ABSTRACT This study explores the links between socioeconomic status (SES), Big Five personality traits, and learning outcomes among Vietnamese undergraduates. A sample of 209 Vietnamese university students is analyzed by using Structural Sample Modeling (SEM). The Student Learning Outcomes Scale in our research focuses on overall achievement gained from the skills, ability, and knowledge to assess learning achievement from multiple perspectives, instead of just focusing on academic grades or certificates. Besides, the relationship between SES and learning outcomes is examined among university students, an older subject compared with children in most previous research. Results reveal strong relationships between personality traits and learning outcomes. Meanwhile, the links between SES with each personality trait and learning outcomes are insignificant. Institutions should support students in understanding their personalities and focusing on education interventions that adjust factors mediating the relationship between personality traits and learning outcomes to help them improve learning outcomes despite their SES.

ABSTRACT This study explores the user experience (UX) of students on e-learning platforms, emphasizing emotional expression and satisfaction. It enhances existing research by applying usability tests and surveys to assess the emotional impact of online learning. The study's novelty lies in its focus on emotional expression, which, along with cognitive issues and engagement, plays a vital role in shaping the quality of learning outcomes. It compares the effectiveness of a real-time face and eye recognition method (MIORA) with a retrospective questionnaire (SAM) for measuring emotional responses. Results indicate that the real-time method is more accurate and reliable, capturing transient emotional states with machine learning. Unlike retrospective assessments, which are prone to memory biases, the real-time method provides immediate, objective data for dynamic understanding and instant feedback. These insights are crucial for improving e-learning platform design, enhancing user engagement, and enabling real-time adaptations, leading to more engaging and rewarding online learning environments.

ABSTRACT This study examines the application of information and communication technologies (ICT) in enhancing the professional competence of students specializing in physics and mathematics. The research highlights the integration of innovative computer-based learning methods to improve the effectiveness of education, increase student motivation, and develop critical skills such as three-dimensional modelling and technical documentation. Adopting a competency-based approach, the study identifies practical methods for integrating ICT into educational processes, focusing on its influence on cognitive development, mathematical logic, problem-solving abilities, and intellectual engagement. The findings demonstrate that the strategic use of ICT not only modernizes the educational process but also enhances students’ ability to apply their knowledge in professional contexts. This contributes to the preparation of highly competent specialists capable of adapting to the demands of the modern workforce. The study’s insights offer practical recommendations for educators to leverage ICT tools effectively in fostering student competence and readiness for professional challenges.

ABSTRACT The COVID-19 pandemic forced higher education institutions to rapidly transition from in-person to online learning, impacting student engagement and motivation. This study explores the relationship between academic motivation and online learning engagement among 174 Chinese students during the post-pandemic period. Using self-administered questionnaires and statistical analyses (Spearman's rho and multiple linear regression), findings reveal that both intrinsic and extrinsic motivation positively correlate with behavioral, cognitive, emotional, and agentic engagement, while amotivation negatively affects behavioral engagement. Intrinsic motivation also modestly predicts cognitive, emotional, and agentic engagement. These results highlight the critical role of academic motivation in fostering student engagement, providing valuable insights for educators, curriculum developers, and students in enhancing online learning experiences.

ABSTRACT Inequities for learning opportunities for girls continue to persist in home settings across the globe. Some girls in Tanzania, sub-Saharan Africa, and some parts of the globe are denied opportunities to progress in education because of their gender. Access to learning opportunities for girls in home settings in rural areas in Tanzania continues to be a problem because of cultural values and practices. This paper sought to explore the influences that fathers in the Sukuma community in the Magu district, Tanzania have. Participant observation and semi-structured interviews were complementary in data collection. This paper provides novel findings regarding gender power dynamics and hierarchies, gender roles, and poverty as key inhibitors for girls’ educational opportunities in families. The paper argues for the transformation of cultural practice in families, as an important step for introducing cultural values that promote greater equity and inclusion in education for both girls and boys.

