The growing contemporary global economic and cultural integration demands the training of highly skilled professionals with extensive proficiency in a subject-specific foreign language across various specialized fields. The significant transformation of the Kazakhstani education system within the context of multilingualism and digitalization revealed the insufficient effectiveness of teaching non-language subjects in English, a lack of a general unified system of teaching foreign language terminology, a shortage of quality textbooks, and a deficit in the quality of specialist training. The issue of developing a specialized foreign subject-content terminological competence as a secondary linguistic identity has become particularly significant. This study proposes a comprehensive integrated contextual learning approach that incorporates all essential dimensions of efficient terminology instruction, including structural coherence, innovative methods, and relevance to authentic contexts. The study explored the usage and effectiveness of integrated contextual learning in terminology teaching to enhance students’ trilingual professional terminological competence in English, Kazakh, and Russian. Literature review relies on a conceptual framework and terminological analysis within language acquisition training and its approaches. Employing a mixed-methods design, the research combines a quantitative survey and qualitative interviews to investigate learners’ experiences at different educational stages. Results confirm that contextualized, logically structured tasks supported by digital tools and interactive strategies, such as role-playing and group projects, significantly enhance the acquisition of interdisciplinary terminology in English. This approach, with cross-linguistic implementation, is suggested for a wide range of international learning settings beyond the Kazakhstani educational system.

This study investigates the mediating role of social interaction in the relationship between sociocultural factors and English language learning performance using ChatGPT as an AI-integrated learning tool in Indonesian higher education. As the integration of generative AI like ChatGPT becomes increasingly relevant to global education, this research explores how sociocultural elements influence students’ performance through the lens of social influence. Employing a quantitative methodology, data were gathered from 220 undergraduate students across multiple universities in Jakarta through a structured online survey. Structural Equation Modeling (SEM) using LISREL 8.80 was applied to examine the relationships among constructs: sociocultural influences, social influence, and learning performance. Findings reveal a significant positive effect of ChatGPT-assisted learning on students' English proficiency, mediated by motivation (β = 0.41, p < 0.001). Social influence was found to significantly mediate the relationship between sociocultural factors and performance (indirect effect = 0.29, R² = 0.38), underscoring the importance of peer dynamics in technology-driven education. Theoretically, the study extends Vygotsky’s sociocultural learning framework and integrates the Technology Acceptance Model (TAM) and Cultural Intelligence Theory (CIT), emphasizing that cultural background and social interaction are key to the adoption and success of AI in education. Practically, the findings suggest educators and policymakers must consider social and cultural dimensions when designing curricula that integrate AI tools like ChatGPT. The research advocates for inclusive, socially engaging, and culturally sensitive digital learning environments to optimize AI adoption and enhance English language learning outcomes in multilingual contexts.

More recent lesson study studies have moved away from forming a judgment on teachers' competence and students' learning to focus on teachers' efficacy. This paper analyzes eight English teachers from a local university in the Mekong Delta, who are organized into four lesson study teams to enhance their professional development in teaching English as a foreign language. Using thematic analysis of qualitative data from interviews and observations, the findings indicated a positive impact of lesson study on teacher efficacy. In terms of the three important areas of instructional approaches, classroom management, and student engagement, teachers showed a rise in confidence. Particularly, they showed an improved ability to choose and modify strategies during instructional delivery in a lesson study session, while reflecting on and evolving through peer feedback. Classroom management skills are advanced by effective use of time management, positive reinforcement, and joint refinement of techniques and practices based on direct observation. Furthermore, strategies that encouraged relevance, interactive methods, and collaborative learning substantially improved student engagement. Results highlight the importance of lesson study as an effective means for teacher professional development and the improvement of pedagogy. The paper emphasizes the importance of collaborative learning, reflection, and feedback between peers in promoting teacher efficacy. These results provide clues for educators and policymakers in promoting the quality of English as a Foreign Language (EFL) teachers’ practice.

