International Journal of Learning, Teaching and Educational Research

Determinants of Educational Quality in UAE Universities: A Factor Analysis of Undergraduate Student Perceptions Across Demographic Groups

2026-10-26T14:09:16+00:00

This study examines the factors influencing undergraduate students’ perceptions of educational quality at a university in the United Arab Emirates (UAE). Previous research about educational quality in the UAE did not focus on a comprehensive structure for quality indicators or the effect of demographic factors on them. A quantitative cross-sectional survey design was employed, and the effects of student characteristics such as gender, study level, and faculty were also investigated. A survey of 117 undergraduate students from three faculties assessed 28 literature-derived quality indicators using a convenience sampling technique. Statistical analysis using R was conducted using methods appropriate for the Likert-scale data used in the survey, such as Wilcoxon signed-rank test, Mann-Whitney U test, and Kruskal-Wallis test. Factor analysis revealed that these 28 factors can be grouped into three categories: Teaching and Curriculum Quality, Institutional Policies and Resources, and Student Support and Outcomes. The three categories were generally found to be important indicators of educational quality, explaining 57.8% of the variance. Regardless of the characteristics of students, 27 out of 28 indicators were rated as important, while only higher tuition fees were found not to be important as an indicator of educational quality. The findings suggest that teaching quality is the most influential dimension of educational quality, and that students’ perceptions are largely consistent across demographic groups. This study contributes to the literature by identifying three underlying dimensions of educational quality in a UAE university and examining how students from different demographic groups perceive these dimensions.

https://doi.org/10.26803/ijlter.25.9.1

Classroom Observation in a Time of Reform: A Phenomenological Study of Public Elementary School Teachers’ Experiences in the Schools Division of Pampanga, Philippines

2026-10-27T04:43:27+00:00

Classroom observation has always been one of the key elements in teacher evaluation; however, the experiences of teachers while undertaking it remain unexplored. This qualitative phenomenological study explored the lived experiences of public elementary teachers in the Schools Division of Pampanga on classroom observation practices conducted during ongoing curriculum reform from 2022 to 2026. Based on Vygotsky’s social constructivism theory (1978), the study involved twenty-four selected teachers who were recruited using purposive sampling, took part in semi-structured interviews. In addition, analysis was undertaken of national and division-level DepEd documents relevant to classroom observation and curriculum reform, such as the RPMS-PPST guidelines, the MATATAG Curriculum implementation policy, and other memoranda. Interview data were analyzed using Colaizzi’s seven-step method, combining both inductive and deductive reasoning. The analysis was identified through participants’ statements, focusing on four main areas with themes within each area. Moreover, interview findings were validated to provide additional documentary data on teachers’ perspectives. Four main themes, each with sub-themes, emerged: teachers’ perceptions of classroom observation; its implementation in schools; how it aligns with curriculum reform goals; and its impact on teachers’ professional and personal well-being. Generally, teachers viewed observation as both evaluative and developmental, conducted through the RPMS-PPST framework and using the classroom observation tool (COT). Although the criteria aligned with reform objectives such as 21^st-century skills and learner-centered instruction, educators reported that feedback was supportive, yet induced stress and anxiety when perceived as judgmental. Poststudy emphasizes the need for ongoing observer training, valuable pre- and post- observation conversations, emotional support guidelines, and a cultural change that views classroom observation as an opportunity for professional development, not just for compliance.

https://doi.org/10.26803/ijlter.25.9.2

English Teacher Roles and Professional Challenges in AI-Enhanced Education: A Systematic Review, 2021–2025

2026-10-27T04:50:52+00:00

The rapid development of artificial intelligence (AI) in education has significantly affected the role and practice of English teachers. This study conducts a systematic literature review on empirical studies about English teaching using AI from January 2021 to June 2025, analyzes the role transformation of English teachers in the integration of AI and the problems they encounter, and discusses the relationship between them. Based on PRISMA 2020 guidelines, Web of Science, Scopus, and ERIC were searched, resulting in 50 relevant studies for analysis. This study confirmed the organization, coding, and classification of the different types of AI tools used in English language teaching and learning, such as assessment and adaptive learning, writing and speaking enhancement, reading comprehension support, integrated language applications, and listening assistance. Moreover, it found that English teachers played various roles in the environment of AI English teaching, such as professional development and service, teaching, organization and coordination, evaluation, management and supervision, and innovation and exploration. Inevitably, English teachers faced a number of challenges while assuming these positions, including teaching ability, supportive environment, technology application, and learning effectiveness. Ultimately, regarding AI integration, this study revealed the relationships between different teacher roles and the various challenges teachers face in AI-enhanced English teaching. The results outline the relationship between roles and challenges in English education with AI and offer implications for teacher professional development and educational practice using AI.

https://doi.org/10.26803/ijlter.25.9.3

Exploring University Students’ AI Literacy through Reflective Journals

2026-10-27T04:56:04+00:00

University students increasingly use generative artificial intelligence (GenAI) for academic work, yet frequent access can coexist with uncritical reliance, inaccurate output, and uncertainty about authorship and responsible use. Although AI-literacy scales identify broad dimensions of competence, fewer qualitative studies have examined how non-Science, Technology, Engineering and Mathematics students describe AI literacy after a credit-bearing course. This qualitative study explored how university students conceptualized AI literacy and AI-supported learning through end-of-course reflective journals. Using voluntary response sampling, 20 students enrolled in a regular three?credit general education course at a Korean national university consented to the study of their journals. Two findings encompassing five subthemes were identified: (1) AI literacy as critical and ethical academic competence, including competence beyond technical skill, verification and epistemic responsibility, and ethical authorship; and (2) learner?controlled AI-supported learning, including personalized learning support and human-AI collaboration. Participants described AI literacy as involving inquiry, evaluation, transparency, responsibility, and retention of human judgment. Because the study used retrospective self-reports from one course and did not triangulate journals with interviews, observations, or performance measures, the findings represent participants’ perceptions rather than measured competence or causal course effects.

https://doi.org/10.26803/ijlter.25.9.4

EconoVerse: Development and Evaluation of a Seamless Mobile Learning Application to Enhance Transformative Financial Literacy and Entrepreneurial Readiness

2026-10-27T05:33:43+00:00

With the rapid development of the digital economy, undergraduate students require not only financial knowledge but also opportunities to apply this knowledge in realistic contexts and develop entrepreneurial readiness. However, conventional learning approaches often emphasize knowledge acquisition without sufficiently fostering behavioral change or preparing students to apply their knowledge in practice. To address this gap, this study developed and evaluated EconoVerse, an Android-based seamless mobile learning instructional medium developed to support transformative financial literacy and entrepreneurial readiness among undergraduate students. A quasi?experimental one-group pretest–posttest design was employed with 60 undergraduate Management and Marketing students. The instructional medium was developed using a research and development (R&D) approach based on the 4D model (define, design, develop, and disseminate). Data were collected through expert validation, black-box testing, practicality questionnaires, and pretest–posttest instruments. The construct validity, internal consistency, and interwaser reliability of the measurement instruments were evaluated using confirmatory exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach’s alpha, respectively. Effectiveness was assessed using paired?sample t-tests. Expert validation indicated that the content, media, and instructional design of EconoVerse were acceptable, with average scores exceeding 90%. Black-box testing confirmed that all system features functioned as intended across all test scenarios. The practicality assessment yielded a usability score of 91.86%, indicating that the system was easy to learn and applicable to students’ learning needs. The effectiveness analysis demonstrated significant improvements in both transformative financial literacy (t = 11.26, p < 0.001) and entrepreneurial readiness (t = 11.25, p < 0.001). These findings indicate that EconoVerse is a valid, feasible, and efficient instructional tool for enhancing transformative financial literacy and entrepreneurial readiness among undergraduate students in the digital age.

https://doi.org/10.26803/ijlter.25.9.5

Exploring Literacy Practices of Primary School Pupils: A Case Study in Greek Education

