Universities worldwide are increasingly adopting blended and digital learning environments, reshaping how students interact with instructors, peers, and technological tools. In contexts where technology integration is uneven, these shifts raise questions about how learning interactions themselves are mediated across different instructional modalities. Despite substantial research on online learning, limited attention has been given to the comparative nature of interactional processes in face-to-face and fully online settings. This study addresses this gap by examining how students’ learning activities are mediated through social and material tools across these two environments, and by exploring the sociocultural factors that shape these interactions. Employing a qualitative case study at a Malaysian public university, data were gathered over six months through classroom observations and interviews involving two instructors and approximately 70 students, with ten students selected for in-depth participation. Drawing on a sociocultural perspective of mediation, the study investigates how learners’ interactions with people and tools are influenced by their physical and social environments. Findings reveal that while interactional patterns such as checking work, exchanging ideas, and seeking affirmation, remain consistent across modalities, their depth and quality differ significantly. In face-to-face settings, reciprocal collaboration, emotional support, and visual cues fostered engagement and spontaneous dialogue. In contrast, fully online learning relied heavily on tools such as WhatsApp, video calls, and voice notes, which supported communication yet limited immediacy, affective connection, and sustained participation. Students adapted by seeking assistance from peers, reflecting collective learning values and contextual resilience. The study highlights that learning is fundamentally social and context-dependent, mediated through dynamic interactions between humans and tools. It argues for reimagining education through blended learning models that integrate the affective and dialogic strengths of face-to-face instruction with the accessibility and flexibility of online environments to enhance inclusivity, innovation, and sustainability in higher education.

Inclusive education for students with special educational needs and disabilities (SEND) requires early identification, adaptive pedagogy, and sustainable teacher support. This qualitative study employed thematic analysis of semi-structured interviews and classroom observations across four mainstream schools, exploring how teachers implement strategies for inclusion. Three primary themes emerged: proactive identification, pedagogical flexibility, and collaborative practice. Teachers described the importance of ongoing professional development and leadership support in sustaining inclusive approaches. Findings highlight that timely identification, Universal Design for Learning (UDL), and differentiated instruction together enable equitable participation for SEND students. The study’s implications suggest system-level reforms and teacher-centered support as key drivers for successful inclusion.

Low-achieving students with behavioural issues often struggle to encounter academic potentials due to difficulties in motivation, concentration, and social interaction. This action research intended to implement effective instructional approaches to improve both learning outcomes and classroom behaviour among these students. The study was led in a secondary school in Malaysia and involved twelve Year 10 Biology students known as low-achieving, very low-achieving, and failing. A qualitative, quasi-experimental method was employed to discover how group discussions and presentations could improve engagement and comprehension of the topic “Effects of Insecticides and Pesticides on the Food Chain and Human Health.” Data were collected through classroom observations, student reflections, and interviews, and were analysed thematically to recognize patterns of learning and behavioural responses. Results exposed that group-based instructional approaches improved motivation, participation, and conceptual understanding among most low-achieving students. Structured collaboration stimulated peer learning, enhanced confidence, and nurtured a sense of belonging within the classroom. However, very low-achieving and failing students sustained to face encounters with focus, communication, and anxiety during presentations, demonstrating the need for more differentiated scaffolding and continued teacher support. Behavioural enhancements such as reduced disturbances and greater task perseverance were observed, reflecting the positive effect of social and behaviourist learning values. In general, the study summarized that collaborative and interactive teaching approaches can efficiently improve both academic engagement and behavioural regulation among low-achieving students when directed by structured facilitation and inclusive instructional design. The results underline the importance of adaptable, student-centred approaches aligned with the goals of inclusive education and Sustainable Development Goal 4, which promotes equitable and quality education for all learners.