ABSTRACT This paper aims to introduce the decomposition of students' socioeconomic background into students' abilities and household characteristics, and, therefore, separately examine the contribution of each attribute to overall students' efficiency across public and private schools. Using Order-alpha and Metafrontier approaches to a sample of 25,060 students from the 2016/17 Young Lives School Survey, results indicate that student ability, family characteristics, school surrounding environment, and overall performance were significantly higher in private schools. However, there was no significant difference in school resources based on school type. Performance gaps across schools might, to a large extent, be explained by the quality of students admitted to such schools who might also be attracted by school environments. More emphasis on improving the environments surrounding schools is recommended.

ABSTRACT The present paper aims to investigate the factors that influence the achievements of Italian students on the National Mathematics Assessment INVALSI. The study is a quantitative non-experimental research and utilizes the Decision Tree Method (DTM), a data mining and machine learning approach, to analyze the relationships and interactions among the variables and their influence on students’ mathematics performance. The sample for the study consists of 15,344 grade-10 students who took the INVALSI test in the school year 2021/22. Findings show that school typology had the highest relative importance, followed by students’ school grades in mathematics, socioeconomic status, geographic macroregion, gender, age, and, finally, origin. Based on these results, policymakers and educators should prioritize interventions that enhance educational environments and individual academic proficiency, particularly focusing on school type, mathematics grades, and students’ ESCS, to improve student achievements and promote deeper learning.

ABSTRACT Scholars have emphasized the need to expand the student performance domain, including organizational citizenship behaviors (OCBs). The purpose of this research was to examine the structure, validity evidence, and equivalence of student OCB across student subgroups. University students were recruited to evaluate psychometric evidence across three studies. Study one utilized confirmatory factor analysis (CFA), revealing three distinct factors of the student OCB scale: interpersonal helping, loyalty, and individual initiative. Study two established a nomological network of student OCBs by examining relationships among OCB dimensions with theoretically relevant external variables, demonstrating the construct validity of the measure. Study three utilized multiple-groups CFA, and confirmed the measurement invariance of the student OCB scale, such that it was invariant across student (full-time or part-time student) and employment (employed or unemployed) status. These findings support the conceptualization of student OCB as a multidimensional construct and indicate that it operates consistently between different student subgroups.

ABSTRACT This study examines the association between approaches to learning (ATL) and reading and mathematics achievement using U.S. data from the Early Childhood Longitudinal Study of the Kindergarten Class of 2010–2011. Within-grade and across-grade analyses are conducted using individual fixed-effects that control for time-invariant effects and minimize estimation bias. Results from within-grade analyses indicate that ATL is positively related to reading and mathematics achievement in kindergarten, first and second grade. Results from across-grade analyses demonstrate sustained positive associations between ATL and reading and mathematics achievement in grades K-4. Lagged ATL effects are manifested, especially of adjacent prior grades, a finding that extends prior findings and offers a novel perspective in understanding the long-term relationship between ATL and reading and mathematics achievement. The relationship between ATL and achievement is stronger in reading than in mathematics. These findings indicate the importance of ATL in improving reading and mathematics achievement in early grades.

ABSTRACT Blended synchronous learning, or BSL, emerged in the early 2000s to signify scenarios where remote students and in-the-room students participate in activities together at the same time. The recent proliferation of hybrid teaching provides an opportunity to redefine this teaching model and reassess its potential for contributing to teaching quality. Likewise, the urgent upskilling of staff cohorts to teach in modes like BSL during the pandemic has highlighted the potential role of academic developers in this realm. Semi-structured interviews with 12 teaching staff within a built environments faculty in Australia explored their experience teaching BSL for the first time, and their perception of support from the authors’ academic development group. Their on-the-ground reflections offer implications for supporting high-quality hybrid teaching at scale and justify consideration for long-term investment in BSL across the sector.