The aim of this study is to examine science teacher candidates’ views on Web 2.0 tools. The research was conducted during the 2024–2025 academic year with 29 science teacher candidates at a university in western Turkey, using a qualitative case study design. Participants were selected through criterion sampling based on whether they had taken a course related to Web 2.0 tools. Data were collected through written opinion forms and face-to-face interviews, and analyzed using content analysis. The findings revealed that teacher candidates perceive Web 2.0 tools as highly functional and multidimensional in both teaching and learning processes. They emphasized that these tools contribute significantly to enriching lesson content, increasing student participation, creating personalized learning environments, and supporting material development. Advantages such as virtual experiment opportunities, time management, and instructional support were also highlighted. The study concludes that Web 2.0 tools offer interactive, student-centered, and constructivist learning environments, making them effective in science education. As a recommendation, future research could explore the use of Web 2.0 tools across different subjects and grade levels to gain broader insights.

Understanding flow experiences in online EFL learning: Perspectives from Vietnamese undergraduates.

Purpose The purpose of this study is to examine the impacts of constructive feedback and learning environment on employees’ attitude and their learning intention and behavior in one EdTech start-up. This start-up has operated in education technology since 2022. Learning while continuing to perform their work is essential because of a lack of formal training and skill development in start-ups. Design/methodology/approach The 10-month experiment was conducted by integrating constructive feedback and creating positive learning environment through openness and opportunity to learn. The survey was later conducted with the participation of 100 employees or 83% of the total employees. Data analysis applied SPSS and SMART partial least squares to test the research model. Findings Constructive feedback and learning environment clearly show positive relationships with employees’ attitudes and their desirable learning behavior. Attitude also relates positively to this learning behavior. On the contrary, employees’ intention to learn is not significantly changed by attitude, constructive feedback and positive learning environment. Research limitations/implications For start-ups, instead of mainly focusing on enterprise-related determinants, described by Theory of Planned Behavior for employees’ intention to learn, external factors such as competition should be considered. These factors increase job demands which can distort this intention. Second or double-loop feedback is needed to tackle employees’ mindset which prevents desirable learning behavior. Originality/value This research illustrates the importance of constructive feedback and positive learning environment for employees’ learning. Also, a future construct for this learning needs to include external consideration when start-ups survive and continue to expand.

The quality of education is fundamentally related to the accessibility and efficient administration of educational facilities and infrastructure. In several primary schools, deficiencies in the design, organization, implementation, and evaluation of facilities management frequently obstruct the attainment of optimal learning outcomes. This study seeks to examine the level to which the administration of educational facilities and infrastructure improves the quality of education in primary schools within Kuta Makmur District, North Aceh Regency. Data were gathered utilizing a qualitative descriptive methodology through in-depth interviews, observations, and document analysis including school principals, educators, and educational stakeholders. The findings indicate that methodical planning grounded in actual demands, well-defined organizational structures, consistent execution, and ongoing assessment of facilities management substantially enhance the development of a constructive learning environment. However, various issues endure, such as insufficient finance, feeble stakeholder participation, and deficient maintenance systems. The study indicates that reinforcing participative and sustainable management of facilities and infrastructure is crucial for improving educational quality. The findings offer actionable insights for educational leaders and policymakers in formulating more efficient facility management methods to enhance quality-focused elementary education.

A low constructivist learning environment in science classrooms remains a significant concern. This phenomenological study explored the experiences of ten Grade 9 students in Davao Oriental, focusing on how they construct understanding through schema development, assimilation, and accommodation. Interviews and focus group discussions revealed three emerging subthemes under the modified schema: adaptive cognition, reflective learning, and teacher-facilitated learning. Future research may employ mediation analysis to examine schema changes within constructivist learning environments and develop questionnaires through exploratory factor analysis using the subthemes as indicators. The study recommends forming professional learning groups and institutional programs to help teachers apply constructivist principles.

The present study investigated the impact of teaching the greenhouse effect with system dynamics tools to eighth-grade middle school students enrolled in an environmental education and climate change course on various variables. The study employed a quasi-experimental design based on a pretest-posttest model with experimental and control groups. The study sample consisted of 194 students enrolled in an environmental education and climate change course at a public school in Malatya. Three data collection tools were used to address the research questions: the Cause-and-Effect Relationship Scale, the Constructivist Learning Environment Scale, and the Global Warming Attitude Scale. The findings indicated that system dynamics tools significantly enhanced students' understanding of cause-and-effect relationships and their perception of constructivist learning environments. While no statistically significant between-group difference was found for global warming attitudes post-intervention, the experimental group showed substantial improvement in attitude scores, demonstrating the potential of system dynamics tools in fostering both cognitive and affective learning outcomes in environmental education. These results suggest that incorporating system dynamics approaches into science curricula could enhance students’ systems thinking capabilities and create more engaging learning environments for complex environmental topics, though longer intervention periods may be needed to achieve sustained attitudinal changes.