2026-10-27T05:38:13+00:00

Contemporary research approaches literacy as the social skill to communicate effectively across diverse sociocultural contexts, examining it within specific social activities as literacy practices. This study aims to investigate the convergences and divergences between the in-school and out-of-school literacy practices of twenty 10-11-year-old pupils of one class. The research employs methodological triangulation, combining qualitative and quantitative tools: A pupil questionnaire and home-based observation to explore out-of-school practices, and a pupil questionnaire alongside a teacher interview to examine in-school practices. The data are then interpreted through Halliday & Hasan’s (1989) tripartite model, which differentiates between mode (means of communication), field (content of communication) and tenor (relationship among participants), in order to reveal areas of convergence and divergence between the two contexts. The results show that most convergences between in-school and out-of-school literacy practices occur at the level of mode, as pupils frequently use modern digital media in both contexts. In contrast, at the level of field and tenor, the school and the teacher overlook the children’s interests related to mass culture and restrict their agency in shaping school literacy. The neglect of pupils’ interests shown by the study confirms the home-school mismatch hypothesis, leading to significant social and learning consequences. Therefore, the study aims to serve as both an example and an encouragement for educators to adopt an ethnographic stance and systematically investigate their students’ literacy practices.

https://doi.org/10.26803/ijlter.25.9.6

Learning from Novice Programmers’ Metaphors of Generative Artificial Intelligence

2026-10-27T05:44:22+00:00

Generative artificial intelligence (GenAI) tools are reshaping how students approach problem-solving in programming education. This study demonstrated the methodological value of metaphor analysis in examining students’ perceptions of AI-supported learning. It explored how first-year students in an introductory Python programming module at a South African university conceptualize GenAI use during coding-related tasks. The context matters because many students from disadvantaged communities enter university with limited computing exposure. Guided by a framework of AI-mediated cognitive engagement, the study drew on 161 responses and used inductive-deductive metaphor analysis to examine how students position AI in relation to their thinking. Six dominant metaphorical framings emerged: tool, tutor, facilitator, specialist, liar, and threat. These metaphors revealed that students experienced AI in both constructive and cautionary ways, as a source of cognitive support and conceptual expansion, and as a potential source of reduced mental effort. The findings showed a systematic correspondence between metaphorical framings and reported cognitive experiences, including mind-mending, mind-stretching, mind-gaming, and mind-replacement. Chi-square and Fisher’s exact tests strengthened the qualitative findings by confirming an association between metaphor roles and cognitive influence. The study contributes to research on AI in education by showing that metaphor offers a powerful lens for understanding how students interpret and regulate AI-supported learning. It argues that GenAI is a conditional cognitive mediator whose impact depends on student agency, epistemic trust, and the nature of engagement. The findings have implications for the design of programming curricula and educational practices, integrating AI responsibly while sustaining critical thinking and academic integrity.

https://doi.org/10.26803/ijlter.25.9.7

Multimedia-Supported Problem-Based Learning in School Mathematics: A Systematic Review of Trends, Integration, and Pedagogical Roles

2026-10-27T05:48:54+00:00

Multimedia is increasingly used in problem-based learning (PBL) in mathematics, yet how it is integrated across PBL phases and the pedagogical roles it serves have not been clearly synthesized. This systematic review examined research trends, multimedia use across PBL phases, pedagogical roles, reported impacts, challenges, and research gaps in multimedia-supported PBL in school mathematics. Following PRISMA guidelines, studies were identified through Scopus and ERIC. Eleven empirical studies published between 2018 and 2026 met the inclusion criteria, and their methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT). The studies were concentrated mainly in Indonesia and Türkiye, with GeoGebra being the most frequently used tool. Multimedia was used across several PBL phases but was most prominent during investigation activities. Across the studies, four main pedagogical roles were identified: visualization and representation, exploration and investigation, construction of understanding, and solution verification. Positive cognitive and affective outcomes were reported in several studies, although the results were not consistent across studies or measures. The studies also reported technical and student-related challenges. Overall, multimedia was used primarily to support students’ investigation during PBL, while its use in other phases was less evident. Research across educational levels remains limited, particularly at the primary school level.

https://doi.org/10.26803/ijlter.25.9.8

The “Strawberry Generation” in the Teaching Factory: Multi-Perspective Qualitative Study of Soft Skills Assessment Dilemmas in Indonesian Vocational High Schools

2026-10-27T05:54:25+00:00

Despite the fact that soft skills are considered essential for today’s workforce, vocational schools often face difficulties when it comes to evaluating them as accurately as possible in real-world training environments. Additionally, empirical research on assessing such skills in authentic vocational contexts remains scarce. In order to gain in-depth understanding of this particular challenge, this exploratory case study investigates stakeholders’ perceptions of soft skills assessment within the Teaching Factory (TeFa) at four vocational high schools in Yogyakarta, Indonesia. In-depth interviews were conducted with 13 key stakeholders, including policymakers, school administrators, vocational teachers, and industry partners. Thematic analysis revealed four themes. Firstly, TeFa operates as a high-stakes industrial simulation demanding strict workplace compliance. Secondly, there lies a striking disconnection between the rigorous soft skills required by industry and the frail mental resilience of current students, commonly referred to as “the Strawberry Generation”. Thirdly, teachers suffer severe burnout and pedagogical dilemmas, juggling complex administrative workloads alongside shifting regulations. Lastly, these pressures expose a critical vacuum in authentic, real-time assessment. Findings highlight that current observational practices are highly subjective, poorly documented, and unsuccessful in measuring students’ holistic development according to stakeholder perceptions. The current study concludes that traditional paper-based and memory-reliant assessment are no longer viable for dynamic TeFa environments, necessitating practical, technology-driven observation instruments to alleviate teacher burnout. Ultimately, these findings provide Indonesian policymakers to establish standardized, digitally supported assessment frameworks tailored for modern vocational education.

https://doi.org/10.26803/ijlter.25.9.9

National Policy on Preschool Teachers’ Digital Competence in Finland, Sweden, and Norway: DigCompEdu as an Analytical Boundary Object

2026-10-27T05:57:47+00:00

Comparative research on teachers’ digital competence has focused on compulsory schooling, leaving early childhood education and care largely unexamined. This study examines how national policy in Finland, Sweden, and Norway constructs the digital competence expected of preschool teachers. Nine national policy documents published between 2017 and 2024 (three per country) were subjected to directed qualitative content analysis, with the European Framework for the Digital Competence of Educators (DigCompEdu) serving as the analytic lens. Although the documents share a vocabulary of critical, responsible, and creative use, none is structured around DigCompEdu; divergence emerges as the dominant pattern. Norway supplies a school-oriented, non-statutory framework addressed to teachers. In the same period, Finland and Sweden embedded digital expectations within learner-facing curricula as collective responsibilities of the teaching team – an expectation Sweden subsequently withdrew in 2025. Normative framing also differs: Finnish policy conveys ambition, Norwegian policy emphasises precaution, and Swedish policy exhibits a restrictive turn reflected in the 2025 revised curriculum, a text outside the coded corpus but examined through a targeted post-corpus comparison. None of the three countries has developed a professional digital competence framework designed specifically for early childhood education and care teachers. DigCompEdu is employed here as an analytical boundary object – a stable external reference that renders the three national policy configurations comparable. Early-years policy guidance is, therefore, better grounded in the sector’s own categories—pedagogical documentation, children’s permission, and professional judgement—than in frameworks transferred from compulsory schooling.

https://doi.org/10.26803/ijlter.25.9.10

Addressing Social and Emotional Learning Roles in EFL Teaching and Learning: A Contextually Rooted Conceptual Framework

2026-10-27T06:04:09+00:00

Social and Emotional Learning (SEL) can improve EFL learners’ emotional well-being, social competence and language engagement. However, the existing evidence is still fragmented and lacks a unified ecological explanation of how SEL processes play a role in diverse instructional contexts. This study is guided by Bronfenbrenner’s Ecological Systems Theory (EST) and follows a PRISMA-aligned theory-building synthesis and analyzes 25 international empirical studies to build an integrated ecological SEL framework for multilingual EFL education. The framework contains five interrelated domains: contextual conditions, teacher SEL pedagogy, learner SEL development, SEL-oriented assessment and technology-enabled SEL support. This framework transcends the decontextualized competency-based approaches and regards learner SEL as a relational process: it is through this process that classroom practices may relate to language outcomes, and multiple contextual layers shape these interactions. As context-specific extensions embedded in this overarching ecological architecture, the resilience of teachers in crisis, translanguaging-driven SEL growth and AI-mediated emotional regulation have further broadened the framework’s applicability across multicultural, crisis-affected and digitally mediated EFL environments. By integrating past fragmented strands of EFL SEL research into a coherent EST-grounded explanatory structure, the study promotes the process of SEL theorization for foreign language education and provides insights for research, pedagogy and policy.

