The purpose of this study was to investigate the impact of the design and implementation of online peer feedback strategies based on digital modules on the quality of essay writing. This study used a quasi-experimental method involving 200 junior high school students and 200 vocational high school students. To analyze the data, the one-way MANCOVA test, two-way MANCOVA test, and one-way MANCOVA test were employed. The results show that the digital online peer feedback module helped students write better argumentative essays and learn how to provide insightful criticism. The improvement in the quality of students' argumentative essays is evident in the introduction, position determination, arguments for the position, evidence or facts to support the position argument, arguments against the position, supporting arguments against the position, responses to counterarguments, and conclusions. Thus, online peer feedback strategies based on digital modules can improve essay writing skills because they focus on argumentative essay structure and content, so they can be used at various levels and subject areas. This study implies that online scaffolding in the form of digital modules must focus on the framework of text structure because knowledge and use of text structure can be transferred to students with different levels and domains of knowledge.

National Chinese education reforms demonstrate a burgeoning interest in inculcating music in early childhood education. Music can be an important part of personal, educational, and social development in the early years of a child. Subsequently, many educators are turning to music-specific professional development (PD) programs, driving the need for music in their teaching. However, there is a lack of understanding of the factors that motivate kindergarten teachers to participate in PD. The study aims to determine why kindergarten teachers enroll in music-specific professional development (PD) programs tailored to music. RQ1: What are the primary drivers behind kindergarten teachers' involvement in music-specific PD? RQ2: How do motivational factors influence kindergarten teachers' involvement in music-specific professional development? A cross-sectional survey including 328 kindergarten teachers aged 20-40 was conducted online. Data analysis involved descriptive statistics, correlation, and moderation analysis. The study found that the important drivers of PD participation included personal interest in music, the potential for career growth, and peer and cultural influence. Additionally, the main motivational factors included self-efficacy, teaching effectiveness, and personal interest as the most influential motivational factors. Comprehensive PD initiatives should integrate intrinsic, career, and social dimensions to create a supportive, dynamic space where teachers can build music-related skills.

The combination of online and offline approaches strengthens students' motivation and emotional expression through electronic media and face-to-face instruction. A population of 180 grade four primary school pupils, including 73 males and 107 females, was selected for this study. This study adopted a descriptive survey research design. The study was guided by three research questions. The instruments used for data collection were a structured questionnaire adopted and modified by the researchers in line with the research questions. Cronbach's Alpha reliability test, which yielded a reliability index of 0.73, was used to determine the internal consistency of the instrument. Mean, standard deviation, and factor loading were the test statistics. The findings of the study indicated that most primary school pupils said that they laugh loudly at jokes even when the educational process is online or offline. I do not allow people to easily see through my feelings regardless of whether the class is online or offline, thereby influencing students’ eagerness to stay positive and learn. Students may not be able to hide their feelings or display strong emotions about their teachers or learning experiences. Also, this study found that students react very strongly to emotional situations during learning, and the feelings are written all over their faces. Thus, an adequate and effective teaching method is the key for effective knowledge and skill transfer. It was recommended that curriculum planners should adopt dance education, especially in teaching pupils in technologically enriched areas.

Digital literacy deficits among adolescents have become a critical educational challenge, with only 32% demonstrating adequate information evaluation skills despite widespread basic digital competencies. Traditional pedagogical approaches often fail to engage young learners effectively, while short video content represents their preferred learning medium. This study developed and evaluated scenario-based short video clips designed to enhance digital literacy among lower secondary school students, targeting three core dimensions: media literacy, information literacy, and digital citizenship. A four-phase design-based research methodology was employed with 1,050 participants across 14 schools. Phase 1 conducted needs analysis through teacher interviews (n=50) and student surveys (n=150). Phase 2 developed five scenario-based video clips (3-5 minutes each) addressing cyberbullying awareness, digital privacy, online investment fraud, e-commerce safety, and booking fraud prevention. Phase 3 involved expert validation (n=5) and pilot testing (n=30). Phase 4 implemented large-scale evaluation with 1,000 students and 50 teachers using content analysis and descriptive statistics. Expert validation demonstrated high content quality across all dimensions (M=4.68-4.80). Student evaluation revealed exceptional satisfaction with content relevance (M=4.93, SD=0.27), visual appeal (M=4.71, SD=0.47), and age-appropriateness (M=4.79, SD=0.43). Learning impact assessment showed significant perceived improvements in digital literacy awareness (M=4.64, SD=0.50) and risk identification abilities (M=4.50, SD=0.52). Notably, 94.7% of students completed full episodes, with 67% voluntarily rewatching content. Scenario-based short video interventions demonstrate high acceptability and perceived effectiveness for digital literacy education among adolescents, providing a scalable framework for digital citizenship education in educational contexts.

The aim of the study is to verify the educational method developed in the field of health education, environment, and lifestyle through prepared interactive assignments in real conditions of the pedagogical process. In the introduction, we refer to some models of implementing health education in curricula, presented by experts in relevant sources. Programs for health education are most appropriate to implement as preventive programs in elementary school conditions. We prefer a natural pedagogical experiment with the implementation of prepared assignments in selected subjects, and we investigate a statistically significant difference in knowledge during the experiment within the control and experimental groups. Because there is no individual subject of health style and healthy nutrition within the national curriculum, the assignments are scattered in a cross-curricular manner. The present paper examined the effectiveness of a 3-year project on a healthy lifestyle at 10 selected primary schools with groups of 9–10-year-old students. First, a pilot study was conducted to validate the research concept. Consequently, activities were organized by teachers at elementary schools. The research team of university teachers built a set of 3 innovative packages of tasks and activities. The main evaluation method was quantitative analysis, including descriptive statistics, box plots, and statistical testing of hypotheses for control and experimental classes regarding the significance of the input and output tests. Therefore, the discussion concluded that the application of prepared assignments contributes to improving knowledge about healthy nutrition, a healthy lifestyle, and physical and mental health.

