified by searching Scopus, ERIC and SciELO. Findings were synthesised thematically. Quality appraisal guided interpretation but did not exclude studies. The review identifies three recurring patterns relating to barriers, namely emotional discomfort, limited perceived capacity, and institutional constraints, which frequently co-occur across contexts. These barriers shape classroom engagement by narrowing discussion, redirecting sensitive questions and confining content to biological explanations. Emotional discomfort often emerges early, though its influence is mediated by teachers’ self-efficacy and by institutional conditions that signal professional legitimacy and risk. Over time, these interacting pressures lead to repeated instructional adjustments that stabilise into instructional silence as a professional response. This study proposes a pathway framework for explaining how emotional, personal and structural factors interact dynamically in shaping classroom practice. The findings highlight the limits of isolated interventions and point to the need for coordinated support, including teacher professional development, clearer curriculum guidance and stronger institutional support. This framework provides a foundation for designing more effective teacher support systems, which could enable more confident and sustained engagement with sensitive topics in science classrooms.

https://doi.org/10.26803/ijlter.25.4.46

Decolonisation of Education in Public Primary Schools in South Africa: Challenges of Integration and Adaptation for the Way Forward

Zayd Waghid — 2026-04-30

Over the last decade, debates concerning the decolonisation of education have centred mainly within higher education. This research attempts to address this gap by examining in-service teachers’ preparedness to implement a decolonised curriculum in public primary schools. Methodologically, the study employed an explanatory mixed-methods research design informed by a pragmatic research paradigm. The sample group included 150 in-service teachers from seven public primary schools in the Foundation Phase, all of whom completed questionnaires. This was followed by 96 teachers who participated in focus group interviews across the seven schools. The findings revealed a generally optimistic outlook among the sampled participants regarding in-service teachers’ preparedness for decolonising education. While the results broadly demonstrate a degree of agreement that some resources, policy support, and stakeholder commitment exist for implementing a decolonised curriculum, they simultaneously reveal notable neutrality and uncertainty. Bureaucratic government policies, resource inadequacy, language-related tensions, political influences, and inadequate stakeholder engagement – with communities, schools and government – were revealed by participants as significant barriers to the realisation of decolonised practices in schools. The study contributes empirically to the death of research by demonstrating disparities in perceived readiness across subjects, with Humanities exhibiting greater readiness than STEM subjects, which showed comparatively lower confidence. The study recommends contextually grounded, system-wide support for meaningful curriculum transformation.

https://doi.org/10.26803/ijlter.25.4.47

The Impact of GeoGebra and Augmented Reality (AR)-Assisted Geometry Teaching on Geometry Competence, 3D Thinking Competence, Retention, and Geometry Attitudes

Asep Ikin Sugandi — 2026-04-30

This study aims to investigate the impact of GeoGebra and Augmented Reality (AR)-assisted geometry teaching on geometry competence, 3D thinking competence, retention, and attitudes toward geometry. A quasi-experimental method was used involving 220 university students who were divided into two groups with an equal number of 110 students each. The experimental group received the GeoGebra and AR-assisted geometry teaching intervention, while the control group received conventional textbooks. The instruments used in this study were a geometry competency test, a 3D thinking ability scale, a geometry attitude scale, and AR technology. The data analysis used regression tests, correlation tests, t-tests, and ANCOVA tests. The results of the study indicate that teaching geometry using the GeoGebra application and AR technology significantly improved geometric competence, geometric attitudes, memory, and 3D geometric thinking skills in each dimension. Improved geometric competence is evident in the understanding of geometric problem-solving concepts using formulas and calculations, such as area, sides, volume, and angles. Improved memory is evident in the ability to remember geometric problem-solving formulas, and the concepts and components of each geometric object. Improved geometric attitudes are evident in the increased student attention, curiosity, and participation in every learning moment. Improved 3D geometric thinking skills are evident in all dimensions. Therefore, the use of GeoGebra and AR in geometry teaching can improve problem-solving skills regarding formulas, memory, geometric attitudes, and 3D geometric thinking skills. This research implies that the use of AR technology in geometry learning can optimize students' spatial abilities, thereby contributing significantly to their 3D geometric thinking competencies.

https://doi.org/10.26803/ijlter.25.4.48

Cultivating Epistemic Agency through Translanguaging: An Africanising Framework for English Teacher Education in South Africa