https://doi.org/10.26803/ijlter.25.9.11

Learning across Borders: Pre-Service Teacher Development through Overseas Classroom Observation across Diverse Asian Contexts

2026-10-27T06:08:55+00:00

This study examines the impact of short-term overseas classroom observation experiences on pre-service teachers' professional development in different Asian contexts, using a convergent mixed-methods design. The sample consisted of reflective narratives from 20 pre-service teachers studying at the Faculty of Education, Prince of Songkla University in Thailand. Descriptive statistics, correspondence analysis, and reflexive thematic analysis were applied to identify interconnections among reflection patterns and the underlying themes across destination contexts. The results showed significant differences in reflection patterns across destination countries (?² = 93.09, p < .001). Correspondence analysis indicated that the first two dimensions accounted for 78.12% of the total inertia and highlighted different associations with collaboration, pedagogy, technology, interaction, and meaningful learning. Four interconnected themes were generated through reflexive thematic analysis: (1) Pedagogical observation as professional learning, (2) Student-centred participation and relational learning, (3) Adaptive pedagogy through resources and technology, and (4) Intercultural reflexivity and emerging teacher identity. Taken together, these findings illustrate that overseas classroom observation offers a variety of learning opportunities for educators influenced by local circumstances.

https://doi.org/10.26803/ijlter.25.9.12

Interactive Multimedia for Elementary Civic Education: Integrating the Values of Pancasila Student Profile

2026-10-27T06:14:01+00:00

Civic education in elementary school requires meaningful and interactive learning experiences to assist students in understanding and applying civic values in daily life. However, instruction is still often dominated by conventional methods and limited use of media, which reduces student engagement and hinders the internalization of values. Therefore, this study aimed to develop interactive multimedia for Pancasila Education instruction in fifth-grade elementary school by integrating the Pancasila Student Profile (PSP) values into the curriculum, learning activities, and assessment. To achieve this objective, a Research and Development method was applied following the ADDIE (analysis, design, development, implementation, and evaluation). The subjects comprised subject-matter, language, and media experts, as well as teachers and elementary school students. Data were gathered through observation, interviews, questionnaires, and learning outcome tests and were subsequently analyzed using descriptive statistics and N-gain. The results showed that the developed multimedia demonstrated very high validity (average score: 88%) and practicality (average score: 91.7%). The effectiveness of multimedia was shown by an increase in the average student score from 55.68 on the pretest to 90.88 on the posttest, with an N-gain value of 0.82 (high category). These findings confirmed that the resulting interactive learning medium was appropriate for supporting Pancasila Education. In addition to improving learning outcomes, multimedia provided a learning environment that integrated the values of PSP through contextual, reflective, and participatory activities in elementary school civic education.

https://doi.org/10.26803/ijlter.25.9.13

Developing the Triarchic Responsibility Model (TRM-AI) for Human–AI Collaboration in Higher Education: A Comparative Analysis of Faculty and Students' Perspectives

2026-10-27T06:17:00+00:00

Increasing presence of AI in education opens new avenues for Human-AI collaboration. However, it raises significant questions regarding cognitive efficiency, productivity, and academic ethics. This study examines and compares the perceptions and experiences of Human-AI collaboration in academic contexts between faculty members and higher education students. The study employed a comparative mixed-methods design, surveying 100 faculty members and 533 students at public higher education institutions. Quantitative results show that both groups view AI as a helpful, collaborative tool for improving cognitive processes and enhancing efficiency and productivity by saving time and effort in information processing, content creation, task completion, and idea generation. However, students were more positive about AI's impact on efficiency (M = 2.98) and productivity (M = 2.93), whereas faculty expressed greater concern regarding ethical issues (M = 3.48), including proper citation, transparency, accountability, and responsible use in teaching and learning. Qualitatively, students perceived Human-AI collaboration primarily as cognitive support to boost academic achievement, while the faculty emphasized critical thinking, originality, and academic integrity. Both groups cautiously agreed that AI can improve educational experiences if implemented correctly, demonstrating that strong Human-AI cooperation boosts efficiency and productivity provided there are ethical precautions and guaranteed responsible use. These findings support the TRM-AI framework, which emphasizes joint responsibility among students, instructors, and institutions to promote sustainable AI integration. While focused on Philippine public higher education institutions, the study contributes to global discussions on responsible AI integration and offers evidence-based recommendations for fair, ethical, and sustainable AI policy and practice.

https://doi.org/10.26803/ijlter.25.9.14

Comparing LEGO Spike and mBot Robot: Preliminary Data on Math and Science Enjoyment and Self-Efficacy among Lower Secondary School Students

2026-10-27T06:21:20+00:00

Although Educational robotics (ER) has been increasingly adopted in STEM education to foster both cognitive and motivational outcomes, limited research has compared the effects of different robotics kits on students’ self-efficacy. Additionally, little is known about the possible mediating role of positive emotions in this process. This quasi-experimental study has preliminarily investigated whether two ER kits, namely mBot and LEGO Spike Prime, could be associated with different levels of students’ self-efficacy in STEM. Also, this study has exploredwhether enjoyment in math and science lessons could mediate these relationships. Sixty-six junior secondary school Italian students participated in robotics-based activities integrated in regular school lessons for 10 hours altogether, using LEGO Spike prime or mBot kit. Students filled in an online questionnaire before and after their participation, measuring self-efficacy and enjoyment via two items each. No statistically significant pre-post change was observed. Mediation analyses with 95%CI percentile bootstrap (5000 resamples) showed that students using LEGO Spike Prime reported higher enjoyment in science lessons post-intervention, which in turn predicted greater self-efficacy in science homework post-intervention (partially standardized regression coefficient = .21, BootSE = .11; 95% BootCI [.019 to .458]). In contrast, participation in mBot activities was directly associated with higher self-efficacy in math homework, without a mediating role of enjoyment. These preliminary findings provide some provisional indications about the relevance of choosing one robotic kit as opposed to another during ER activities, in order to maximize subject- specific self-efficacy. Also, results underscore the importance of considering both cognitive and affective (i.e., emotions) dimensions of learning when implementing ER activities in school settings.

https://doi.org/10.26803/ijlter.25.9.15

AI or not to AI in Resource-Constrained Contexts? Exploring the Impact of AI-Mediated Feedback on the EFL Speaking Proficiency of Bangladeshi Undergraduate Learners

2026-10-28T03:16:09+00:00

Developing English-speaking proficiency remains challenging in Bangladesh because teacher-centred instruction, large class sizes, and limited opportunities for individualised feedback constrain the speaking practice of learners. Although AI-mediated feedback has shown promise for supporting language learning, its effectiveness in resource-constrained English as a Foreign Language (EFL) context remains underexplored. This study investigated the impact of SmallTalk2Me, an AI-mediated speaking platform, on the speaking proficiency, fluency, and perceptions of Bangladeshi tertiary-level EFL learners. Using a one-group pretest–posttest pre-experimental design, 28 undergraduate students completed IELTS speaking tests before and after a three-week intervention, while speaking fluency was measured using words per minute (WPM) and the perceptions of learners were examined through a post-intervention survey. The findings showed significant improvements in IELTS speaking scores (5.75–6.38, p <.001, d = 0.93) and speaking fluency (84.50–93.10 WPM, p <.001, d = 1.15), alongside positive perceptions of AI-mediated feedback. However, variation in learning outcomes, concerns regarding feedback reliability, and the lack of human interaction suggest that AI-mediated feedback is most effective when integrated with contextualised learning opportunities and teacher support. The study contributes empirical evidence from a resource-constrained EFL context and highlights the potential of AI as a complementary tool for speaking development rather than a replacement for teachers.

https://doi.org/10.26803/ijlter.25.9.16

Family Lingo: A Tri-Generational Participant Analysis of a Mobile-Mediated English Language Acquisition Intervention for Generation Z Learners in Tamil Nadu, India

