ABSTRACT This qualitative study aims to unravel the challenges encountered by university EFL students during Service-learning (SL) projects. Data from semi-structured interviews and observations were gathered from a cohort of five EFL students, who were purposively sampled from a university in Vietnam. The thematic approach was applied to interpret the collected data. The study revealed that EFL students were not fully ready for SL projects since they still encountered major challenges (time management, insufficient formal training and pedagogical skills, limited learning resources and learning management system, transportation problems, and team conflicts) when conducting SL projects. Based on such preliminary findings, implications are recommended for implementing the practice of SL in higher education.

ABSTRACT The push by COVID-19 for learning institutions to transition to online classes has now become a mainstay in education. Online classes add complexity to pedagogical approaches including the evaluation of student participation. To date, no comprehensive review draws on evidence-based research so that educators can be informed to sharpen their practice in virtual classrooms. In this scoping review, we hone in on four key areas: essential considerations for evaluating online class participation – technologies deployed for online participation; modalities in which class participation is taken; the evaluation criteria of online participation, and the theoretical underpinnings of the pedagogies. Using a five-stage scoping review framework, we identified our research questions which relate to the areas we were keen to find out about online participation, developed a comprehensive protocol of search strategies, identified 3,257 articles and conducted the initial title and abstract screening, did a full-text review on 582 articles, and data extracted from 85 included articles for charting data, and synthesis of results as they relate to our research questions. The array of criteria for evaluating online participation is framed as a 2 × 2 model for online class participation pedagogical design considerations.

ABSTRACT This study investigates fundamental concepts in information theory within the context of integrating educational technology. The study employed modelling, sociological surveys and statistical analysis. The researchers devised an educational framework for secondary school students aimed at understanding key principles of information theory and applying a probabilistic approach to determine information volume. The training scheme emphasizes competencies in algorithmic and software solutions and imparts knowledge on data encryption. Students’ motivation was assessed in two groups: one studied the subject using digital educational programmes, and the other without them. The analysis of students’ attitudes demonstrated strong commitment to using technology. The study found a statistically significant difference between the usefulness and ease of use of the programmes, with usefulness prevailing. The study highlights the role of digital technologies in enhancing cognitive activity and improving learning.

ABSTRACT This study investigates how technology-based scaffolding has evolved to support learners’ problem-solving skills. Using PRISMA guidelines, 29 articles published between 2014 and 2024 were reviewed across educational levels, methods, technologies, problem types, and scaffolding mechanisms. Most studies focused on higher education, with limited research on K–12 or adult learners. Methods largely examined cognitive outcomes through questionnaires and performance tests. Collaborative technologies were commonly used, especially for strategic and design problems in engineering and education. Scaffolding was mainly conceptual and metacognitive, delivered in non-adaptive text-based formats with little affective support. Fixed-adding and performance-based adding were the dominant patterns. The study also highlights the potential of artificial intelligence to provide more adaptive, personalized, and holistic scaffolding for future ill-structured problem solving.

ABSTRACT National Education Policy (NEP) 2020 represents a significant transformation in the country’s educational system, introducing reforms in structure, curriculum, and teaching methods that emphasize accessibility, equity, quality, and lifelong learning. The paper introduces the New Integrated Learning Taxonomy to meet these changing educational demands. Unlike traditional frameworks, such as Bloom’s taxonomy, which focus on cognitive learning, this integrated model combines Bloom’s revised cognitive taxonomy and insights from Pierce and Gray’s affective taxonomy. The taxonomy emphasizes the importance of emotional engagement, self-efficacy, and attitude formation in the knowledge acquisition process. It maps learning processes in nine stages, illustrating the dynamic shift in cognitive and affective aspects as the taxonomy advances, making it applicable for competency-based, value-oriented education, aligning with SDG 4.

ABSTRACT Trilingualism or third language (L3) learning is no more an uncommon phenomenon and has recently popped up as a new area of research. While there are extensive studies about second language learning motivation, not much is known about L3 motivation. This study examined the major motivating factors of L3 learners (n=433) in an Asian context (i.e., Iran). It further explored if L3 motivation is mediated by self-chosen L3 and L3 proficiency levels. The results of exploratory factor analysis, multiple regression, and MANOVA were as follows: (a) Social relatedness, knowledge development, and future development were the main motivating factors, respectively; (b) Proficiency level was not a determiner of L3 motivation; and (c) L3 motivation did not vary across languages.

ABSTRACT Developing scientific habits of mind (SHOM) early is crucial for pupils’ STEM learning, yet evidence on effective primary approaches remains limited. Guided by Vygotsky and Dewey, we implemented an extracurricular black soldier fly (Hermetia illucens) rearing programme for upper-primary pupils with hands-on inquiry. Pupils monitored and adjusted conditions, fostering curiosity, responsibility, rationality, carefulness, honesty, and open-minded collaboration. A mixed-methods design triangulated self-assessment questionnaires, teacher interviews, and worksheets. SHOM attributes were moderate to high. Data showed scaffolding—prompting, modelling, peer support, and structured worksheets—enabled growth; pupils mentored younger peers and groups solved problems. Findings suggest experiential, scaffolded activities in local contexts nurture SHOM and offer practical guidance for programmes that strengthen critical thinking and scientific integrity from an early age.