Genevieve Suzann Lentz — 2026-04-30

This qualitative action research study examines the empirical disparity between South Africa's multilingual policy objectives and continuing monolingual practices in English teacher education. It explores the integration of African Indigenous Knowledge Systems (AIKS), translanguaging pedagogies, and Ubuntu-informed methodologies in the preparation of English teachers. Grounded in an interpretivist paradigm and an Ubuntu perspective, the study comprised 16 (n = 16) participants, consisting of 11 pre-service teachers and five lecturers. The research objectives were to (i) diagnose the policy–practice gap in multilingual English teacher education; (ii) co-design and iteratively refine translanguaging-informed pedagogies across three action-research cycles; (iii) evaluate how Africanisation and Ubuntu-informed practices shape lecturer and pre-service teacher epistemic agency; and (iv) produce a practice-facing framework for curriculum and assessment. The study employed three iterative cycles over an entire academic semester of preparation, action, observation, and reflection, generating data through focus group discussions, semi-structured interviews, and reflective practices. Through an inductive thematic analysis, the findings demonstrate that a Transformative Africanisation Pedagogy Framework promotes Africanisation not by replacing Western knowledge, but by cultivating hybrid epistemologies that affirm students' linguistic repertoires and cultural identities. Translanguaging functions as a vital epistemic intervention, augmenting epistemic agency by affording students increased cognitive and linguistic access to academic material, while Ubuntu-informed strategies redefine knowledge production as relational and collaborative. The study’s original contribution is the empirically developed Transformative Africanisation Pedagogy Framework, which bridges the gap between decolonial theory and classroom praxis in language teacher education. It offers curriculum guidelines, including multilingual glossaries, translanguaging practices, and assessment approaches that validate Indigenous-language meaning-making alongside academic English. Rooted in South Africa, the findings extend to other postcolonial higher education environments where multilingual policy objectives conflict with monolingual gatekeeping.

https://doi.org/10.26803/ijlter.25.4.49

Innovation in Action: How Design Thinking is Shaping the Future of STEM Education

RS Wilson Del Rosario Constantino — 2026-04-30

Design thinking has emerged as a significant pedagogical approach in STEM (Science, Technology, Engineering, and Mathematics) education, promoting creativity, problem-solving, and innovation among learners. Despite its increasing relevance, the knowledge base surrounding design thinking in STEM education remains fragmented across disciplines. This study conducted a comprehensive science mapping analysis to examine the intellectual, conceptual, and thematic structure of the field. A total of 897 Scopus-indexed publications from 2010 to 2025 were analyzed using citation, co-citation, and co-word techniques through VOSviewer. Results showed a consistent growth in scholarly output, with the United States (US), China, and Australia identified as the top contributing countries. Citation analysis highlighted influential foundational works that anchor the field and shape ongoing research directions. Co-citation mapping revealed interconnected intellectual traditions related to engineering education, reflective practice, and pedagogical innovation. Co-word analysis further identified three dominant thematic clusters: design-oriented pedagogies, teacher professional development, and interdisciplinary applications of design thinking within STEM learning environments. Overlay visualization of keywords demonstrated an emerging shift toward contemporary priorities, including sustainability, artificial intelligence (AI), and inclusive education, indicating a broadening of the field’s pedagogical and societal relevance. These findings provide a structured understanding of how design thinking has evolved within STEM education, offering insights that can guide future scholarly inquiry. The study highlights the importance of transdisciplinary collaboration and context-responsive pedagogical models in strengthening the integration and long-term sustainability of design thinking in STEM education.

https://doi.org/10.26803/ijlter.25.4.50

Competency-Based Training for Non-Early Childhood Education Teachers

Donna Joy Colaba Valdez — 2026-04-30

This study assessed the level of competency of the non-ECE graduates handling K to 3 levels based on the domains of the Philippine Professional Standards for Teachers (PPST) using the Research and Development (R&D) methodology. It reviewed the profile of the respondents’ competency level as perceived by themselves and the school heads, the development of the PPST-based teachers’ training and its level of validity. The study was conducted at the Schools Division of Abra, Philippines and involved 199 K to 3 teachers. The main tool used in gathering data was the Teachers’ Competency Scale (TCS) based on the PPST domains. The data were statistically analyzed using descriptive quantitative analysis. Findings revealed that teachers were competent in five domains but only slightly competent in Domain 1 Content Knowledge and Pedagogy (M = 3.24), and Domain 3 Diversity of Learners (M = 3.25). The school heads also perceived them as competent in all domains except for Domain 3 Diversity of Learners (M = 3.23). Results were used to develop training to address the competency gaps of the K to 3 teachers. The PPST-based training was developed and validated by five experts in the field (M = 3.92) and, along with the objectives, content, staff, duration, and assessment technique was found to be highly valid and theoretically grounded in Adult Learning and Social Cognitive theories.

https://doi.org/10.26803/ijlter.25.4.51