2026-10-28T03:21:55+00:00

This three-year mixed-methods study made use of Tri-Generational Participant Analysis (TGPA) to investigate the four-pillared English language intervention program named Family Lingo, which consists of gamified mobile learning, structured online courses, peer mentoring, and literary competitions among 383 Generation Z students aged between 13 and 18 years from 18 districts of Tamil Nadu, India. In TGPA, family members from at least two generations are recruited for joint observation and participation in research on language acquisition. The convergent parallel approach used the Common European Framework of Reference for Languages-based proficiency tests, Family Attitude toward English Scale, and app analytics along with reflexive thematic analysis of family linguistic interaction diaries, mentor logs, and family participatory debrief sessions. Repeated-measures analysis indicated medium, significant gains in English proficiency across all four skill domains from baseline to month 36 (Cohen’s d = 0.55–0.65, p < .001), evenly distributed among government–rural, government–semi-urban, and private–urban learners (p > .09). The family-level identity threat was reduced by 69.5% and 81.4% of the coded qualitative data units were positive toward the intervention. Baseline family attitudes were not related to the size of individual gains, indicating that the intervention itself, rather than pre-existing family attitude, was the primary contributor to improvement. The results support the family-embedded intervention design as a viable, equitable model for English language development in multilingual, resource-heterogeneous contexts.

https://doi.org/10.26803/ijlter.25.9.17

Vietnamese Secondary School Teachers’ Intention to Implement Differentiated Instruction: A PLS-SEM Analysis of DI-Specific Self-Efficacy

2026-10-28T03:26:33+00:00

In the context of Vietnam’s 2018 General Education Curriculum, differentiated instruction (DI) is increasingly emphasized in competency-based education. However, its classroom implementation remains demanding. While previous studies acknowledge contextual barriers, little is known about how internal capabilities (DI-specific self-efficacy), external support (facilitating conditions), social influence, and acceptance beliefs are jointly associated with teachers’ intention to implement DI. This study tested an extended Unified Theory of Acceptance and Use of Technology–Theory of Planned Behavior model in which perceived behavioral control was specified through DI-specific self-efficacy as an internal capability factor and facilitating conditions as an external support factor. The model also adapted perceived usefulness and perceived ease of use to a pedagogical innovation context and included perceptions of DI as an antecedent of these acceptance beliefs. Using convenience sampling, a cross-sectional survey was conducted with 739 Vietnamese secondary school teachers, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The measurement model demonstrated adequate reliability and validity. The structural model explained 75.4% of the variance in behavioral intention, 72.5% in attitude, 56.3% in perceived usefulness, and 20.4% in perceived ease of use. DI-specific self-efficacy was the strongest direct predictor of behavioral intention (β= .469, p < .001), followed by attitude (β = .348, p < .001) and facilitating conditions (β = .129, p < .001). Perceptions of DI positively predicted perceived ease of use and perceived usefulness, while perceived usefulness and subjective norm positively predicted attitude. Taken together, the findings indicate that teachers’ intention to implement DI is associated with both internal capability and external support, together with their perceptions and evaluations of DI. Professional development should therefore strengthen teachers’ DI-specific self-efficacy while providing practical and institutional support for implementation.

https://doi.org/10.26803/ijlter.25.9.18

Technology Adoption of Micro-Credential Learning Systems in Malaysian Higher Education: An Extended TAM Study

2026-10-28T03:31:48+00:00

Micro-credential learning systems represent an emerging category of digitally verifiable, competency-based information technology platforms that are reshaping how Higher Education Institutions (HEIs) deliver and certify skills in support of quality education. Despite their growing deployment across Malaysian public universities, the information technology adoption factors governing student acceptance of these systems remain empirically underexplored in the IS literature. This study develops and empirically tests an extended Technology Acceptance Model (TAM) that incorporates three domain-specific IT antecedents: Digital Tools (DT), Micro-Credentials (MC), and Knowledge Sharing (KS). These serve as external determinants of Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Behavioural Intention (BI), and Technology Acceptance (TA). Following this, a quantitative cross-sectional survey was administered to 200 STEM undergraduates across five Malaysian public research universities. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) in SmartPLS 4.0. All 10 hypothesised structural paths were supported. In particular, MC emerged as the strongest IT antecedent of PU (? = 0.341, f² = 0.178), indicating that credential-embedded system design is the primary driver of users’ perceived value of IT adoption. Meanwhile, BI was the strongest overall predictor of TA (? = 0.487, f² = 0.312), and the extended TAM model explained 54.2% of the variance in TA. Overall, the findings extend TAM into the micro-credential IT platform domain and offer evidence-based guidance for system designers, IT administrators, and policymakers advancing Malaysia’s MyDigital Blueprint digital infrastructure agenda.

https://doi.org/10.26803/ijlter.25.9.19

Potentials of Artificial Intelligence in Enhancing Postgraduate Research Skills in Sustainable Language Education: A Systematic Literature Review

2026-10-28T03:37:41+00:00

Artificial intelligence (AI) has been utilized in multiple disciplines, including educational areas, to improve and expedite various tasks that were once considered to be time-consuming and exhaustive. In education, although extensive research has been conducted to examine the integration of AI in pedagogical designs and practices, research focusing on AI utilities in enhancing research skills among students, particularly postgraduates, remains inadequately investigated. This gap exists despite the fact that postgraduates are the central point of research work due to their substantial involvement in the thorough methodological process. Therefore, this review systematically examines the available evidence on AI's potential to improve postgraduates’ research skills in sustainable language education. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), the review employed systematic searching strategies in Scopus, Web of Science, Google Scholar, and ERIC. A total of 22 articles were included and data from the selected literature were subsequently extracted and examined using thematic analysis, which revealed four major themes and 13 subthemes explaining the substantial potential of AI in this context. This diverse potential was discussed through the lens of the Sustainable Development Goals (SDGs) to illustrate how AI can sustainably support research skills development among postgraduates. Thus, by referring to this review, policymakers are encouraged to develop suitable programs, guidelines, and frameworks for postgraduates or novice researchers to use AI responsibly and thoughtfully to optimize their research-based tasks and academic writing.

https://doi.org/10.26803/ijlter.25.9.20

Reconceptualising Learner Autonomy in Generative AI-Supported Higher Education: A Technology-Mediated Framework

2026-10-28T12:51:06+00:00

Generative artificial intelligence (generative AI) creates an autonomy paradox in higher education: It expands access to feedback, explanation and learning support while also enabling learners to outsource parts of planning, reasoning, production, verification and evaluation. Recently, studies have started to examine learner autonomy in environments supported by generative AI, but they remain conceptually fragmented regarding how learner responsibility should be organised across AI-mediated academic work. This conceptual study addresses this problem with a conceptual analysis and a bounded integrative literature review drawing on 46 sources, of which 43 formed the substantive analytical corpus that spans foundational autonomy theory, self-regulated learning, metacognition, learner agency, AI literacy, feedback, assessment, academic integrity and generative AI. The synthesis identifies three mechanisms of reconfiguration—cognitive redistribution, authorship ambiguity and regulatory intensification – and proposes technology-mediated learner autonomy as a learner-level responsibility structure comprising five operational dimensions: goal-setting autonomy, prompting agency, critical verification, metacognitive regulation and ethical accountability. Human judgement preservation functions as the normative core that links these dimensions and provides a criterion for distinguishing between accountable learner-directed use and uncritical or dependent AI use. The framework offers a theoretically traceable basis for future empirical validation and for designing assessment, feedback and institutional guidance that makes learner responsibility visible.

https://doi.org/10.26803/ijlter.25.9.21

Self-Regulated Learning and Psychological Resilience among University Students in Kazakhstan: A Cross-Sectional Study

2026-10-28T12:58:04+00:00

Self-regulated learning (SRL) and psychological resilience are important resources for students’ academic adaptation, yet their relationship remains insufficiently examined in Central Asian higher education contexts. This study investigated the association between SRL and resilience among undergraduates in Kazakhstan and tested whether these constructs differed by gender, year of study, and parental education. A quantitative cross-sectional survey involved 177 students aged 18–22 years at L. N. Gumilyov Eurasian National University; complete sociodemographic data were available for 173 participants. S RL was assessed using the full 41-item Self-Regulated Learning Perception Scale (SRLPS) (Turan et al., 2009), while psychological resilience was measured using the six-item Brief Resilience Scale (BRS) (Smith et al., 2008). Analyses included reliability testing, descriptive statistics, independent-samples t-tests, one-way ANOVA, Pearson correlation, and hierarchical regression. No meaningful differences in SRL or resilience were found by gender, year of study, or parental education. SRL was moderately and positively associated with resilience (r = .522, p < .001). In hierarchical regression, SRL explained additional variance beyond sociodemographic variables (ΔR² = .23, β = .49, p < .001). The findings suggest that SRL and resilience are related but distinct adaptation resources.