China's investment in the Global VET Teaching Resource Library is advancing pedagogical modernization through digital resources. The demand for digital skills, such as short-video production, has increased in journalism and communication as a result of media convergence. Nevertheless, an 'availability-applicability gap' persists: the presence of high-quality digital resources does not automatically translate into improved teaching tailored to local media contexts. This research employs process tracing, utilizing policy documents, platform data, 24 interviews, and 40 classroom observation hours across four Chongqing VET schools to demonstrate how these Libraries facilitate substantive curriculum reform. The process comprises four phases: (1) policy-driven provision, (2) teacher mediation, (3) pedagogical transformation, and (4) feedback and optimization. Teacher agency, defined as the capacity to adapt resources to local industry needs, emerges as a critical factor. This agency is strengthened by targeted professional development and robust feedback mechanisms. The study moves beyond a technology-centric perspective and proposes strategies for VET systems worldwide to bridge the gap between resource provision and effective implementation in media education.

<p><em>Spelling competence is critical in academic writing, particularly for English student teachers who are expected to serve as role models of accurate language use in their future classrooms. At the South African university, many Level One English Student Teachers enter higher education with spelling challenges that affect both their academic performance and professional identity. This study investigates spelling problems and effective teaching strategies to overcome the problem. Employing a qualitative research approach, the study collected data through classroom observations, semi-structured interviews with lecturers, focus group discussions with students, and analysis of students’ written work. The findings revealed that spelling challenges were mainly influenced by phonological interference from learners’ home languages, limited familiarity with written English, and inadequate prior instruction in spelling rules. Effective interventions identified in the study include explicit spelling instruction, phonics-based approaches, fostering morphological awareness, peer-assisted learning, and the integration of digital tools. The study recommends incorporating structured spelling instruction into English Education modules to enhance student teachers’ writing accuracy, build their professional confidence, and equip them with the skills needed to teach spelling effectively in South African schools.</em></p>

This study investigated the impact of Indonesian language module utilization on vocabulary acquisition and speaking skills among Management Class A2 students at Serang Raya University, motivated by observed challenges in their verbal expression and communication benchmarks. Recognizing language's fundamental role in national development and effective communication, the research specifically aimed to ascertain the modules' influence on students' vocabulary acquisition. Utilizing a quantitative descriptive and correlational design, data were collected from 21 Management Class A2 students through Google Forms questionnaires, classroom observations, semi-structured interviews, and documentation analysis. The study assessed student perceptions of the Indonesian language module's effectiveness in improving vocabulary, its application, retention, and impact on writing skills, noting a majority of students actively used the module over extended periods. The study's findings unequivocally demonstrate a significant positive influence of Indonesian language modules on students' vocabulary acquisition. A robust correlation was established, indicating that enhanced vocabulary mastery directly improves speaking abilities and fosters more active learning participation. Quantitative analysis of questionnaire results, yielding an 18.97% score, categorized the module as "Very Helpful," thereby strongly supporting its perceived effectiveness. This direct correlation between higher vocabulary and more responsive speaking facilitates improved lecturer-student communication and overall academic engagement. Consequently, the study concludes that Indonesian language modules are highly effective in developing students' vocabulary, which in turn significantly boosts their speaking proficiency and academic communication, underscoring their critical role in fostering essential linguistic competencies for personal growth and national development.

Background: Student independence has increasingly become a core objective in contemporary education, yet its development is strongly shaped by the instructional strategies employed by teachers. Although innovative learning models such as Project-Based Learning (PJBL) offer strong potential to empower learners, their success largely depends on the extent to which teachers prepare, facilitate, and sustain the learning process. Without systematic planning and thoughtful implementation, even the most promising learning model may fall short of producing meaningful character development. Aim: This study seeks to describe the implementation process of PJBL and analyze how the model contributes to fostering independent character among Grade VIII junior high school students. Method: A descriptive qualitative research design was applied. Data were obtained through classroom observations, semi-structured interviews with teachers and students, and documentation of project activities, including learning artifacts, student reflections, and project outputs. All data were analyzed using an inductive approach to identify patterns related to student independence. Results: The findings indicate that continuous engagement in PJBL activities strengthens several aspects of student independence. Students demonstrate increased initiative in planning tasks, greater responsibility in meeting project deadlines, improved capacity to make decisions, and stronger problem-solving abilities. They also exhibit enhanced time-management skills and active participation during group presentations and collaborative work sessions. Conclusion: Overall, the study confirms that PJBL is not only beneficial for achieving cognitive learning outcomes but also serves as an effective approach for cultivating deeper independence among junior high school students. The model is therefore relevant and highly recommended for instructional practices that aim to promote autonomy and self-regulated learning.

