Engaging in drama activities to improve preschool children's emotional intelligence is crucial. A review of the literature regarding the teacher's role in utilizing technology for creative theater reveals a significant gap in research. This study aims to evaluate the teacher's role in implementing creative drama activities via technology to enhance the emotional intelligence of preschool children. This study employed a qualitative research method in its design. Preschool teachers participated in face-to-face interviews during the data collection phase of the research. The interviews were carried out individually in a calm environment suitable for the schools where the teachers are employed. The participant group in the research consisted of 50 teachers. Research data was collected using interviewing techniques. The study indicates that most preschool teachers regularly utilize role-playing games to enhance children's emotional intelligence, yet they rarely incorporate online creative drama exercises into their planning. Furthermore, a majority of preschool educators concurred that online creative theatre activities facilitated the development of emotional intelligence in children. The teacher has identified several benefits of online creative drama activities for the development of children's emotional intelligence, including the enhancement of empathy skills, self-awareness, social development, emotion regulation, social cohesion, technological proficiency, personal satisfaction, prevention of peer bullying, and observational skills.

This study explores the role that English for Academic Purposes or EAP plays in enhancing the academic writing skills of Chinese students. Through extensive research based on the compatibility of Chinese students with the English language, this paper looks forward to the challenges students face in academic writing in English in China. Findings have revealed that EAP programs aim to make learners familiar with being perfect in linguistic terms, making them conscious of the several genres, and executing various strategies required for actively engaging in academic communities. A plethora of theoretical alignments have evolved, including theories of process-based writings, strategies based on specifications, and frameworks that depend on rational analysis and reasoning, all of which aid the functioning of EAP. These courses make learners familiar with critical thinking perspectives, proper grammar, enriched vocabulary, authorial stances, and better reasoning in writing. EAP courses have been found by the research to be more effective through feedback from educators and comments from community peers, along with several technological innovations. While AI tools such as ChatGPT and Criterion provide students with the confidence to write fluently, these tools also diminish critical and creative thinking abilities. The researchers prioritize the localization of the EAP curriculum in mostly non-Anglophone contexts. The study thus focuses on the strength of EAP courses in transforming learning environments to be equitable and accessible for all.

Metacognition development is important among students as it increases awareness and regulates cognitive processes. As generative artificial intelligence (GAI) gradually gains ground, it is expected to enhance metacognition among students as well. The study aimed to explore the metacognitive skills of self-awareness, planning, and reflective thinking among university students through GAI tools. The study followed a semi-structured interview of 10 university students recruited through purposive sampling. The interview was then analyzed through thematic analysis to understand the research aim. First, some reflective practices such as journaling, SWOT analysis, and peer feedback were critical for enhancing self-awareness and deeper learning. Second, GAI tools provided significant scaffolding for breaking down complex ideas, summarizing diverse perspectives, planning, and managing cognitive load while enhancing understanding. However, challenges such as inaccuracies and the risk of over-reliance necessitate careful verification and balance in using these resources. Third, a hybrid paradigm that blends GAI with traditional metacognitive strategies emerged as a practical and ethical framework for promoting metacognition. The study concluded that although GAI enhances metacognitive skill development, effective integration requires ethical and mindful application alongside traditional learning methods. Despite limitations due to research design and small sample size, this study has practical implications for developing training programs for students on responsible GAI use. Future research should focus on the long-term implications of such an integrative approach and its suitability across different educational and cultural backgrounds.