Traditional approaches to rhetorical instruction often treat logos, ēthos, and pathos as distinct, independent categories, limiting students’ ability to recognize their interconnected nature. In practice, however, persuasive appeals rarely function in isolation; instead, they frequently overlap and reinforce one another in complex ways. Without opportunities to explore these interactions, students’ understanding of persuasion risks remaining superficial and fragmented, hindering their ability to analyze and construct nuanced arguments effectively. This study begins by examining the theoretical ambiguities in Aristotle’s Rhetoric concerning the integration of persuasive appeals, with a particular focus on how modern scholarship has debated whether emotional appeals (Pathos) can be embedded within enthymematic reasoning. Building on this foundation, the study challenges compartmentalized approaches to rhetorical education by examining how Japanese university students intuitively recognize the interplay between logos and pathos, particularly in collaborative learning settings. The findings from a classroom-based experiment reveal that students working individually were more likely to categorize and classify statements as either logos or pathos, whereas those participating in collaborative discussions were significantly more inclined to recognize the coexistence of multiple rhetorical appeals. These results suggest that peer interaction fosters deeper analytical engagement, enhances students’ ability to navigate rhetorical complexity, and refines and sharpens their interpretative reasoning—ultimately preparing them for more sophisticated engagement with persuasive discourse in real-world contexts.

English as a Foreign Language (EFL) students in higher education face challenges in developing critical reading and academic writing skills in English-medium instruction (EMI) environments. The study investigated the effectiveness of integrating critical reading blended online learning modules to support the development of EFL first-year college students’ academic writing skills. This was a semester-long pedagogical action research study conducted at a leading federal university in the UAE across four first-year composition courses. The study involved designing and implementing online blended modules integrated within the content of a first-year composition course, either as classroom activities or additional supplementary practice for students. Data collection included student interviews, written artifacts, reflections, and an instructor’s reflective diary. Qualitative findings indicated that integrating critical reading instruction through online blended modules supported the development of students’ academic writing skills in L2 college composition courses within an EMI environment. Utilizing instructional technology and online blended learning enhanced the students’ learning experience and promoted their critical reading abilities. The study offers several pedagogical implications for L2 composition instruction in English-medium higher education, emphasizing the importance of incorporating critical reading into EFL composition course design, maximizing learning through reading-writing connections and reflective practice, and maintaining accurate learner profiles regarding critical reading abilities. These factors could contribute to a more nuanced understanding of the pedagogical approaches necessary for effective composition instruction.

Active learning can promote learners’ acquisition of science concepts and soft skills. Secondary school science lessons play a significant role in nurturing students’ learning of science concepts and essential soft skills, such as communication, collaboration, critical thinking, creativity, and innovation skills. This study explored grade 11 students’ learning of respiratory concepts and soft skills using the mixed-methods research approach. Quantitative data were obtained using an achievement test administered to 104 students, while qualitative data were collected by observing 24 case students during the lessons and focus group interviews conducted after the lessons. The findings show that active-learning strategies contributed to students’ learning of respiratory concepts and soft skills. Regarding respiratory concepts, the study revealed that the most misunderstood concepts included the by-products of anaerobic respiration in animals, equations for tissue respiration, and the relative amount of energy yielded in anaerobic respiration in plants and animals. The least understood concepts included stating the by-products of anaerobic respiration in animals, suggesting that students may hold misconceptions about these concepts. Lesson observations showed that students engaged in the lesson mainly through group work/cooperative learning, learning by teaching, and identifying and correcting mistakes. Students’ interviews highlighted that active learning was exciting, enabled knowledge sharing, improved higher-order thinking skills, involved all students, and encouraged student collaboration. The study recommends that teachers use various active learning strategies in their lessons to improve students’ learning. Furthermore, the study recommends explicit assessment of the soft skills that contribute to students’ learning.