ABSTRACT Background The reform of educational systems in post-socialist and post-conflict societies represents a complex but crucial area of educational research. In such contexts, the implementation of constructivist learning environments may be shaped by historical, political, and cultural factors. Purpose This study analyzes students’ perceptions of a constructivist learning environment in science subjects within the unique context of Bosnia and Herzegovina, focusing on how these perceptions differ by grade level and academic achievement. Sample The study involved a total of 1,384 students from elementary schools in Bosnia and Herzegovina. Design and methods A quantitative research design was employed to assess students’ perceptions of constructivist learning environments in science classrooms. Data were analyzed to identify differences across grade levels and levels of academic achievement. Results The findings indicate that constructivist principles are perceived at a moderate level overall. Students reported the highest perceptions on the Critical Voice dimension and the lowest on the Shared Control dimension. Statistically significant differences were identified across grade levels and academic achievement groups. Conclusion This study makes a unique contribution to international literature by positioning its findings within the context of post-socialist heritage and post-conflict dynamics. The results provide key insights into how historical, political, and cultural factors shape the implementation of modern pedagogical models.

This study examines the effects of active participation in learning environments on learning agility, academic self-discipline, reflective thinking and self-awareness of physical education teacher candidates. The study was conducted with a pre-post-test control group quasi-experimental design. The study sample consists of 67 (33 experimental, 34 control) teacher candidates in Istanbul, Türkiye. According to the findings, a significant increase was observed in the learning agility levels of the participants in the experimental group. On the other hand, no significant difference was found between the groups regarding academic self-discipline, reflective thinking tendency and integrative self-awareness. The findings show that constructivist learning environments are effective in developing skills that require cognitive flexibility, such as learning agility; however, longer-term, structured and guidance-based interventions are needed to develop individual and affective skills, such as self-discipline, reflective thinking and self-awareness.

The overarching aim of this study is to explore how the Constructivist Learning Environment Model enhances ill-structured problem-solving skills and psychomotor competencies among Thai students in skills-based and industrial programs. The research employed a Design and Development approach structured into two phases. Phase 1 involved model development based on literature review, contextual surveys, and theoretical synthesis. Phase 2 focused on model validation through internal expert assessments and external validation via pre-test and post-test with 30 first-year vocational students from Khon Kaen Technological Business College (K-BAC), selected through cluster random sampling. The developed model consists of seven interconnected components: (1) Problem-Based Learning Center, (2) Resource Center, (3) Cognitive Tool Center, (4) Collaboration Center, (5) Problem-Solving Enhancement Center, (6) Scaffolding Center, and (7) Coaching Center. Expert evaluations highlighted the model’s consistency with established theoretical principles, confirming its effectiveness in stimulating cognitive growth, collaborative learning, scaffolding, and problem-solving development. The pre- and post-test results demonstrated significant improvements in students’ problem-solving abilities, with mean scores increasing from 25.7 (SD = 2.85) to 45.27 (SD = 2.35), as indicated by a p-value of 0.000 (p<.05 level of significance). Additionally, the consistency questionnaire revealed 100% student agreement on the coherence of content, media, and design components, confirming the model’s integrated structure. This study contributes a practical, theory-aligned learning environment model for vocational education, emphasizing authentic problem-solving and skill development. Although Phases 1 and 2 findings are promising, further validation is required to confirm the model’s full effectiveness in enhancing vocational and industrial competencies.