This study aims to construct and validate a modernization evaluation index for physical education programs in high schools within the Nanchong area, focusing on optimizing educational quality and program effectiveness. Using a Delphi method, this cross-sectional study recruited ten experts from the fields of education and physical education to select all the necessary indicators that should be used in modernization evaluation. It used three phases of surveys where the particular experts judged the relevance and importance of the mentioned factors towards physical education modernization. The data was collected to some extent for each indicator and then refined through successive rounds of feedback in order to establish the most important indicators. Specific findings highlighted from the study include infrastructure upgrade, curriculum development, and the integration of technology for modern learning as the key pillars of modern learning. Accessibility to learning facilities and curriculum was considered critical and an essential component of the study. Moreover, the interviewed specialists stressed that ongoing improvements in educational practices are indispensable for educators to adopt new approaches to teaching. Safety measures and mental health were identified as two significant concerns, with respondents expressing high levels of consensus about the frequency of assessments required to modify and enhance learning approaches. The modernization assessment index was validated and provides a clear and practical plan for improving physical education programs' technology, safety, and content. Future research should expand this study's geographical and educational findings to make them more helpful.

Reform of the art curriculum in higher education is increasingly urgent to respond to the demands of globalization, pedagogical innovation, and increased student satisfaction, especially in the field of studio-based oil painting education. This study examines the effect of oil painting curriculum reform on student satisfaction at an art university in China using a mixed methods design. Quantitative data were collected through a survey of 540 students and analyzed using Structural Equation Modeling (SEM) to evaluate the relationships between teaching quality, curriculum structure, learning processes, and satisfaction. Results indicate that teaching and curriculum quality have a significant direct effect on satisfaction, as well as an indirect effect through the learning dimension as a partial mediator. Qualitative analysis based on interviews with five lecturers reinforces these findings, highlighting that curriculum innovations, including project-based learning, process-based assessment, and the integration of contemporary and international art trends, enhance student motivation, engagement, and learning experiences. This study contributes to the literature by including the learning dimension as a mediating mechanism, provides practical recommendations for art universities to implement pedagogical improvements, and align curricula with contemporary creative industry demands. Furthermore, this study recommends cross-institutional and cross-cultural research to enhance the external validity and generalizability of the results.

The research confirms the importance of humanities education in cultivating critical thinking abilities among university students, having conducted a survey of 2000 students and interviewed 100 lecturers from the University of Social Sciences and Humanities (Ho Chi Minh City), the University of Culture (Hanoi), and Thu Dau Mot University (Binh Duong). Results indicate that 75% of students reported an improvement in critical thinking, and 68% claimed to analyze issues from ethical, historical, and cultural perspectives, with 60% showing improvement in their analysis skills. This was especially pronounced among fourth-year students (72%) and females (65%). A variety of teaching approaches were observed across the universities. In Ho Chi Minh City, group discussions were rated highly by 82% of participants, while literary analysis was responsible for 55% of effectiveness in Hanoi. In Binh Duong, technology application (63%) was noted to increase interactivity. This research is based on social constructivist theory (Vygotsky) and the 5D model and notes positive student growth in three dimensions: questioning, argumentation, and a flexible approach towards problem solving. The generalizability of the study is affected by a lack of technical students within the research sample, an 18-month timeframe, and these results. To overcome these gaps, the study suggests reforming programs in humanities by integrating real-world cases, such as ethics of AI, climate change, and using AI for analyzing essay structures and logic or virtual reality simulations.

This study aims to examine the impact of integrating a learning web portal into collaborative writing education on scientific writing skills, writing self-regulation, and writing self-efficacy. This research employed a quasi-experimental method with 250 students from Kencana Vocational School, Bandung, Indonesia. Participants were divided into two groups: an experimental group and a control group. The experimental group received a learning web portal intervention, while the control group participated in face-to-face collaborative writing interventions. Data collection involved instruments such as a scientific writing performance evaluation scale, a self-regulation scale, and a writing self-efficacy scale. The study analyzed the types and extent of student writing mediation facilitated by the web. Data analysis utilized paired sample t-tests and one-way ANCOVA, complemented by thematic analysis of qualitative data. The results indicated that the use of a learning web portal significantly improved scientific writing skills, self-regulation, and writing self-efficacy compared to conventional collaborative writing interventions. Improvements in writing skills were observed across several components, including content, organization of ideas, and language use. Qualitative data analysis further reinforced that peer writing contributes substantially to these components. The study suggests that online media in collaborative writing learning can enhance students' writing quality by providing discussion spaces and feedback mechanisms. Additionally, integrating technology into language learning curricula is essential to strengthen its role in educational settings.