This quantitative study investigates the conceptual difficulties in chemistry education among second-year baccalaureate students in Morocco’s Fez-Meknes region, focusing on identifying difficult concepts and comparing perceptions between different groups. We administered a reliable questionnaire (Cronbach’s alpha =0.86) to 250 students and 13 teachers across four urban and rural high schools, evaluating the perceived difficulty of 26 chemistry concepts on a four-point Likert scale. Results revealed that students identified nine concepts as particularly challenging (mean score >2.5), including chemical kinetics (temporal monitoring by conductometry and pressure measurement), density and mass density, electrochemistry (spontaneous transformations and batteries), organic chemistry nomenclature, and chemical transformations. Statistical analysis showed significant differences between teachers’ and students' perceptions (p=0.007) with teachers identifying 12 difficult concepts compared to students' nine, and consistently rating concepts as more difficult. The school environment had a significant impact (p=0.045) with rural students identifying 11 difficult concepts versus 9 for urban students and reporting higher difficulty levels while we found no significant gender-related differences (p=0.814). Based on these findings, we recommend adapting teaching approaches with active and contextualized methods, enhancing teacher training programs, and encouraging collaboration between educational stakeholders to make chemistry learning more accessible and effective, particularly for students in rural areas.

The study investigated the SpEd teachers’ methods, difficulties, and experiences in teaching children with disabilities in relation to climate change adaptation during the 2023–2024 school year in Cebu. This descriptive correlational research involved 126 purposively selected special education teachers from different school divisions in Cebu who completed a survey tool. Ethical considerations were observed before, during, and after the data collection process. The gathered data were analyzed using descriptive statistics and correlation analysis. Results indicate that the level of implementation of climate change adaptation strategies by special education (SpEd) teachers in their classrooms is moderate. The obstacles faced by SpEd teachers in mainstreaming climate change adaptation are significant, including the lack of SpEd-friendly instructional materials, inadequate funding for climate-related materials, and the absence of standard curricula. The level of adaptive teaching strategies developed by SpEd teachers was found to be low to moderate, with emphasis on visual storytelling, interactive role-playing, and assistive technologies. There is no significant relationship between the level of teaching strategies implemented by SpEd teachers and the challenges they face in integrating climate change adaptation concepts into their curriculum. Teachers recognize the importance of incorporating climate adaptation education into their curriculum, but encounter numerous obstacles. These findings underscore the need for effective organizational support, targeted professional development, and differential resources for special education to adequately address the complexities surrounding climate change mitigation.

In order to help primary school pupils better grasp the concept of a green economy, this study aims to design an interactive e-module utilizing Smart Apps Creator (SAC). The study employed the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model to develop the e-module, which was tested in two stages: a limited trial involving 48 schools and a field trial involving 133 schools. The process began with problem identification and needs analysis, followed by a literature review to strengthen the theoretical framework and identify findings from similar studies. Subsequently, product specifications were defined, appropriate media were selected, and instruments for validation and product effectiveness testing were developed. After finalizing the product design, it was validated by two media experts and two content experts. Respondents provided positive feedback, and validation results from media and content specialists demonstrated the e-module's viability. Statistical analysis revealed a significant improvement in students' pre- and post-test scores, confirming that the e-module effectively enhanced their understanding of the green economy. The analysis showed that the Sig. (2-tailed) value was 0.000, which is less than 0.05, indicating a statistically significant difference between pre-test and post-test scores. This significant difference was observed in both the limited trial and the field trial phases. The findings suggest that SAC-based e-modules can serve as engaging and accessible learning tools to support environmental education and promote sustainable practices.

This study investigates the transferability of communicative competence developed during basic education to academic literacy competence in higher education. The research follows a descriptive-correlational design and addresses two main objectives: (1) to determine the self-perceived mastery of communicative competence in reading and writing among first-year university students, and (2) to examine whether there is a statistically significant relationship between self-perceived communicative competence and expectations of transferability to academic literacy. A Likert-type questionnaire was applied to a non-probabilistic sample of 220 students from various academic disciplines at a Peruvian university. The findings revealed significant but weak positive correlations between reading competence and reading transferability (τ = 0.417; p < 0.05), as well as between writing competence and writing transferability (τ = 0.335; p < 0.05). Despite the low strength of association, students reported a general belief that the reading and writing skills acquired in basic education were useful for coping with university academic demands. These results highlight the relevance of reinforcing literacy bridges in educational policies and curricular design, emphasizing the articulation between secondary and higher education. The study contributes empirical evidence to current debates on academic literacy development and underscores the importance of communicative competence as a foundational skill for academic success.