Integrating digital technology into education is increasingly important to enhance learner engagement and improve academic performance, especially in subjects such as Geography, which depend heavily on spatial reasoning and visualisation. This study investigated how CBAM influences teachers' integration of tablets and the effect of this integration on student performance in Mkalama District, Tanzania. It followed a mixed-methods design involving 12 Geography teachers and 180 Form Three students from six public secondary schools. Data collection instruments included questionnaires, interviews, classroom observations, and assessment records. Quantitative data were analyzed using descriptive statistics, ANOVA, and t-tests, while qualitative data were organized thematically by the CBAM dimensions of Stages of Concern, Levels of Use, and Innovation Configurations. Findings indicated that the majority of teachers (80%) belonged to the early stages of CBAM, informational (50%) and personal (30%), reflecting interest in using the tablets but with several concerns regarding competence, workload, and classroom management. Few teachers reached the collaborative stage (15%) and refocusing stage (5%) that characterised student-centred, technology-enhanced pedagogic practices. As for Levels of Use, 40% of the teachers mainly used tablets for content display, 25% for routine interactive activities, and 35% for preparation. Student achievement under tablet-supported instruction increased by 11.4% compared to traditional teaching. The study suggests that effective tablet integration depends on teachers' progression through the CBAM stages, supported by continuous school-level professional development and adequate infrastructure.

Although meaningful reading skills have received considerable attention in research on early literacy development, studies that specifically integrate the principles of Deep Learning with Cooperative Learning to enhance meaningful reading among lower-grade students remain limited. This study aims to evaluate the effectiveness of an instructional innovation in Bahasa Indonesia that integrates Deep Learning and Cooperative Learning to improve meaningful reading skills among first-grade students. A mixed-methods approach was employed using a modified Research and Development (R&D) design, involving 18 students selected through purposive sampling. Data were collected through classroom observations, field notes, teacher interviews, and pretest–posttest assessments of reading skills, and were analyzed using descriptive statistics and thematic analysis. The findings indicate a significant improvement in students’ meaningful reading ability, reflected in enhanced comprehension of text content, active participation, collaborative attitudes, and reflective engagement during learning activities, although a small number of students still required additional support in recognizing simple words, indicating differing levels of learning readiness. Theoretically, the study reinforces the relevance of Deep Learning principles—mindful, meaningful, and joyful learning—in the development of early literacy, while practically it produces a teaching module that teachers can use to strengthen Bahasa Indonesia instruction in the early grades. It is concluded that the integration of Deep Learning and Cooperative Learning plays an important role in fostering meaningful reading skills and collaborative character from the primary school level, and further research is recommended to test this instructional model in other subjects and grade levels to broaden the generalizability of the findings.

Although visual instructional media have been widely discussed in previous research, studies that specifically integrate flash cards with a Problem-Based Learning model to enhance understanding of “recognizing emotions” among lower-grade pupils remain limited. This study aims to analyze the effectiveness of implementing Problem-Based Learning-based flash cards in improving pupils’ understanding of various types of feelings in Bahasa Indonesia learning. A mixed-methods approach with an explanatory sequential design was employed, involving 28 second-grade pupils selected through purposive sampling. Data were collected through pretest–posttest assessments, classroom observations, and interviews, and were analyzed using descriptive statistics, N-gain analysis, and qualitative analysis based on the Miles and Huberman model. The findings show that learning using Problem-Based Learning-based flash cards significantly improves pupils’ understanding, as evidenced by an increase in the average score from 65 to 83 and an N-gain value of 0.56 in the medium category. These results reinforce the relevance of constructivist theory and demonstrate that visual representations linked to authentic problem solving can enrich pupils’ emotional understanding. The study underscores the importance of using contextual visual teaching materials in Bahasa Indonesia instruction and recommends further research with a broader range of schools using quasi-experimental designs and exploring other forms of visual media.