This poster explores the concept of liveness (Chhaya, 2015; Lee, 2021; van Es, 2017) within the conference theme Your Journey: here, the journey is the path of engagement, reflection and new knowledge for attendees at ASCILITE 2025. For TEL practitioners and researchers, liveness at the conference involves working with context (of the presenters' institutions, of the history of theories and technologies) as we enter the twists and turns of a project timeline, engaging with the presenter as a fellow traveler accompanied by their tech companions. Beyond the conference, liveness can inform practitioners’ designs, interactions, and evaluations of their tech-enabled educational work. Taking a socio-material perspective (Fenwick et al., 2011) allows the authors to examine content as well as networks, spaces, technologies, interactions, and affect (Lupinacci, 2019) generated through participation at ASCILITE. The authors will engage in collaborative autoethnography (Chang et al., 2012) as the method for interrogating the learning journey of attending this conference and future conferences. Departing from traditional poster presentations, this evolving document enables attendees to add to the space available in the poster for near-real-time content generated from the conference experience. We invite participants to engage with the authors and the poster itself by contributing via social media and on Padlet using the provided QR codes to share their reflections on this conference and the ASCILITE journey. We aim to encourage a timely immediate engagement with authors of new knowledge, as characterised in constructivist and experiential learning environments. Utilising poetic inquiry and reflexive praxis as diverse examples of tertiary practice (Table 1, S5), the authors will create an emergent poster by mining social media around online engagement at the conference and by using bricolage (Honeychurch, 2023) to add to relevant areas of the poster (Table 1, based on the Activity-Centred Analysis and Design (ACAD) framework (Goodyear et al., 2021) for learning designs: epistemic (“liveness”), social (“community”) and set (“technologies and tools”). This approach utilises TEL practice for a timely and effective surfacing of attendee reflections (Gibbs, 1988) and conference evaluation. It challenges the notion of the conference as merely a collection of "what was", instead, positioning it as a space to look forward to and encourage creativity, connectivity and learning (Bryant, 2024; Casey et al., 2024). The completed poster will provide a novel evaluation of the conference experience (Chapman et al., 2007) by integrating reflection directly within the conference and prompting the community to put their learning into practice.

BackgroundCoaching is increasingly recognized as a valuable tool to amplify learning in undergraduate medical education (UME), yet national data on its implementation, particularly in the context of clinical skills education, remain limited. Previous survey studies on coaching in medical education have focused on select institutions with established coaching programs, leaving a gap in understanding the broader landscape of coaching in UME. This study aims to address three critical gaps: current descriptions of coaching programs across U.S. medical schools, the nature of support provided to faculty coaches in these programs, and understanding how coaching is integrated into clinical skills development.MethodsA national survey was distributed to members of the Directors of Clinical Skills (DOCS) organization, targeting clinical skills educators at U.S. allopathic medical schools. The 29-item survey included multiple-choice, ranked, and open-ended questions. Responses were analyzed using both qualitative and quantitative approaches, combining descriptive statistics with content and thematic analysis to explore coaching program structure, goals, clinical skills impact, evaluation practices, and faculty development.ResultsOf the 44 respondents, 38 completed the majority of the survey. Nearly half (47%) reported having an active coaching program, with an additional 14% planning to implement a program. Coaching commonly begins in the pre-clerkship phase (93%) and emphasizes longitudinal relationships (87%). Key priorities included professional identity formation and clinical skills development, with history-taking, presentation skills, and clinical reasoning identified as skills most amenable to coaching. Respondents highlighted coaching’s role in fostering constructive learning environments, promoting skill development, and increasing student confidence. However, variations persist in program structure, oversight, and evaluation practices between institutions. Faculty development is widely implemented, with 94% of programs offering ongoing training and 79% compensating their coaches. Communication skills were ranked as the most critical competency for coach development. Evaluation practices were varied, with most programs relying on student satisfaction surveys (69%) and formative feedback (73%).ConclusionThis study provides a current national snapshot of coaching in UME through the lens of clinical skills educators. It underscores the growing recognition of coaching’s value in clinical skills development and professional identity formation. While coaching programs are increasingly supported by faculty development and compensation, variability in structure, oversight, and evaluation remains.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-08115-5.

This study aimed to enhance Thai ninth-grade students’ critical reading and reading literacy by implementing a Web-Based Constructivist Learning Environment Model (Web-Based CLEM) aligned with the PISA-based reading literacy framework. Employing a Design and Development approach, the study was conducted in two phases: Phase 1 involved model development through a comprehensive literature review, needs analysis, and theoretical synthesis; Phase 2 focused on model validation, where the Web-Based CLEM was tested with 42 students from Khon Kaen Wittayayon School using pre- and post-tests as well as structured interviews to validate its effectiveness in improving critical reading and PISA-based reading literacy. The study successfully established a comprehensive Web-Based CLEM incorporating eight interactive components namely: Problem Situation, Learning Resources, Intellectual Tools, Learning Exchange Center, Center for Promoting Critical Reading, Center for Promoting Reading Literacy, Help Center, and Advice Center, designed to foster reading comprehension, metacognitive engagement, and literacy skill development. The validation phase of the Web-Based CLEM revealed significant improvement in students’ critical reading skills and reading literacy, with pre- and post-test mean achievement scores increasing from 35.45 to 45.52 (t = 18.46, p < 0.05), and 88.10% of students meeting the 70% passing criterion. Likewise, pre- and post-test scores for critical reading and reading literacy rose from x̅ = 21.12, 8.74 to x̅ = 34.93, 10.40, demonstrating substantial gains in both skills. Additionally, the coefficient of determination (r²) was 0.426, suggesting that approximately 42.6% of the variance in achievement scores can be explained by students’ reading literacy levels, with both variables moving in the same direction. Furthermore, students’ perception of the effectiveness of the Web-Based CLEM in terms of content, media, and design revealed valuable insights into how they engaged with and applied critical reading strategies within the digital learning environment. This study extends the literature on constructivist learning and digital literacy by providing empirical evidence on the effectiveness of Web-Based CLEM in fostering critical reading skills in secondary education. The findings contribute to ongoing discussions on innovative pedagogical models that prepare students for complex literacy demands in an increasingly digital world.