https://doi.org/10.26803/ijlter.25.9.22

Governing AI in Higher Education Research: A Spolskyan Language Policy Analysis of Vietnam’s Scientific Integrity Regulation (Decision 2557/QD-BKHCN)

2026-10-28T13:05:32+00:00

The widespread adoption of generative artificial intelligence (GenAI) in higher education research and academic writing has led governments to develop regulatory frameworks governing its use. Despite growing attention to AI governance, no prior study has analyzed a national AI-integrity instrument in Southeast Asia through a language-policy lens. Addressing this gap, this qualitative, document-based study examines Article 16 of Vietnam’s Decision No. 2557/Q?-BKHCN, which outlines principles of scientific integrity and research ethics, through Spolsky’s (2004, 2009) language policy framework. By conceptualizing AI-generated academic text, the study interprets the Decision as a form of top-down language management governing AI use. Using Critical Policy Analysis (CPA) and Critical Discourse Analysis (CDA), the study analyzes the six provisions of Article 16 in relation to Spolsky’s three dimensions: language practices, language beliefs and ideologies, and language management. The findings indicate that the policy promotes an ideology of academic integrity in which AI is framed as a tool, thereby maintaining human responsibility for scholarly outputs. As empirical data on researchers’ practices are not yet available, the study does not assess compliance. Instead, it identifies a potential gap between policy requirements and the rapidly changing use of AI by researchers in Vietnamese higher education. By comparing Vietnam’s approach with international AI-governance frameworks, the study extends Spolsky’s framework to AI governance and provides practical recommendations for aligning legal compliance with responsible AI use, academic writing instruction, and digital literacy.

https://doi.org/10.26803/ijlter.25.9.23

Strengthening the Professional and Pedagogical Competencies of In-service Islamic Education Teachers through Multilateral Collaboration

2026-10-28T13:09:31+00:00

Islamic education teachers must possess pedagogical, professional, social, personal, and information technology competencies to serve students effectively. In Indonesia, the requirements have not been met by teacher professional education (TPE). Therefore, this study aimed to provide an in-depth description of the implementation of in-service TPE through multilateral collaboration. A post-phenomenological paradigm was used with an interdisciplinary sociological approach. Data collection was conducted through interviews, observations, document analysis, and focus group discussions. The participants were 78 individuals, including deans, program chairs, and secretaries of the Islamic Education TPE program, administrators, collaborative partners, and students. Furthermore, data analysis was conducted thematically using the Miles & Huberman interactive framework. The results showed that the tests fell into the “very good” category, with 878 (89.7%) and 849 (86.8%) participants scoring above 90 on the professional and pedagogical competence scale. The success of in-service professional development for Islamic religious education teachers was due to collaboration with various parties, including in funding, instructional support, expert speakers, learning facilities, regulations, and policies. The strengthening of teachers’ professional and pedagogical competencies was achieved through theoretical and practical learning. Meanwhile, the enhancement of information technology skills was obtained through indirect learning and supplementary programs outside the regular curriculum. This study enriched the discourse on educational partnerships using multilateral partnerships.

https://doi.org/10.26803/ijlter.25.9.24

Strategic School Leadership for Developing and Sustaining Professional Learning Communities: A Bibliometric and Thematic Review

2026-10-28T13:16:13+00:00

Professional learning communities (PLCs) provide a setting for sustained teacher learning, collaboration, and school improvement. Their development and continuity are associated with leadership that establishes direction, supportive conditions, shared responsibility, and professional trust. However, scholarship connecting school leadership and PLCs remains dispersed across educational contexts and leadership perspectives. This bibliometric analysis, complemented by thematic interpretation, mapped publication trends, productivity, citation influence, and conceptual structure. The dataset comprised 314 Scopus-indexed articles, reviews, and conference papers published during 2017–2026 and retrieved on 18 July 2026. Biblioshiny analyzed publication output, sources, affiliations, corresponding authors’ countries, and globally cited documents. VOSviewer mapped keyword co-occurrence patterns after terms were standardized using a thesaurus file. Annual output rose overall from 19 documents in 2017 to 59 in 2025, despite fluctuations. The United States led corresponding-author output, while several Asian countries contributed substantially to the field. Analysis of 43 keywords generated six clusters connecting leadership with professional development, collaboration, school culture, teacher learning, agency, self-efficacy, inclusion, and social capital. Temporal patterns indicated movement from teacher learning and principals’ practices toward distributed, shared, and middle leadership. Collectively, the literature portrays sustainable PLC development as a multilevel organizational process, although these bibliometric associations do not establish leadership effectiveness. The findings highlight collaborative time, role clarity, professional trust, and contextual adaptation as considerations requiring empirical evaluation. Future research should prioritize longitudinal, multilevel, and cross-national designs, including faith-based, under-resourced, and digitally mediated settings.

https://doi.org/10.26803/ijlter.25.9.25

Research Trends and Future Directions in Metacognition, Critical Literacy, and Project-Based Learning in Higher Education: A Bibliometric Analysis

2026-10-28T13:20:57+00:00

Metacognition, critical literacy, and Project-Based Learning (PjBL) are increasingly important in higher education due to the contribution to higher-order thinking, self-regulated learning, and student-centered learning. Therefore, this research aimed to analyze trends, publication productivity, thematic developments, and gaps through bibliometric analysis. Data were collected from the Scopus database covering publications from 2018 to June 2026. After a systematic screening process, 154 articles were analyzed using VOSviewer. The results showed an increasing publication trend, particularly between 2020–2025, reflecting growing academic interest in metacognitive development and innovative learning approaches. Spain, the United States, and the United Kingdom were the leading contributors, while Indonesia and China showed growing participation. Keyword co-occurrence analysis identified metacognition as the most influential concept (TLS = 393), strongly connected to higher education, learning, cognition, psychology, and self-regulated learning. Nine thematic clusters were identified, including learner-centered learning, artificial intelligence, assessment and reflection, project-based learning, learning analytics, and educational innovation. A key result indicates the limited presence of critical literacy within the thematic network despite its inclusion in the search strategy, indicating a significant research gap. Future research should strengthen the integration of critical literacy, metacognition, and PjBL to support the development of critical, reflective, and self-regulated learners in higher education.

https://doi.org/10.26803/ijlter.25.9.26

Cultivating Intercultural Competence in an Intra–Asian Exchange Program: The Perspectives of Thai Undergraduate Students in China

2026-10-28T13:23:47+00:00

Intercultural competence (IC) is becoming increasingly important in higher education, especially regarding international student mobility within exchange programs. This study aimed to examine the IC reported by Thai undergraduate students after a two-month exchange program in China, investigate how Thai students perceived cultural similarities and differences in relation to their intercultural learning in the Thai Chinese context, and explore how the intra-Asian context of China shapes Thai students’ intercultural learning. The study employed a parallel mixed-methods approach, collecting quantitative data from a 25-item self-assessment IC questionnaire (N= 129) and qualitative data from focus group discussions with 10 students. Data was analyzed using thematic analysis. Quantitative results showed that students reported relatively high levels of IC across all four dimensions, with cultural understanding having the highest average score and cultural adaptation the lowest. Qualitative results revealed four key areas: perceived cultural similarities and differences, cultural awareness and understanding, attitudes and acceptance of intercultural differences, and intercultural adaptation strategies. Perceived similarities may contribute to familiarity with the new environment, while differences in communication and daily life practices may cause students to re-examine their preconceived interpretations and expectations. This includes adapting communication methods and behaviors to the situation. The study results indicate that intercultural learning in the context of intra-Asian exchange programs can occur through interaction between familiarity and difference. This study expands understanding of IC beyond the context of movement between the West and Asia and highlights the importance of meaningful intercultural interaction and reflective experience in designing short-term exchange programs.

https://doi.org/10.26803/ijlter.25.9.27

Principals’ Technology Leadership and Teacher Professional Development in Under-Resourced Schools in Southwest China

