The quality of university services plays a fundamental role in improving the student experience and shaping highly competent professionals. In this context, the study aimed to develop and validate a multidimensional model to comprehensively assess university service quality in Peru, a country facing unique educational challenges. Using a quantitative and cross-sectional design, data were collected from 1,170 students across 20 universities through the University Service Quality Scale (CEUS), specifically designed for this research. Exploratory and confirmatory factor analyses identified five key dimensions: Quality of Academic and Support Processes (QuAcSuPr), Curriculum (Cu), Teaching Quality (TeQu), Library Services (LiSe), and Educational Sustainability (EdSu). The results showed robust fit indices (IFI=0.988, CFI=0.988, TLI=0.984, RMSEA=0.040), confirming the model's validity and applicability. The model provides a practical framework for evaluating and improving university service quality in Peru, while also emphasizing the importance of integrating educational sustainability as a key dimension to prepare socially responsible graduates. Future studies could adapt the model to other contexts and explore its application in modalities such as online learning.

This study aims to evaluate the implementation of the remuneration policy and its impact on lecturer performance at State Islamic Universities in Indonesia. The policy, initiated by the central government as a form of recognition for lecturers' professionalism, is assessed using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative approach was employed to comprehensively analyze the policy’s contextual background, resource allocation, implementation processes, and outcomes. Data was collected through document analysis and in-depth interviews with key mid-level stakeholders, including deans, members of the internal supervisory unit, the quality assurance team, the planning and finance bureau, the finance department, and the personnel bureau. The data were analyzed using a descriptive method involving data collection, reduction, display, and conclusion drawing. The findings indicate that the remuneration policy positively influences lecturers’ performance, particularly in fulfilling the three pillars of Indonesian higher education: education, research, and community service. This study provides valuable insights for university leaders and policymakers in enhancing the quality and effectiveness of remuneration policy implementation to support institutional advancement.

The integration of spectrum–based pedagogies in vocal music education presents promising advancements in enhancing vocal instruction through technology–driven feedback. The importance of spectrum analysis tools in modernizing vocal pedagogy is examined in this systematic literature review, which was carried out with 28 articles that adhered to PRISMA principles. Spectrum–based tools such as Fourier transforms, spectrographs and neural networks are increasingly used to provide real–time visual feedback on vocal elements like pitch, resonance, breath control, and vocal fold vibrations. Findings demonstrate that these tools facilitate a more precise and scientific approach to vocal training by enabling students to visualize vocal mechanics and adjust their technique accordingly. By demystifying vocal production processes, spectrum–based pedagogies foster deeper student understanding and engagement, resulting in improved retention of technique and a heightened standard of performance. This review underscores the transformative potential of spectrum–based methods in vocal pedagogy, highlighting implications for educators, curriculum designers, and technology developers interested in advancing music education through data–driven, interactive learning environments. The study concludes with recommendations for further research on the long–term effects of spectrum–based pedagogies on vocal training outcomes.

In the new era of AI, this research delves into ChatGPT's role in reshaping East Kalimantan's educational landscape. Utilizing qualitative methods, including semi-structured interviews with educators, students, and administrators, the study explores diverse perspectives on the use of ChatGPT in educational settings. The findings reveal that ChatGPT significantly enhances personalized learning experiences and interactive teaching methods, while also overcoming language barriers, thus making education more accessible and efficient. However, the research also brings to light potential drawbacks, such as the impact on students' critical thinking skills, ethical concerns, and the risk of exacerbating educational disparities due to uneven access to technology. The paper concludes by advocating for a cautious and balanced integration of ChatGPT into the educational sector. It emphasizes the importance of addressing ethical issues, maintaining a human-centric approach in teaching, and ensuring equitable access to AI-driven educational resources. The study suggests that a strategic and responsible implementation of ChatGPT can optimize its benefits while minimizing its potential risks. This approach aims to positively contribute to the educational development of East Kalimantan, balancing the technological advancements with the preservation of core educational values and practices.

The training of teachers is continually adapting to the needs demanded by today's society. Special educational needs (SEN) currently represent a challenge that future teachers must approach with favourable attitudes and a willingness to engage. The aim of this study is to assess the impact of knowledge in inclusive education on attitudes towards special educational needs among university students. The research employs a cross-sectional and explanatory design, involving 406 university students from teacher training programmes in Peru. Data were collected using the Inclusive Education Questionnaire and the Attitude Scale towards the Inclusion of Students with SEN, both of which demonstrated adequate validity and reliability indices. The results affirm that there is a positive and significant impact of knowledge regarding the definition and characteristics of inclusive education (β = .438, p < .05), as well as the importance of this knowledge (β = .139, p < .05) and the disabilities of children (β = .388, p < .05) on attitudes towards special educational needs. In conclusion, attitudes can be explained through the knowledge acquired by university students during their professional training. Therefore, teacher education in pedagogy is essential for improving the quality of inclusive education in basic education schools.