Speaking proficiency remains one of the most challenging components of English as a Foreign Language (EFL) learning at the university level. This study investigates the linguistic, psychological, and environmental factors contributing to speaking difficulties among university EFL students. Using a mixed-methods descriptive design, data were collected through questionnaires, speaking performance assessments, interviews, and classroom observations. Quantitative findings show that linguistic limitations—particularly restricted vocabulary (M = 4.21), inaccurate pronunciation (M = 4.07), and grammatical inaccuracies (M = 3.98)—constitute the most dominant challenges. Psychological factors also play a significant role, with high speaking anxiety (M = 4.15) and fear of negative evaluation negatively correlating with performance (r = –0.63). Environmental and pedagogical conditions further intensify these difficulties, as large class sizes, limited speaking opportunities, and teacher-centered instruction reduce authentic oral interaction. Qualitative data support these findings by revealing recurrent anxiety, limited spontaneous speech, and restricted classroom engagement. The results highlight that speaking difficulties arise from the interplay of linguistic weaknesses, affective constraints, and contextual barriers. The study recommends integrated pedagogical approaches that strengthen linguistic competence, reduce anxiety, and provide more opportunities for meaningful communication to support students’ oral proficiency development.

Abstract This study investigates the prevalence of gender stereotypes in dance education and proposes intervention strategies to address implicit biases in the teaching process. Through a mixed-methods approach combining surveys, interviews, and classroom observations, the research examines the manifestations of gender stereotypes among dance teachers and students. Data collected from 200 dance teachers and 400 students reveals significant gender-based differences in teaching practices, student experiences, and learning outcomes. The findings indicate that teachers often hold stereotypical beliefs about male and female students’ abilities, leading to differential treatment in feedback, evaluation, and opportunities. Students report experiencing pressure to conform to gendered expectations and limited exposure to diverse role models. The study proposes a comprehensive intervention framework focusing on three key areas: reforming teaching philosophy, optimizing teaching methods, and reconstructing evaluation systems. Specific recommendations include developing gender-neutral performance indicators, incorporating multiple forms of assessment, promoting inclusive teaching practices, and providing professional development support for educators. This research contributes to the understanding of gender stereotypes in dance education and offers practical strategies for creating more equitable and empowering learning environments.

This study examines the implementation of the Al-Islam and Kemuhammadiyahan (AIK) curriculum at SMP Muhammadiyah 01 Medan, focusing on its relevance, pedagogical practices, assessment systems, and supporting institutional factors. Using a qualitative case-study design, data were collected through interviews, classroom observations, and document analysis involving teachers, students, parents, and school documents. The findings reveal that the AIK curriculum is perceived as normatively strong, emphasising akhlaq, ibadah, and Qur’anic understanding, yet remains limited in addressing contemporary issues, particularly digital ethics and media-literacy challenges commonly experienced by adolescents. Classroom practices were dominated by lecture-based instruction, although discussion and project-based learning were present in several sessions. Parental involvement in religious activities was relatively high, but communication regarding students’ behavioural development was inconsistent. Assessment practices largely relied on written examinations, with minimal use of authentic or performance-based evaluations. Structural constraints including outdated textbooks, limited teacher professional development, and low technological integration, further hindered optimal curriculum enactment. Overall, the study concludes that while the AIK curriculum provides a solid normative foundation, its effectiveness is constrained by pedagogical, structural, and contextual limitations. The study recommends enriching the curriculum with contemporary Islamic digital-ethics content, strengthening teachers’ capacities in student-centred and technology-supported pedagogies, improving communication systems with parents, and expanding authentic assessment methods. These improvements are expected to enhance the curriculum’s relevance and its capacity to cultivate holistic Islamic character development aligned with the demands of the digital era.