2026-10-28T13:28:56+00:00

Teacher professional development is essential for educational improvement, yet limited evidence explains how different dimensions of principals’ technology leadership support teacher learning in under-resourced schools. This study examined the relationship between principals’ technology leadership and teacher professional development among 474 public secondary school teachers in Southwest China selected through proportionate stratified two-stage random sampling. Technology leadership was assessed using a 22-item scale adapted from the ISTE Standards for Education Leaders, while teacher professional development was measured using a 38-item established scale. Descriptive statistics, Pearson correlation, and multiple regression were employed. Principals’ technology leadership was strongly associated with teacher professional development (r = .751, p < .001), and the five dimensions jointly explained 56.5% of its variance. Equity and Citizenship Advocacy emerged as the strongest predictor (β = .227), followed by Visionary Planning (β = .211), Systems Design (β = .210), Connected Learning (β = .196), and Empowering Leadership (β = .189). By extending technology leadership research beyond technology-oriented outcomes to teacher professional development and comparing the relative contributions of its dimensions, this study provides evidence from an under-resourced context. The findings suggest that school leaders should prioritize equitable access, inclusive participation, and professional learning opportunities when advancing digital transformation.

https://doi.org/10.26803/ijlter.25.9.28

Teacher Professional Reasoning for AI-Mediated Language Teaching Under Multi-Level AI Governance: An Embedded Multiple-Case Study

2026-10-28T13:32:17+00:00

Generative artificial intelligence is reshaping teaching, learning, assessment, and professional practice in English as a Foreign Language. However, little is known about how university teachers exercise professional reasoning within emerging AI governance environments. This embedded qualitative multiple-case study explored how university teachers of English as a Foreign Language in Vietnam reasoned professionally about generative artificial intelligence. The study combined semi-structured interviews with 13 teachers from 13 universities and an analysis of 88 policy and governance documents comprising 10 national, 7 ministerial, and 71 institutional documents. A documented search, screening, inventory, and staged coding procedure enabled the systematic identification, classification, and analysis of the document corpus. Interview and documentary data were analysed separately, first within cases and governance levels and then across cases using matrices and joint displays. Findings showed that teachers' professional reasoning was developed through continual negotiation between classroom realities and multi-level AI governance. Participants moved beyond their traditional roles as language experts to become learning designers, pedagogical facilitators, critical mentors, and ethical guides. They set context-appropriate boundaries for AI use, reframed ethics in terms of transparency and cognitive engagement, and adapted assessment to preserve evidence of student learning. The documents revealed a layered but uneven governance landscape. National strategies articulated broad directions; ministerial documents provided partial guidance; and institutional policies varied considerably. The integration of the two datasets showed that AI literacy, governance, assessment, ethics, and teacher agency were interconnected with teachers’ professional reasoning. The study proposed the governance-informed Identity-Agency-Ethics-Assessment Practices heuristic for understanding AI-mediated teacher professionalism.

https://doi.org/10.26803/ijlter.25.9.29

Transformation of Sociocultural Learning Based on Local Wisdom toward Nationalism, Multicultural Literacy, and Social Competence of Students in the Indonesia-Malaysia Border Area

2026-10-28T13:37:18+00:00

Education in the Indonesia-Malaysia border area faces challenges in implementing learning, with the integration of local wisdom as a contextual learning resource not yet effective. This impacts the development of nationalism, multicultural literacy, and social competence of students who have not yet achieved these competencies. It is urgent to find strategies to strengthen national identity and adaptability in multicultural students in this border area. The study’s aim is to analyze the impact of local wisdom-based sociocultural learning on nationalism, multicultural literacy, and social competence of students in the Indonesia-Malaysia border area. The quantitative research approach used an exploratory survey method. The sample consisted of 300 high school students from the Indonesia-Malaysia border region, selected using proportional stratified random sampling. Data were collected via a 5-point Likert scale questionnaire. A total of 291 responses were received; however, 11 were incomplete, resulting in a final dataset of 280 for analysis. Data analysis was performed using Structural Equation Modeling-Partial Least Squares. The results of the study indicate that local wisdom-based sociocultural learning is positively and significantly associated with nationalism (β = 0.794; t = 18.924; p = 0.000), multicultural literacy (β = 0.805; t = 20.133; p = 0.000), and social competence (β = 0.827; t = 22.486; p = 0.000). The R² values of 0.631, 0.648, and 0.684 indicated that the model has strong explanatory power. It was found that integrating local culture into learning helps strengthen national identity, increase awareness of cultural differences, and develop students’ social skills. In conclusion, local wisdom-based sociocultural learning serves as an effective educational strategy to shape a young generation that is characterful, inclusive, adaptive, and socially and culturally resilient in the Indonesia-Malaysia border area.

https://doi.org/10.26803/ijlter.25.9.30

ICT Teaching Competency and Development Needs of Pre-service EFL Teachers in China: A Mixed-Methods Study

2026-10-28T13:41:44+00:00

It has become essential to integrate information and communication technology (ICT) into teacher education. However, there is little evidence of ICT teaching competency gaps and the development needs of pre-service teachers of English as a foreign language (EFL). This study investigated pre-service EFL teachers’ ICT teaching competency, examined their readiness to engage in blended learning as learners themselves, and identified key areas for further development. A convergent mixed-methods design was adopted. Quantitative data were collected from 203 Chinese pre-service EFL teachers using the ICT Teaching Competency Self-Assessment Scale and Blended Learning Readiness Scale, and qualitative data were collected through semi-structured interviews with six teacher educators. The findings indicate that pre-service EFL teachers reported a moderate level of teaching competency in ICT. Basic Technological Literacy had the highest mean score, whereas Technology-Supported Teaching had the lowest, indicating that the pre-service teachers faced challenges in applying ICT in pedagogically meaningful practices. Participants also reported moderate readiness to engage in blended learning, and comparatively even lower online learning readiness. The qualitative findings expose teacher-centered instruction, limited teaching practice opportunities, insufficient ICT integration modeling and inadequate pedagogically oriented training as perceived constraints on competency development. Three key areas requiring further development were identified: integrating ICT more strongly in teaching practices, enhancing readiness to engage in online learning, and providing more practice-based learning opportunities. The findings provide empirical evidence to inform curriculum design and ICT-related training in pre-service EFL teacher education.

https://doi.org/10.26803/ijlter.25.9.31

Authentic Leadership and Innovative Work Behavior in Higher Education: The Roles of Resilience and Innovation Support

2026-10-28T13:50:54+00:00

This cross-sectional, self-report study examined how authentic leadership relates to innovative work behavior among academic, academic-management, and administrative/professional employees in higher education, and whether employee resilience and perceived organizational support for innovation explain when this relationship is stronger. Data were obtained from 412 employees across public, private, and applied/technical universities. Partial least squares structural equation modeling was used to assess the reflective measurement model, direct relationships, mediation, moderation, conditional indirect effects, predictive performance, and robustness across employee and institutional groups. Authentic leadership was positively related to employee resilience (β = .624) and innovative work behavior (β = .296), while resilience was positively related to innovative work behavior (β = .458). The indirect effect through resilience was significant (β= .286, 95% CI [.238, .335]). Perceived organizational support for innovation strengthened the resilience–innovation relationship (β= .125, 95% CI [.072, .175]), and the index of moderated mediation was positive (index = .078, 95% CI [.044, .111]). The model explained 69.0% of the variance in innovative work behavior. Because the design was cross-sectional and single source, the findings are interpreted as statistical relationships rather than causal effects.

https://doi.org/10.26803/ijlter.25.9.32

The Use of AI-Powered Grammarly in Enhancing EFL Prepositions Usage

2026-10-28T13:56:32+00:00

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Evaluating Adult Educators’ Perceptions of the Pedagogical Value of ICT Integration in Community Learning Centres in South Africa

2026-10-28T14:01:54+00:00

The integration of Information and Communication Technology (ICT) has become central to educational transformation worldwide, yet evidence on its pedagogical value in Adult Basic Education and Training (ABET) remains limited, particularly in resource-constrained contexts (Ditlhale & Van den Berg, 2024; Nchabeleng, 2024). Existing research has focused largely on technological access and infrastructure, with comparatively little attention given to how key stakeholders perceive the educational value of ICT in adult learning (Daniels, 2022; Maceke, Nkoana, & Chauke, 2026). This study addresses this gap by exploring the perceptions of adult educators, adult learners, and centre managers regarding the pedagogical value of ICT integration in community learning centres in South Africa. Guided by an interpretivist paradigm, the study employed a qualitative multiple-case study design involving two community learning centres. Semi-structured interviews were conducted with 10 purposively selected participants: 4 adult educators, 4 adult learners and 2 centre managers. Data were analysed using the thematic analysis of Braun and Clarke (2021). Four interconnected themes emerged: enhanced learner engagement and motivation; improved conceptual understanding through visualisation; support for diverse learning needs; and perceived improvement in learner confidence and academic performance. However, participants also identified persistent institutional barriers, including inadequate infrastructure, unreliable connectivity, limited access to digital resources, and insufficient pedagogically focused professional development, which constrained meaningful ICT integration. Interpreted through activity theory (Engeström, 1987), the findings demonstrate that effective ICT integration depends not only on technological availability but also on interactions among educators, learners, institutional support, and organisational conditions. The study contributes to the limited scholarship on ICT integration in adult education by providing stakeholder-informed evidence to support policy development, educator professional development, and the advancement of digitally inclusive adult learning environments in South Africa and comparable educational contexts.

