Teacher-student rapport plays a pivotal role in fostering effective teaching and learning, particularly in English as a Foreign Language (EFL) contexts. Despite its recognized importance, few studies have developed and validated a psychometrically sound instrument to measure this construct using robust statistical methods. This study addresses this gap by developing and validating a measurement model of teacher-student rapport among EFL teachers in Indonesian Islamic higher education institutions. Using a quantitative design, data were collected from 111 EFL teachers through a structured questionnaire grounded in established rapport-building theories. The instrument comprised 24 items organized under four theoretically derived indicators: recognizing students, supporting and monitoring students, being personable and approachable, and interacting with students. Confirmatory factor analysis (CFA) was conducted using LISREL 8.80 to assess the model’s fit and construct validity. Results indicated that all items loaded significantly (λ > 0.4), and the four-factor model demonstrated acceptable to good fit across key indices (RMSEA = 0.035–0.081; GFI = 0.83–0.99; p > 0.05). Composite reliability was high (Cronbach’s α = 0.86), confirming the scale’s internal consistency. The study contributes a reliable and valid tool for assessing teacher-student rapport in EFL higher education settings, offering practical value for teacher self-evaluation, professional development, and classroom observation. Findings also underscore the centrality of behaviors such as celebrating students’ personal milestones, relating course content to real-life contexts, maintaining eye contact, and providing support to absentees. This research supports efforts to enhance relational quality in EFL classrooms through evidence-based measurement.

The current investigation explored the use of music technology in secondary schools in Shandong Province, using technological determinism theory and the Technology Acceptance Model (TAM). The qualitative approach employed semi-structured interviews and observational methods to elicit views of music educators and students in three secondary schools in Shandong Province. The analysis of the gathered data indicates that the inclusion of music technology increases student engagement, stimulates creativity, and enables personalized learning experiences through varied resources and interactive tools. Educators reported that music software was useful in lesson preparation and student performance evaluation, but also faced challenges such as insufficient training, technical issues, and uneven resource distribution. Additionally, the use of music software appeared to facilitate greater interaction and self-regulation among learners; however, it also posed challenges related to unequal access and a decline in the use of traditional musical instruments. The results suggest that music technology significantly enriches music learning, making it more dynamic and learner-centered. Nonetheless, they also highlight areas requiring development, including professional training and equitable resource allocation. The findings underscore the necessity for ongoing research to assess the long-term impacts and applications of music technology across diverse educational settings, thereby contributing valuable insights to music education in China and globally.

In the contemporary era, education systems are entering a new phase of transformation driven by the rapid advancement of technology. In particular, the integration of artificial intelligence (AI) in educational processes presents both opportunities and challenges. AI-based tools facilitate the design of individualized learning trajectories, enable the selection of resources aligned with learners’ interests and abilities, and enhance assessment and feedback mechanisms. These capabilities, in turn, promote the development of creative thinking, strengthen problem-solving skills, and render learning experiences more interactive. On the other hand, the deployment of AI in education raises ethical, pedagogical, and technological constraints. Concerns include the potential diminishment of students’ creative potential due to excessive reliance on automated systems, shifts in the professional roles and evaluation of teachers, and issues regarding data security and intellectual property protection. Moreover, the standardized nature of AI-driven approaches may limit the diversity of creative thought. Research indicates that optimal outcomes are achieved when human creativity and AI are employed complementarily. In this regard, the primary challenge for educational policymakers, instructors, and technologists is to develop a balanced, ethical, and creativity-enhancing model for AI integration. This article provides a multidimensional analysis of the interplay between AI and creativity in education, evaluates prospective opportunities and associated risks, and offers both theoretical and practical recommendations for future research directions.