Abstract A significant gap exists between the way mathematical knowledge is taught in service mathematics courses and how it is applied in discipline-specific contexts such as engineering. This gap often leads to fragmented learning experiences for non-mathematics majors, who struggle to transfer and apply mathematical knowledge like the Laplace transform (LT) in real-world contexts. To address this issue, this study proposes the development of a structured reference model—an archeorganisation—for teaching mathematical knowledge in service mathematics courses. Drawing on the anthropological theory of the didactic (ATD), particularly praxeological analysis, didactic transposition, and the six didactic moments, the study outlines a methodological framework for constructing such an archeorganisation. Using the LT as a case study, data were collected from textbooks, classroom observations, and interviews with lecturers and students in both mathematics and engineering contexts. Findings reveal significant epistemological and institutional fragmentation in how LT is defined, taught, and applied across disciplines. The proposed methodological approach aims to integrate the theoretical and practical dimensions of the knowledge at stake, fostering greater instructional coherence and disciplinary relevance. This study contributes both to the theoretical development of archeorganisations within the ATD and to practical strategies for teaching and learning mathematics to non-mathematics majors in STEM fields.

This study explores the specialized knowledge mobilized by a mathematics teacher when implementing an interdisciplinary activity based on the sigmoid function in an 11<sup>th</sup> grade class. The research aims to identify the mathematical and didactic knowledge elements present during the activity and to detect potential conceptual or pedagogical limitations in the teacher’s practice. A qualitative instrumental case study was conducted within an interpretive paradigm, using non-participant classroom observations and reflective field notes as primary data sources. The intervention was conducted in a public high school in Madrid and involved fifteen science-track students across two 50-minute sessions. It consisted of a complete mathematical study of the sigmoid function and reflective reasoning tasks designed to contextualize the concept within real-world applications. The analysis was framed using the mathematics teacher’s specialized knowledge model. The findings reveal that the teacher demonstrated strong competencies in several subdomains of this model, particularly in content knowledge, inter-conceptual connections, and pedagogical strategies. Additionally, the teacher showed strong awareness of student thinking and provided targeted instructional support. However, the study identified minor limitations in the teacher’s epistemological contextualization of the mathematical content beyond its technical aspects, pointing to the need for deeper engagement with its historical and conceptual foundations. Overall, the study confirms the usefulness of the model in characterizing the complexity and integration of knowledge required for teaching interdisciplinary mathematical content effectively, although it would be necessary to refine certain knowledge elements in future work.

The digitalization of educational practices has intensified the need for effective Digital Lesson Planning Platforms (DLPPs), yet empirical evidence regarding their implementation in Malaysian private schools remains limited. This study investigates the effectiveness of Planboard, a DLPP, in enhancing instructional planning among English language teachers at a newly established private school in Seremban, Malaysia. Although digital tools are increasingly integrated into education, the use of DLPPs in Malaysian private schools, particularly in ELT, remains underexplored. Addressing this gap, the study aims to evaluate Planboard’s usability, usefulness, and influence on lesson quality, structure, and efficiency, while identifying challenges encountered during its integration. Guided by the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical Content Knowledge (TPACK) framework, a qualitative methodology was employed through five months of classroom observations and semi-structured interviews with two English teachers. Findings indicate that Planboard improved lesson organization, time management and curriculum alignment, particularly when used by digital literate teachers. However, technical challenges such as internet reliability, data retention and limited digital fluency were significant barriers. The study contributed to the understanding of DLPP adoption in underrepresented educational contexts and underscores the importance of infrastructure, training and instructional support for effective implementation. These insights highlight the potential of digital platforms to enhance lesson planning when integrated thoughtfully into pedagogical routines.