https://doi.org/10.26803/ijlter.25.9.34

MathSTEAM Space: A Design-Based Digital Learning Ecosystem Bridging Contextual Mathematics and STEAM Pedagogy in Junior Secondary Education

2026-10-28T14:07:47+00:00

Despite growing calls for contextual mathematics learning and the integration of science, technology, engineering, arts and mathematics (STEAM) into mathematics learning, few digital platforms integrate contextual problem framing, project-based activity, formative feedback, and progress monitoring within a single pedagogically coherent environment. This gap is particularly acute in resource-constrained junior secondary settings. This study reports the design-based development of MathSTEAM Space, a web-based digital learning ecosystem that integrates contextual mathematics learning and STEAM pedagogy in Indonesian junior secondary education. The study was guided by a design-based research framework operationalized through an analysis, design, development, implementation, and evaluation (ADDIE) development cycle. Evidence was drawn from a needs analysis of 26 in-service mathematics teachers (analyzed via reflective thematic analysis of 104 open-response units and a Likert-type questionnaire), platform development documentation, and a proof-of-concept classroom trial with 80 seventh-grade students. Teachers identified digital worksheets, contextual project exemplars, scaffolded feedback, and learning-progress monitoring as priority needs. These needs were translated into a Laravel–MySQL ecosystem organized around the six-stage MathSTEAM cycle, which includes context, concept, conceptualize, create, confirm, and communicate. The system features role-based access, contextual modules, project submission, formative feedback, and comprehensive tracking for learning and activity progress. Teacher evaluations were consistently positive, with construct means ranging from 4.27 to 4.43 out of 5 and positive-response rates between 96.2% and 100%. In the classroom trial, 74 of 80 students (92.5%) logged in without major difficulty and 73 (91.2%) independently uploaded their mini projects. These findings suggest that MathSTEAM Space may function as a pedagogically structured ecosystem instead of a conventional content-delivery learning management system, thereby supporting contextual and project-based STEAM mathematics. The study contributes transferable, resource-aware design principles derived from the first design-based research cycle. These guidelines may support the development of similar pedagogically coherent ecosystems in other resource-constrained junior secondary contexts, although broader longitudinal studies are warranted to examine learning effectiveness and scalability at scale.

https://doi.org/10.26803/ijlter.25.9.35

Real-Time Pedagogical Decision-Making of Simulation Specialists in Mixed Reality Teacher Education

2026-10-28T16:11:04+00:00

Pre-service teachers generally lack the skills, confidence, and professional judgement required to navigate the complexities of classroom practice (Loughran, 2019). This study examines how simulation specialists make real-time pedagogical decisions during Mixed Reality Simulation (MRS) sessions and how these decisions shape pre-service teachers’ pedagogical content knowledge (PCK) development. Guided by the Teacher Thoughts and Action Processes (TTAP) model and the Theory of Planned Behaviour (TPB), the study adopts a qualitative design involving eleven Simulation specialists. Data were generated through live observations of simulation sessions, stimulated recall interviews and focus group discussions. Thematic analysis revealed that simulation specialists’ real-time decisions are driven by four primary factors: (1) observable gaps in pre-service teachers’ PCK, particularly in content representation and instructional strategies; (2) minimal learner engagement within the simulation; (3) emerging classroom management difficulties; and (4) misalignment between instructional resources and lesson objectives. Specialists responded to these cues through immediate pedagogical adjustments, including scaffolding questioning techniques, redirecting instructional focus and modifying the level of challenge presented in the simulation. This study contributes to the field by providing empirically grounded insight into how simulation specialists interpret and respond to dynamic classroom interactions in real-time. These findings highlight the importance of targeted professional development that strengthens simulation specialists’ diagnostic and responsive decision-making to better support PCK development in simulation-based teacher education.

https://doi.org/10.26803/ijlter.25.9.36

A Generative AI-Based Didactic Tool for Inventory Learning in Accounting Education: Evidence from XP Contable

2026-10-28T16:14:38+00:00

Generative artificial intelligence (GenAI) offers new opportunities for accounting education, but empirical evidence on its use in structured, topic-specific interventions remains limited, particularly in inventory accounting. Accordingly, this study evaluated changes in inventory learning outcomes and student self-perceptions following the use of XP Contable—a GenAI-supported learning environment—among undergraduate students enrolled in the Financial Resources Accounting course. A pre-experimental one-group pretest–posttest design was used to obtain preliminary evidence of change in an intact classroom cohort. Twenty-one students constituted the final analytical sample. The structured classroom intervention comprised two two-hour sessions (four hours total), while platform access and practice extended over approximately three weeks. XP Contable integrated conceptual explanations, worked examples, AI-supported practice, assessment, immediate feedback, and repeated attempts. Data were analyzed using descriptive statistics, paired-samples t-tests, Wilcoxon signed-rank tests, effect sizes, platform learning analytics, and descriptive thematic analysis of open-ended responses. Mean knowledge scores increased from 7.81 to 8.76 out of 11, t(20) = 2.42, p = .025, with a consistent Wilcoxon result (p = .026) and a moderate within-participant effect (Cohen’s d_z = .53). Platform analytics recorded 466 assessment attempts, with mean performance increasing from 3.51 out of 5 on first attempts to 4.99 on best attempts (p < .001). The proportion of students reporting medium or high inventory knowledge increased from 38.1% to 81.0%. The largest increases in correct responses were observed for items addressing inventory valuation methods, periodic and perpetual inventory systems, and the cost-of-goods-sold formula. However, students continued to experience difficulty applying FIFO under rising prices and connecting ending inventory with financial statements. The findings provide preliminary evidence that a structured GenAI-supported learning environment can complement inventory instruction through repeated practice and feedback. However, the one-group design, small single-course sample, and absence of a control group limit causal inference and generalizability.

https://doi.org/10.26803/ijlter.25.9.37

Music Integration in English Language Teaching: A Mixed-Methods Study of Instructors’ Beliefs and Practices in Turkish University Preparatory Programmes

2026-10-28T16:19:09+00:00

Previous research has shown that integrating music into foreign language teaching offers significant advantages, including improved vocabulary retention, pronunciation, and engagement. However, the success of musical interventions ultimately depends on how instructors perceive and manage these tools in their classrooms. Using a mixed-methods design, this study examined language instructors’ perceptions of music use in language teaching and the practical factors influencing its classroom implementation. Specifically, it examined the frequency of music integration, targeted skills and activities, song-selection criteria and material development procedures, perceived benefits and challenges, and the relationship between instructors’ beliefs and their reported classroom use of music. Data were collected from 81 English language instructors in preparatory programmes at universities across Türkiye via a survey. Quantitative data were analysed using descriptive statistics and Spearman’s rank-order correlation analysis, while qualitative data were analysed using hybrid thematic analysis in MAXQDA 24. The findings revealed a distinct belief–practice gap: positive perceptions did not translate into frequent classroom use. Specifically, 53.1% of the instructors reported rarely using music in their classes. When used, music was mainly integrated through language-focused activities, particularly through fill-in-the-blank exercises. Practical challenges, such as material selection, curriculum integration, and time constraints, emerged as key barriers to regular implementation. Overall, the findings confirm a clear gap between instructors’ positive perceptions and their classroom practices. Aligned curriculum design, systematic planning, and institutional support may help reduce this gap and support more consistent use of music for affective and linguistic purposes in the future.

https://doi.org/10.26803/ijlter.25.9.38

Towards an Integrated Framework for Green Skills Development in Higher Education: A Systematic Literature Review

