International Journal of Learning, Teaching and Educational Research

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 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