Bullying at the junior high school level undermines students’ emotional well-being, peer relationships, and academic performance, thereby demanding a preventive counseling protocol that is both structured and culturally responsive. This study aimed to develop and evaluate a CBT-based group counseling manual designed to strengthen students’ anti-bullying literacy and assertive responses, while also providing an operational guide for school counselors. A modified research and development (R&D) design was employed, consisting of seven sequential stages: needs analysis, manual design, expert validation, revision, individual counselor pilot testing, small-scale field trials, and final refinement. Participants included 12 school counselors and 24 eighth-grade students. The evaluation combined pre–post comparisons with structured narrative feedback to assess feasibility, contextual relevance, and learning outcomes across cognitive, emotional, and moral domains. Findings indicated that the manual was judged feasible and contextually appropriate for the school setting. Compared to pre-intervention, students demonstrated significant improvements in cognitive understanding, emotional empathy, and moral reasoning regarding bullying; they also reported enhanced abilities to identify irrational thoughts and adopt assertive responses to intimidating behaviors. Counselors highlighted the clarity of session steps, the appropriateness of the language, and the potential for cross-school adaptation as strengths supporting its practical use in school counseling services. The final product provides an evidence-based, ready-to-use resource for bullying prevention in Indonesian junior high schools and offers a foundation for larger-scale controlled trials and the development of digital adaptations.

This study investigates how Chinese non-English majors engage in Mobile-Assisted Extensive Reading (MAER) within both academic and social contexts, drawing on Sociocultural Theory (SCT) as the analytical framework. Employing a qualitative case study approach, data were collected from six university students through semi-structured interviews, reading logs, and mobile app screenshots. The findings reveal that students’ MAER practices are highly diverse and contextually situated, influenced by individual learning goals, exam preparation demands, and the availability of social and institutional support. Mobile reading apps provide flexible access to English input and offer multimodal resources that enhance learner interest and autonomy. However, sustained engagement is not guaranteed by technology alone. Learners benefit most when supported by peer collaboration, teacher scaffolding, and app features that facilitate reflection and interaction. In contrast, participants lacking such support often experience difficulty in maintaining consistent reading habits. These results suggest that MAER is not merely a solitary or technical endeavor, but rather a socially mediated activity shaped by the learners’ environments. The study extends current understandings of mobile learning by illustrating how the core SCT constructs of mediation, the zone of proximal development (ZPD), and internalization operate in mobile-assisted reading contexts. Pedagogical implications include integrating social scaffolding into both app design and curriculum development to foster sustained learner motivation, self-regulation, and effective engagement with extensive reading tasks.

The curriculum emphasizes the importance of parental involvement in student education at school. Active participation from parents in the learning process can facilitate the development of students' knowledge. However, in reality, parental involvement remains minimal due to social disparities within society. It is essential to investigate the alignment between theory, expectations, and actual practice. The purpose of this study is to identify the backgrounds of the parents involved and to provide a descriptive analysis of the cooperation demonstrated by schools towards parents, which can motivate increased involvement in student education. The research adopts a quantitative approach, with a sample of 478 students attending schools in the Indonesia-Malaysia border area. Data collection was conducted through questionnaires, which were developed based on specific indicators. Data analysis was performed using descriptive statistics with the assistance of SPSS version 29.0. The collected data were analyzed by calculating the average scores for each indicator and interpreting the results. The findings indicate a significant relationship between school-parent cooperation and improvements in student education. Specifically, the more parents feel appreciated by the school's engagement, the higher their involvement in their children's education. Additionally, parental involvement increases when schools actively collaborate to discuss various issues affecting students and parents. Parents are more involved when they are informed about meetings, activities, and programs that require their participation. In conclusion, active communication between schools and parents significantly enhances parental involvement in education.

Recent years have seen a growing trend in research on artificial intelligence (AI)-powered chatbots as innovative tools in education and training, highlighting their potential to personalize learning and support learner autonomy. This study examines the transformative potential of AI-powered chatbots in reshaping education by fostering autonomous, self-directed learning. It explores how chatbots move beyond interactive engagement to enable deeper, independent learning experiences. A threefold research approach was adopted. First, a comprehensive review of AI-driven teaching methodologies was conducted. Second, chatbot frameworks were designed to enhance self-paced and personalized learning. Third, the effectiveness of these frameworks was empirically tested through experimental learning environments involving 43 education experts and 320 students. Expert surveys were used to identify essential self-learning competencies, which informed the design of chatbot-supported pedagogical strategies tailored to diverse educational needs. The results reveal that AI-powered chatbots significantly enhance student engagement and promote independent learning. Their ability to provide real-time feedback, personalized support, and adaptive pacing contributes to improved academic performance and learning outcomes. These findings demonstrate that chatbots can play a central role in fostering learner autonomy and transforming traditional educational models. This research underscores the value of integrating AI chatbots into modern teaching practices. Educators and institutions can leverage chatbot technologies to create more personalized, scalable, and effective learning environments that empower students to take greater ownership of their learning processes.