This article examines the “effectiveness” of school‐level mathematics and explores how teachers’ instruction, within classrooms, contributes to an effective learning. By using multiple data sources, including classroom observations and teacher interviews, we found that students from “effective schools” receive more intellectual support than students in “typical schools” and benefit from better learning environments overall. We also found that the overall intellectual quality differs as per students’ ability level, favoring students of “lower ability” when they are enrolled in effective schools. Teacher interviews suggest that teachers from effective schools tend to hold higher expectations for low‐ability students than in typical schools and know how to adapt to them by adopting individualized instruction to meet their learning needs.

This study aims to examine the teaching and learning process through the implementation of differentiated learning strategy for teaching speaking in the Merdeka Curriculum at a remote island school. Employing a case study design, data were collected through direct classroom observation. Participants were selected using purposive sampling, involving one English teacher and five eighth-grade students. Data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that the teacher applied differentiation based on students’ readiness, interests, and learning profiles by using varied speaking tasks, contextual materials, and flexible grouping. Despite constraints such as limited technology, restricted instructional time, and lack of resources, the differentiated learning strategy fostered student engagement and improved speaking confidence. The results indicate that differentiated learning, when implemented responsively, can enhance inclusive and effective speaking instruction in remote educational settings.

This study explores university lecturers’ perceptions and experiences in implementing the Critical Literacy Approach (CLA) in teaching Critical Reading within the context of Indonesian higher education. In contrast to most previous research that focused on students’ learning outcomes or curriculum design, this investigation centers on lecturers’ pedagogical agency and their contextual adaptations of CLA. Using a descriptive qualitative case study design, three lecturers from different universities participated in in-depth interviews and semester-long classroom observations. Thematic analysis revealed that lecturers’ entry into critical literacy emerged through distinct pathways: self-directed study, reflective classroom practice, and formal graduate education. These trajectories informed how each lecturer interpreted and modified CLA that ranging from integrating discourse analysis and media literacy to using literature for social critique. Despite methodological variations, all lecturers shared a strong commitment to cultivating students’ critical thinking and sociopolitical awareness. However, the implementation was not without challenges: emotional discomfort around sensitive topics, student disengagement, and limited instructional time frequently emerged. Even so, the lecturers employed adaptive strategies to sustain dialogue and scaffold critical reflection. These findings highlight that effective CLA practice depends not only on theoretical understanding but also on emotional intelligence, contextual sensitivity, and institutional support. By foregrounding lecturers’ voices, this study contributes a practice-oriented perspective on critical literacy, urging a reorientation of research and policy to recognize educators as key agents of critical pedagogy in Indonesian higher education.

The implementation of learner-centred approaches (LCAs) is essential for fostering students’ engagement, critical thinking, and problem-solving abilities in secondary school geography. Guided by Constructivist Learning Theory, this study examined the strategies used by teachers to implement LCA, the factors facilitating its use, and the barriers hindering its application in Tanzanian secondary schools. The study was conducted between August and November 2021 in four schools—Wailes and St Antony Mbagala in Temeke District, and Kilwa Kivinje and Kilwa Masoko Islamic in Kilwa District—representing public and private institutions in both urban and semi-rural contexts. The target population included geography teachers and Form Three students. A mixed-methods approach was employed. Quantitative data were collected from 200 students using structured questionnaires, while qualitative insights were obtained through classroom observations, interviews, and focus group discussions. Purposive sampling was used to select schools and teachers, whereas simple random sampling was used to select students. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were thematically analysed. Findings revealed that group discussions, question-and-answer sessions, and contextualised examples were the most commonly used learner-centred strategies. However, Information and Communication Technology [ICT] integration and fieldwork were rarely practised due to resource limitations. Qualitative data further indicated that collaborative learning, teacher motivation, and availability of instructional materials facilitated LCA implementation, while overcrowded classrooms, limited resources, examination pressure, and inadequate professional development constrained its consistency. The study concludes that although teachers are motivated to adopt LCA, systemic and contextual challenges hinder effective implementation. It recommends strengthening teacher training, improving access to learning resources, reducing class sizes, and enhancing school leadership support to promote sustainable, learner-centred pedagogy in geography education.