2026-10-28T16:23:15+00:00

The transition towards sustainable development and green economies has increased the demand for graduates who combine environmental responsibility, innovation, and professional adaptability. Yet empirical evidence on green skills in higher education remains fragmented across disciplines, terminology, pedagogy, competencies, and institutional practice. This systematic literature review synthesised how green skills are conceptualised, developed, integrated into curricula, and implemented in higher education and proposed an integrated framework. Following PRISMA, searches of Google Scholar, Scopus, ProQuest, Emerald Insight, SAGE Journals, and ScienceDirect identified 319 records; 19 peer-reviewed empirical studies published between 2018 and 2024 met the eligibility criteria and a six-item methodological quality threshold (?9/12). Data were extracted using a structured review matrix and analysed through hybrid deductive/inductive thematic synthesis. Five terminology clusters were identified, spanning broad sustainability competencies to discipline-specific technical and professional capabilities. Thirteen studies reported identifiable pedagogical approaches, most frequently experiential and practice-based learning, while nine reported institutional mechanisms including curriculum integration, student-led initiatives, stakeholder partnerships, and workforce alignment. The resulting framework conceptualises green skills development as a context-sensitive, recursive interaction among conceptual orientation, pedagogy, competencies and curriculum, and institutional implementation. It provides an analytical basis for aligning these dimensions and for future empirical validation.

https://doi.org/10.26803/ijlter.25.9.39

Evaluating Lecturer Performance and Psychological Safety in Teacher Professional Education: A Baseline Mixed-Methods Study at Teacher Education in West Java, Indonesia

2026-10-28T16:28:09+00:00

During 2022–2023, Indonesia's Teacher Professional Education Program (PPG) underwent a major curriculum revision toward a competency-based model integrated with a Learning Management System, yet empirical evaluations of lecturer performance within this new framework remain limited. This study assessed PPG lecturers' performance as perceived by pre-service teacher students (PPG Calon Guru) across 13 study programs at a research university in West Java, Indonesia, using a convergent mixed-methods design with a questionnaire adapted for the PPG context. The quantitative component comprised a 20-item ordinal survey (? = .96) completed voluntarily by 259 students (58.6% response rate from 442 students enrolled in six courses), while the qualitative component involved reflexive thematic analysis of open-ended responses from 252 participants. Lecturers received an average performance score of 95.3%, corresponding to a Very Good rating on the instrument's 3-point response scale, applied uniformly across all 20 items. The Assessment dimension scored highest (96.3%), while Learning Implementation scored comparatively lowest (92.5%, still Very Good), with significant differences observed between courses (Kruskal-Wallis H(5) = 19.91, p = .001). Thematic analysis identified four themes: inspiration and role-modelling, interactive and contextual learning, planning and structural challenges, and classroom psychological safety. While PPG lecturers demonstrate strong interpersonal and communication skills across all dimensions, targeted support for instructional media and tools and for classroom psychological safety would still address the two areas of comparatively (though not categorically) lower performance. This assessment serves as a baseline for the first of two semesters.

https://doi.org/10.26803/ijlter.25.9.40

Synthesizing a GPAAS Learning Process Model: Mixed-Methods Evidence from Secondary Education

2026-10-28T16:32:58+00:00

Employing an explanatory sequential mixed-methods design, this study identified the five components of the gathering, processing, applying, articulating, and self-regulating (GPAAS) learning process among Thai Grade 12 students; examined whether these components represented an overall construct; and explained their practical application through qualitative evidence. The quantitative phase involved two independent samples of students from Thai public and private schools. Questionnaire data from 400 students underwent exploratory factor analysis, followed by confirmatory factor analysis (CFA) with 505 students. The qualitative phase included semi structured interviews with eight high-achieving students and an appraisal by four educational experts, and data were analyzed using directed content analysis with additional inductive subthemes. The findings suggested that the participants demonstrated the five related components. Domain-level CFA showed that composite indicators were significantly associated with the overall GPAAS construct. The model also showed good fit with the empirical data. Student and expert evidence highlighted self-regulation as both the fifth component and a process that supported the other steps. Experts also emphasized curriculum design, teacher development, interdisciplinary learning, responsible technology use, and school-level support for GPAAS implementation.

https://doi.org/10.26803/ijlter.25.9.41

Beyond the Score: Rethinking TIMSS Underperformance in Participating African Countries through Open Education, Universal Design for Learning, and Self-Directed Learning

2026-10-28T16:36:15+00:00

The African countries that participated in the 2023 Trends in International Mathematics and Science Study (TIMSS) did not perform well. The paper discusses systemic challenges, including language barriers, resource limitations and infrastructural deficits that lead to underperformance. This paper discusses the potential of Open Educational Resources (OERs) and Open Educational Practices (OEPs) in addressing these issues by creating inclusive and self-directed learning environments. This paper uses TIMSS reports and existing literature to explore the ways in which Open Educational Resources (OER), Universal Design of Learning (UDL), and Self-Directed Learning (SDL) may offer alternative ways of interpreting and responding to underperformance in STEM education. It does this by using a qualitative conceptual-analytical method that is informed by insights from an integrative literature. The analysis shows that in the African context, TIMSS scores are not only an indicator of the learners’ ability but also of the bigger issues of unequal access to learning facilities, low inclusivity in the design process of learning and limited opportunities for learner autonomy. The research, viewed through the lens of OER and open pedagogical practices, suggests resource availability, content localisation, and collaborative learning techniques can be used to reform STEM learning experiences and advocates for an educational framework that uses openness to promote equity, engagement, and academic achievement in Africa. As a conceptual review, the analysis relies solely on secondary evidence and does not empirically validate the suggested framework.

https://doi.org/10.26803/ijlter.25.9.42

Designing AI-Assisted Visual English Reading Instruction for Deaf Learners: Breaking Phonocentric Deadlock

2026-10-28T16:39:32+00:00

English reading instruction for Deaf Learners (DLs) is often influenced by phonocentric practices that prioritize sound-based pathways. Such practices may create barriers because DLs primarily access language through visual channels. This study investigated how special education teachers utilized generative AI to design visual-conceptual reading instruction and explored the trends observed in DLs’ reading comprehension scores during routine classroom evaluations. A multiple-case study design was employed involving 15 teachers from five institutions. Data were collected through interviews, artifact analysis, and three phases of reading comprehension evaluations. The qualitative data were analysed using pattern matching, while the quantitative data were analysed using descriptive statistics. The findings revealed a three-phase instructional design sequence consisting of text preparation, digital prompting, and artifact evaluation. Positive trends were also observed in DLs’ reading comprehension scores across the three evaluation phases overall. The average post-test scores consistently increased from Phase 1 to Phase 3 across the beginner (50.0 to 53.0), pre-intermediate (57.5 to 60.0), and intermediate (69.0 to 72.5) proficiency levels. Future studies in reading instruction should employ longitudinal or experimental designs with larger participant cohorts to further examine this AI-assisted model.

https://doi.org/10.26803/ijlter.25.9.43

The Relationship between Immersive Learning, Social Presence, and Student Interaction in Technology-Enhanced Learning Environments: A Systematic Literature Review and Bibliometric Analysis (2021-2026)

2026-10-28T16:43:12+00:00

Immersive technologies (Virtual Reality, Augmented Reality, and Metaverse) are increasingly used as innovative approaches to technology-enhanced learning. However, despite growing research on immersive learning, the ways in which immersive experiences influence social presence and, in turn, student interaction remain insufficiently understood. This study examined the relationship among immersive learning, social presence, and student interaction in technology-enhanced learning environments through a Systematic Literature Review guided by the PRISMA 2020 protocol, combined with bibliometric analysis using VOSviewer. A search of the Scopus database in the 2021-2026 period yielded 38 articles meeting the inclusion criteria. The results showed a rising publication trend led by South Korea, Germany, and the United States, with virtual reality and social presence emerging as central keywords linked to five main research themes. The synthesis indicated that immersive learning was associated with stronger social presence, which in turn supported richer student interaction and collaborative knowledge building, following three conceptual patterns: direct relationships, support for collaboration, and mediation of learning engagement. Student interaction itself also reinforced social presence, indicating a reciprocal relationship. The study identified research gaps and proposed a conceptual framework linking the three constructs, suggesting that learning design should deliberately target social presence as the mechanism through which immersive tools translate into meaningful student interaction.

https://doi.org/10.26803/ijlter.25.9.44