This study focused on the assessment of pre-service teachers’ competencies in accordance with the Philippine Professional Standards for Teachers (PPST), specifically in content knowledge, pedagogy, learning environment, diversity of learners, assessment and reporting, community linkages, and professional engagement. For a comprehensive analysis, the assessments of faculty and pre-service teachers were compared. Additionally, the initiatives of Teacher Education Institutions (TEIs) in integrating the PPST into the curriculum, along with the issues and challenges encountered during this integration, were examined. Based on the findings, a training program for pre-service teachers was proposed. The research employed a descriptive method, utilizing questionnaire as the primary data collection tool, complemented by interviews and focus group discussions. Respondents included 60 faculty members and 335 pre-service teachers from Teacher Education Institutions in Batangas. The statistical tools used were the weighted mean and t-test. Findings indicated that pre-service teachers demonstrate the PPST competencies to a great extent. Faculty and pre-service teachers differ significantly in their assessments of pre-service teachers’ competencies in content knowledge and pedagogy, assessment and reporting, and community linkages and professional engagement. Generally, TEIs have several initiatives to familiarize teachers with PPST standards. Common challenges include instructional materials, outcomes-based assessment tools, and training seminars, which hinder the full integration of PPST into the curriculum. The activities in the proposed training program may serve as relevant resources for enhancing pre-service teachers’ competencies within the PPST framework.

This research article examines the transformative role of student research projects in shaping and improving business communication practices. In recent years, there has been a growing focus on equipping students with practical skills that bridge academic theory and real-world application, particularly in business-related disciplines. Despite this trend, limited scholarly attention has been paid to understanding how student research contributes to the development and evolution of business communication strategies. The aim of this study is to fill this gap by analyzing the extent to which student research initiatives influence communication practices in academic and organizational contexts. Using a mixed-methods approach, the study draws on qualitative data from interviews with faculty and business communication professionals, as well as quantitative responses to surveys of students actively involved in research projects. The analysis highlights how student research contributes to the development of relevant communication strategies, promotes critical thinking, and enhances the ability to effectively communicate complex business concepts. The results show that student research plays a vital role in aligning educational outcomes with industry communication needs. This article presents practical conclusions for educators, practitioners, and policymakers seeking to use student research as a tool to improve communication effectiveness in business education and practice. This study may also be useful in recommending ways to develop the business skills of future businesspeople through business communication.

The study aimed to investigate the factorial structure of the Academic Buoyancy Scale (ABS) and verify the validity and reliability of the scale on a sample of Jordanian university students from public and private institutions. The study employed the analytical descriptive approach. The scale consisted of 50 items distributed over five dimensions, which are self-efficacy, uncertain control, anxiety, faculty-student relationship, and academic integration. The results of the confirmatory factor analysis showed the presence of five factors of academic buoyancy. All indicators of the confirmatory factor analysis were appropriate (χ2/df = 2.83, RMSEA = 0.06, GFI = 0.89, CFI = 0.91 and TLI = 0.92). The loadings of the items on the scale’s dimensions were all statistically significant and had high values. The psychometric properties of the scale were verified using several procedures. The results showed that the scale has acceptable validity and reliability indications. The values of the reliability coefficients using Cronbach's alpha ranged between 0.82 and 0.93. This study is a vital step to provide accurate and objective data that helps improve students’ academic experience. Researchers and teachers can provide scientifically based interventions that contribute to enhancing students’ academic success and psychological well-being by developing a valid and reliable scale.