This preliminary study investigates student perceptions and reflections on the use of the Flipped Classroom instructional strategy in Business English speaking classes. Drawing on a mixed-method approach with 33 Indonesian undergraduates, the research analyzes questionnaire data and interview transcripts to understand how flipped instruction shapes motivation, engagement, and self-confidence. Quantitative findings indicate generally positive perceptions regarding strategy efficiency, motivation, time allocation, enjoyment, and satisfaction, while qualitative results highlight enhanced preparation, reduced anxiety, and greater speaking confidence. The findings offer early insights into the flipped classroom’s relevance and applicability for Business English instruction, suggesting its potential for wider adoption in professional language education contexts.

ABSTRACTThe aim of this study was to determine how grade eleven students at Tatek Secondary School in Tach Gaynt, Ethiopia, related their vocabulary size to their ability to self-regulate their vocabulary development. A correlation-type descriptive research strategy was used to achieve this goal. Two leading tools were used in this study: a bilingual vocabulary size test created and validated by Ahmed (2012), and the self-regulation capacity in vocabulary learning scale created by Tseng et al. (2006), which includes five subscales: commitment, metacognitive, emotion, satiation, and environment control. The results showed that there was no meaningful correlation between the two variables that these devices measured. Conversely, the results of the multiple regressions demonstrated that the metacognitive control contributed more to the prediction of the students' vocabulary size than any other subscale or dimension. Additionally, it used the analysis of variance (ANOVA) to determine and correlate the use of self-regulatory strategies by students in various learning experience groups. Students in these groups had higher mean scores in their self-regulation capacity, which is probably due to the strategies and blueprint they have learned in their chosen subject (English). Lastly, it was suggested that teachers of English as a foreign language should work to improve the students' capacity for self-regulation because their creative efforts and well-informed choices in trying to improve their own learning are very significant.

L'anglais reste la langue étrangère la plus dominante dans les pays non anglophones. Par conséquent, sa maí®trise í un niveau décent constitue un outil clé de communication et une qualification inestimable pour l'enseignement universitaire. Dans le système éducatif universitaire marocain, très peu d'études académiques ont été menées sur ce sujet. La présente étude a été coní§ue í la fois pour faire un état des lieux de la situation actuelle et pour évaluer les besoins réels et opérationnels en termes d'usage professionnel de cette langue dans l'enseignement. Une étude transversale a été réalisée auprès d'un échantillon aléatoire de 200 enseignants exerí§ant au sein des Instituts Supérieurs des Professions Infirmières et Techniques de Santé au Maroc. L'enquíªte a enregistré un taux de réponse élevé (92%), reflétant l'importance de ce sujet parmi la population étudiée. Les participants ont donné la priorité aux compétences linguistiques de lecture et d'écriture plutí´t qu'í l'écoute et í l'expression orale. Les attitudes et les besoins des enseignants í l'égard de l'anglais diffèrent considérablement selon leur milieu sociodémographique et académique. Les doctorants, pour des raisons liées í leurs recherches scientifiques, sont les plus susceptibles d'íªtre intéressés í améliorer leurs compétences en anglais. Les enseignants en Sciences Infirmières, Techniques de Santé sont conscients de la valeur que l'anglais scientifique peut apporter. Cependant, leur niveau global d'anglais a tendance í íªtre faible. Pour combler les déficits linguistiques, il est conseillé í tous les enseignants, notamment ceux impliqués dans la recherche académique, de s'inscrire í des cours d'anglais adaptés í leur niveau.

Findings from Second Language Acquisition (SLA) research, which offer critical insights into how learners acquire and process language, are often overlooked in the development of curricula and textbooks for early English Language Teaching (ELT). This raises questions about the feasibility of the learning objectives promoted in these materials. To address this gap, this study analyzes a junior high school EFL textbook within the framework of Processability Theory (PT) to examine whether the sequencing of grammatical structures aligns with the teachability hierarchy predicted by PT. The analysis focuses on the grading of grammatical structures and compares their distribution with the stages of acquisition prescribed by PT. The findings reveal only a partial alignment with the PT hierarchy, highlighting a disconnect between textbook design and learners' developmental stages. This misalignment is largely due to the theme-based approach being adopted by the textbook and therefore highlights the need for textbook writers, curriculum developer and English teacher to better integrate SLA research into developing textbooks, particularly in the context of the Kurikulum Merdeka, which emphasizes learner-centered education and learners' cognitive liberation.

Experimental research has been carried out with nonequivalent control group design techniques to analyze the influence of the flipped classroom method on Islamic education learning achievement in class XII students of SMA Negeri 1 Sumpiuh in 2024. The flipped classroom method is implemented by instructing students to understand the material independently by observing learning videos. After that, students elaborate on the material using online discussions. For data analysis purposes, researchers conducted tests on 30 students who entered the experimental and 30 students who entered the control groups. The results of the N-gain Score calculation showed that the improvement in students' material understanding in the experimental group was higher compared to the control group. The N-gain Score of the experimental group students was 0.3562 while the control group students were 0.1511. The results of statistical tests using the independent sample t-test showed that the comprehension ability of the experimental group was higher than that of the control group (p 0.05). Based on data analysis, the flipped classroom method is one of the alternative methods that can increase students’ understanding of the material in the online learning process.