This study explores the teaching competence of middle school teachers in M District, Zhuhai City, Guangdong Province, China and the differences by gender and grade also attempts to identify if dimensions of teaching competence predict job performance. The study followed a descriptive and correlational design and used two scales to collect data on the participants’ teaching competence and job performance. The two scales were administered to a stratified random sample of 240 middle school teachers from M District, Zhuhai City, Guangdong Province, China. Means, standard deviations, the t-test for independent samples, and regression analysis were used to answer the research questions. The results revealed that the middle school teachers had a high level of teaching competence. There were no statistically significant differences by gender in all dimensions of teaching competence, except knowledge accomplishment. All aspects of the overall score showed statistically significant variations by teaching grade. The regression analysis revealed that teaching competence, particularly the dimensions of teaching ability and professional character could predict job performance. It is recommended that teacher training and academic counseling services focus on teaching competent qualities that support efficient job performance.

This mixed-methods study aimed to ascertain the effectiveness of structured reflective strategies in encouraging reflective thinking in students and promoting meaningful learning. The study employed a pre-post-test quasi-experimental research design. Participants were 56 senior secondary students (25 boys and 31 girls) enrolled in a non-residential, out-of-school science enrichment camp conducted at a private educational institute in a city in Western India. A three-week-long intervention integrating reflective strategies with the experimental science course was implemented during the camp. Quantitative data were collected using a pre-post survey. Qualitative data were captured through students’ verbal and written reflections. Analysis of quantitative data using t-tests revealed a substantial increase in participants’ reflective thinking and a significant decrease in non-reflection following the intervention. Qualitative data analysis demonstrated a progressive enhancement in participants’ understanding, reflection, and critical reflection and a subsequent decrease in mechanical action over time. Furthermore, the participants’ reflections revealed that they perceived their learning as meaningful. The findings indicated that the intervention effectively promoted reflective thinking among students and enhanced the meaningfulness of their learning process. The study offers valuable insights for researchers and teachers in designing student-centered environments that foster reflective thinking and meaningful learning.

This study examines the key factors influencing student mobility from community schools to institutional schools or international education systems. The study employs a structured survey method, collecting primary data from students, teachers, and administrators across 87 community schools in Nepal. The methodology is designed with a combination of descriptive statistics, correlation analysis, regression modeling, and Structural Equation Modeling (SEM) to analyze academic expectations, infrastructure, teaching methods, IT integration, and job readiness. The findings indicate that weak educational quality, insufficient infrastructure, and inefficient pedagogical approaches substantially influence student mobility. Teaching methods and English-medium instruction are the most significant indicators of student retention whereas theoretical knowledge and academic expectations exert lesser influences. The conclusion highlights school governance, teacher training, and curriculum development to mitigate student mobility. Augmenting infrastructure, adopting contemporary pedagogical methods, and incorporating experiential learning into curricula can elevate the education’s quality in community schools. Practical implication encompasses augmented governmental funding, systematic monitoring frameworks, and enhanced public-private collaborations to guarantee access to education. Mitigating these problems can diminish dependence on private and international education, so fortifying Nepal’s domestic education system.

This paper explores the possible effects of artificial intelligence (AI) on educational assessments with a focus on implementation challenges, assessment accuracy and institutional preparedness. Online questionnaires that included quantitative and qualitative methods were used to collect data from 68 postgraduate students and teachers at a Malaysian university utilising a sequential case study methodology. We used a self-designed tool comprising a validated questionnaire with Cronbach's alpha (0.76). The results draw attention to ethical questions, assessment accuracy problems, and a notable information gap regarding the use of artificial intelligence in education. Teachers had neutral to somewhat positive opinions on how artificial intelligence affects assignment accuracy though they voiced worries about its limitations. Although the integration of artificial intelligence shows potential, teachers underlined the necessity of further training and more solid institutional support. Though issues including ethical considerations and instructor preparedness still exist, artificial intelligence has the potential to improve assessment accuracy and efficiency. Good integration calls for a mixed strategy combining human supervision with AI's advantages. This paper emphasizes the need for institutional policies and professional growth to help artificial intelligence adoption in the sector. Maximizing the advantages of artificial intelligence and reducing its negative effects depend on addressing the worries of teachers.

Future career prospects are crucial for guiding the next generation of physicists and scientific professionals. Many students struggle to identify the best future path based on their talents and abilities. The objective of this paper was to compare the effectiveness of a professional-oriented education approach to traditional teaching methods among high secondary school students in aligning students to their suitable career education track in Kazakhstan. The study underwent a two-group pretest-posttest quasi-experimental research design utilising a mechanics physics course. The samples involved two groups of students over 26 months - a control group (n=58) and an experimental group (n=57). A quantitative data was collected through a test administered before and after the learning class. The findings indicated that both teaching methods improved the Kazakhstan student's performance. However, the experimental group exhibited a significantly higher level of improvement than the control group where students were aligned to the best track, i.e., the general education track as compared to secondary vocational education or the initial vocational education track both categories as middle and lower track. In conclusion, this research demonstrates that a professional-oriented education can align students' future professions with their interests, capabilities, and strengths, enabling them to pursue their desired careers brightly.