This study aimed to assess students' perceptions of flipped learning environments after they participated in inverted computer courses. A mixed-method approach was used for the research. The sample included 197 ninth-grade students from two high schools in Almaty, Kazakhstan. In the study, the students were given computer education that was turned upside down. The research data were collected with the “flipped learning student engagement scale” (FLSES) and student interview form applied after the education was given to the students. The data collection tools used in the study were developed by the researchers. The independent samples t-test was used in the analysis of bivariate data, and one-way analysis of variance (ANOVA) was used in the analysis of data with more than two variables. It was deemed appropriate to use the content analysis method in the analysis of the qualitative data of the research. The results obtained from the study reveal that students' scores on the reverse learning student engagement scale were higher after the flipped computer training. The majority of the students who joined the research stated that they preferred flipped learning environments to traditional learning environments in the computer course. While providing the opportunity to reinforce the subject was shown as the advantage of the flipped learning environment, most of the students said that they did not recognize any disadvantages of the flipped learning environment.

This study identifies the key factors affecting students’ academic performance in natural sciences among lower secondary school students in Nam Tu Liem district, Hanoi, Vietnam—among the implementation of a competence-oriented general education reform. A quantitative approach was employed with 300 eighth-grade students from 16 secondary schools. Data was collected using a structured questionnaire comprising 24 variables evaluated through a Likert scale. Principal Component Analysis (PCA) and multiple regression analysis were conducted using SPSS 20.0 to examine the influence of four independent variables: external motivation, internal motivation, learning environment, and learning methods. The findings reveal that all four factors positively and significantly affect learning outcomes. The learning environment emerged as the most influential factor followed by learning methods, internal, and external motivation. The study emphasizes the central role of an interactive and well-equipped learning environment and highlights the importance of self-directed and strategic learning practices. These results offer practical implications for teachers, policymakers, and school administrators seeking to enhance science education quality, particularly in developing countries undertaking curriculum reforms. The analytical framework presented may serve as a valuable reference for designing educational interventions and shaping policies that foster improved student outcomes in science learning.

This study aims to find a model for cultivating nationalist attitudes and values. Because many teachers experience difficulties instilling nationalist values and attitudes, especially in early childhood students. The qualitative method was used to analyze this study. The research found that storytelling, role-playing, and singing methods were the methods most widely used by teachers to instill nationalist attitudes and values in students. The research results also found that most early childhood education at the research location provided nationalism material to students regarding national songs, heroes, and historical stories of their struggles, introducing Indonesian customs and culture, introducing the president and vice president, and introducing traditional dance. The research results also found that teachers have great difficulty in teaching nationalist attitudes and values to students because they do not yet have learning media that can be used to guide them in teaching nationalist values and attitudes to students, which are unique and interesting, as well as appropriate learning media used by early childhood education teachers. Practical implications, with flashcards of nationalism, can make it easier for teachers to teach nationalistic values and attitudes in the classroom.

This study aimed to investigate the relationship between emotional maturity, self-confidence, and decision-making among third-year high school students in Jeddah Educational Directorate. The study sought to determine the levels of emotional maturity, self-confidence, and decision-making skills, as well as to predict self-confidence and decision-making skills based on emotional maturity in a sample of 1245 students. A descriptive correlational research design was employed, considering its suitability for the study's nature. The research instruments included a scale for emotional maturity, a self-confidence scale, and a decision-making scale. The reliability and validity of the instruments were established using Cronbach's alpha, split-half method, and content validity. The findings revealed that the students exhibited high levels of self-acceptance, confidence, and emotional stability. However, their levels of interpersonal relationships and emotion management were moderate, resulting in an overall moderate score for these domains. The study also found that the students demonstrated high levels of both self-confidence and decision-making skills. A positive correlation was observed between self-confidence and emotional maturity, which was statistically significant across all dimensions of the emotional maturity scale. Similarly, a positive correlation was found between decision-making skills and emotional maturity, with statistical significance across all dimensions except for interpersonal relationships. The F-value for the overall emotional maturity variable was 364.643, with a statistical significance of 0.000, indicating that emotional maturity can significantly predict decision-making skills among the study sample.

Visually impaired students can do mathematics despite the challenges they face due to their types of visual impairment and visual representations in math texts. Lack of trained teachers in teaching the math subject is a problem in the teaching-learning process of visually impaired students. They rely on tactile and auditory methods. They require specialized tools unique to their visual impairment, which include Braille text books, calculation devices, i.e., the abacus and Taylor Frame, and Braille rulers. Visually impaired students can gain confidence in their ability to learn math with acquisition of skills in traditional math tools, such as the abacus and Taylor Frame, and support from teachers. The main purpose of this research was to find out the level of acquisition of skills in operating mathematical tools, such as the abacus and Taylor Frame, by visually impaired students. A sample of 80 students was selected using a stratified random sampling technique. Performance tests, which include questions related to arithmetic calculations using the abacus and Taylor Frame, were administered. Results indicate that visually impaired students show poor performance in the usage of the abacus and Taylor Frame, and hence their performance in the math subject is lower when compared to arts subjects. The study identified that inadequate skilled manpower in operating these devices is a major problem, and hence, they were not able to instruct visually impaired students in the application of math tools. The study recommends that the teacher training programme incorporate components of math tools in their curriculum and conduct a capacity-building programme for in-service teachers.