The rise in China’s influence worldwide and the upsurge in international students have increased the need for effective Chinese as a Second Language (CSL) teaching, enriching the atmosphere in Chinese classrooms. This study examines how future Chinese language teachers perceive and implement Culturally Responsive Teaching (CRT). Based on interviews with 20 postgraduate pre-service teachers at a leading Chinese university, most participants recognize the value of CRT; however, their understanding tends to be superficial and intuitive. The application of CRT is often inconsistent, as cultural aspects are frequently regarded as supplementary rather than integral to the learning process. Being international teachers and receiving guidance from mentors significantly supports the acquisition of relevant knowledge, yet learners face challenges such as low awareness of other cultures, insufficient training, limited resources, and institutional obstacles. Three thematic categories, beliefs and values, instructional practices, and contextual challenges, emerged from the analysis. The findings indicate a substantial gap between CRT theory and actual teaching practice, highlighting the need for increased efforts to incorporate CRT into teacher education curricula, develop specific frameworks tailored to different contexts, and implement supportive educational policies. This research offers original insights by (1) situating CSL teacher education within a non-Western context, (2) employing both quantitative and qualitative methods, and (3) providing recommendations for curriculum reform and professional development. Future research should consider longitudinal designs and multi-institutional comparisons.

Innovative pedagogical strategies are critical to enhance STEM education quality in resource-constrained educational environments. This quasi-experimental study (2021-2023) evaluates a frugal approach combining flipped classroom and mutual learning within Morocco's GENIE program in Fez-Meknes guided by the ICAP cognitive engagement framework and frugal innovation principles. Over two academic years, 160 secondary students (94 in 2021-2022 and 66 in 2022-2023) were divided into experimental and control groups. The 12-hour intervention structured into electrochemistry modules utilized locally adapted materials and peer interactions to optimize resources. Data from a validated SEEQ questionnaire (α > 0.83) revealed significant academic improvements in experimental groups versus controls: +2.30/+3.22 points (2021-2022 and p < 0.01) and +2.54 points (2022-2023 and p < 0.01), contrasting with control declines. Satisfaction metrics progressed across multiple dimensions, learning scores arise from 3.10 to 4.43, enthusiasm increased from 3.62 to 4.75, and group interaction advanced from 3.13 to 4.75. Qualitative feedback highlighted students' progression through engagement levels, transitioning from rote memorization to collaborative conceptual understanding with wall charts achieving 97% approval. This study demonstrates how frugal innovation approaches aligned with sustainable development goal 4 on quality education can transform science education in resource-limited contexts through strategic adaptation of evidence-based pedagogies within local educational frameworks.

This study investigates students' attitudes toward national evaluations and their perceived impact on learning, focusing on the National Assessment for Learning Standards (NAFS) test in Saudi Arabia. Using a mixed-methods approach, the research combines quantitative and qualitative data to gain a comprehensive understanding of students’ perceptions, experiences, challenges, and suggestions for improvement. The quantitative phase is based on questionnaire data from 533 first-year secondary students, who had previously taken the NAFS test during their final year of intermediate school. The qualitative phase includes semi-structured interviews conducted with a sub-sample of 15 students. Results show a generally negative attitude towards the test's effectiveness, with significant differences favoring private school students, whereas no significant gender-based differences were observed. The challenges arose from the unsuitable timing for the test's implementation, unclear test questions, a lack of motivation among students to take the test, as well as the absence of feedback that would benefit them due to the disconnect between test results and their academic performance. Some students provided suggestions and opinions regarding this test, including integrating the test components into the curriculum, offering both moral and material incentives for high achievers, extending the test duration, and using the test as a tool to identify each student's strengths and weaknesses. The findings highlight the need for national assessments to align more closely with students' academic contexts and emotional needs.