The development of new technologies, including ChatGPT has transformed English as a foreign language (EFL) teachers' teaching practice. In Vietnam, numerous EFL instructors have integrated this chatbot into their writing instructions. However, few studies have been conducted on how they have used and perceived it. Thus, this study aimed to explore the experiences, perspectives, and recommendations of EFL lecturers in Vietnam using ChatGPT in writing classes. 28 EFL lecturers from different Vietnamese universities participated in semi-structured interviews for data collection employing a qualitative case study design. The research findings reveal that lecturers adopted ChatGPT at different stages of the writing process: pre-writing for brainstorming, while-writing for grammar checks and post-writing for proofreading and feedback. They viewed ChatGPT as a beneficial tool that saves time provides instant feedback, offers diverse ideas and vocabulary assists lesson planning and assessment and improves students' writing skills. Lecturers were also concerned about the accuracy of the information and their students' over-reliance on ChatGPT which potentially causes academic dishonesty and reduces critical thinking and creativity. Lecturers recommended teacher training, using clear and specific prompts, combining ChatGPT with other resources, and limiting students' use of the tool to maximise the benefits while addressing the drawbacks.

Purpose: This study aims to determine the attitude of secondary school teachers within Al-Ahsa Region, Eastern Province, Saudi Arabia toward integrating ChatGPT into secondary school teaching. Design/Methodology/Approach: The study employed systematic survey techniques in addition to face-to-face interviews. The questionnaire on the secondary school teachers’ perceptions of ChatGPT used in this study was adapted from an existing online survey developed by the author. 395 teachers were recruited through stratified random sampling across all the local government areas in the state. After the quantitative phase, 79 teachers who used ChatGPT were interviewed in-depth to understand their experience. Findings: The outcomes reveal a low awareness level of ChatGPT with few respondents claiming to be familiar with the technology only 20%. Specific positive impressions regarding the potential of the tool in enhancing the delivery of teaching and learning of science subjects are moderate. Technical issues such as integration, curriculum integration, and differentiation for individual learning styles present specific difficulties. Conclusion: These findings show the need for continued professional development for teachers to teach using ChatGPT. Practical Implications: The implications of the findings are useful for teachers, policymakers, and technology creators who seek to take learning to the next level using technology-blended instruction.

The development of soft skills is a growing necessity in today's rapidly evolving digital landscape. Schools play an important role in nurturing these abilities as key competencies such as group work, critical thinking, creativity, self-confidence, decision-making and goal-setting are often first introduced and fostered in educational settings. This study examines the potential of literature for promoting and developing soft skills among students. Utilizing a mixed method approach, it employed both qualitative and quantitative methods including surveys and interviews with 72 teachers of literature at Pre-university Education, Albania. The primary objective was to assess the possibilities that literature offers for fostering soft skills and to identify the most effective secondary methods for achieving this goal. The findings demonstrate that literature provides a wealth of opportunities for students to develop key competencies and soft skills beyond subject-specific expertise. They underscore the importance of employing innovative teaching approaches and strategies to maximize the subject's impact on students' overall development and readiness for the challenges of the future. The practical implication of this research highlights the fact that it introduces teachers to ways and opportunities for developing soft skills in literature, making it possible to facilitate the achievement of one of the main goals of the curriculum: the development of key competencies and the significant potential of literature as a subject for promoting soft skills in an increasingly digital world. The use of different techniques such as working in groups, working with projects, drafting questions are considered more efficient for the development of soft skills through literature.

Research productivity for higher education institutions (HEIs) and academics is measured through scholarly research output. In the Global South HEIs, faculty training programs for early-career academics (ECAs) and mid-career academics (MCAs) are employed to enhance research productivity. Academic institutions typically program organizational research productivity based on their envisioned horizontal typology and academic background instead of research productivity. This study examines the research productivity across academic career stages from a teaching-focused HEI. Since teaching-centric HEIs need to progress into research-intensive institutions, understanding the stratification of research productivity allows the matching and customization of faculty development programs. An online survey was distributed to 104 academic faculties: 44 ECAs, 57 MCAs, and 3 late-career academics (LCAs). Descriptive and inferential statistics were used to present the distribution and relationship among demographic and academic profiles, respectively. For a teaching-focused HEI, it has been observed that research productivity is strongly evident for MCAs as compared to ECAs and LCAs. Correlational analysis shows a moderate positive correlation between academic rank and research productivity. This study presents the stratification of research productivity across the academic levels of a teaching-focused institution. A strategic human resources development plan is suggested to support the meaningful assimilation of research culture in HEIs.

The positive behavior intervention and support (PBIS) framework was created to help schools and teachers deal with student behavior challenges. Many studies examine the effect of PBIS on factors related to students' education with little attention given to teacher outcomes such as teacher burnout. The study’s purpose is to examine the direct and indirect relationship between PBIS-classroom systems (CS) and teacher burnout (TB) through the mediating variable student behavior problems (SB). This study also examines the relationship between SB and TB. The researchers collected data from 363 teachers within 95 K-12 schools across New York (79.3%) and New Jersey (20.7%) in the U.S.A. Structural equation modeling (SEM) was used for data analysis where the authors constructed several models with and without control variables. The main findings indicate that teachers who implemented PBIS CS with high fidelity had significantly less TB and fewer SB. Teachers who had more SB had significantly higher TB. Furthermore, student characteristics can limit the effect of PBIS CS on SB. Implications such as gradual implementation plans, considering best practices and employing a change management approach are discussed.