Generally, science education models have a low degree of freedom df, and this psychometric aspect negatively impacts the overall ‎goodness of fit estimates obtained on conducting CB-SEM-based Confirmatory Factor Analysis (CFA) on the hypothesized latent ‎models using the Maximum Likelihood (ML) estimator. To address this issue, the state-of-the-art Confirmatory Network Analysis ‎‎(CNA) approach is advocated, which uses the adjacency matrix in estimation and treats the data type of the data collected using ‎survey questionnaires as ordinal using the appropriate Diagonally Weighted Least Squares (DWLS) estimator to provide the proper ‎scaled goodness of fit estimates of the network. In the present study, the goodness of fit estimates of a science education model ‎involving the perception of 918 secondary school students of India on their science constructivist learning environment, ‎epistemological beliefs in science, science self-efficacy, science academic flow, and science academic achievement were found from ‎the traditional latent variable modeling and the latest network perspectives. Data analysis was conducted using SPSS AMOS Ver ‎‎23.0, several packages of R and through generated using ChatGPT Ver. 5. The scaled goodness of fit estimates of confirmatory ‎network analysis produced a better picture of the reality over confirmatory factor analysis, and provided deeper insights on the ‎interactions among the studied variables as were graphically established by the differences in the Bland-Altman plots of the CFI, ‎TLI, RMSEA and SRMR estimates of the two approaches. Educational and psychometric implications of the study are discussed‎.

Aim. This research investigates the effectiveness of constructivist-based learning in developing the writing skills of EFL students. Methods. A sample of 60 second-year students from the Department of English Language at “Aleksander Moisiu” University was selected. The sample was divided into two groups, an experimental group (n=30) and a control group (n=30), on the basis of English proficiency levels. The instruments used for this study include an EFL writing skills test (pre- and posttest) and the Writing Quality Scale (Stuart and Barnett, 2024) for scoring the written essays. The control group received instruction through a traditional teaching method, whereas the experimental group was taught in a constructivist learning environment. The analysis focused on the integration of new linguistic input into students’ writing tasks, assessing the lexical, grammatical, and textual elements they utilised to enhance their writing techniques. Results. A comparison of the scores between the two groups revealed statistically significant differences in favour of the experimental group in terms of EFL writing skills. The findings suggest that students' writing skills improved over time with the implementation of the constructivist approach. Conclusion. This study views the constructivist approach as a successful framework for teaching writing skills. However, the study’s limitations should be addressed, and other areas of learning should be explored to further verify the positive effects of constructivism in language education.

The transformative potential of AI in education, is based on the architecture of transformers that are able to diagnose students' misconceptions with high accuracy and hence validity. Nevertheless, students still face persistent cognitive difficulties in learning physics, including misconceptions and gaps in background knowledge. Therefore, the hypothesis of the study was to hypothesize the feasibility of using ChatGPT as an additional pedagogical tool within a constructivist inquiry-based approach to improve conceptual understanding and address misconceptions in a thermodynamics course for freshman students who are future physics teachers. The purpose of the study was to examine the effectiveness of using ChatGPT, a generative AI chatbot, as an additional pedagogical tool in a thermodynamics course for freshmen students, future physics teachers. The scientific novelty of the study lies in revealing the mechanism of improving students' conceptual understanding of thermodynamics principles, eliminating misconceptions in the knowledge component and creating an interactive learning environment through ChatGPT, opening new opportunities for improving educational practices in professional education. The results of the study showed that the experimental group of students significantly outperformed the control group in improving conceptual understanding and reducing qualitative misconceptions. The results achieved emphasize the great potential of ChatGPT in STEM education within a constructivist learning environment to transform it. The practical significance of the research results is presented by a specific pedagogical toolkit that can act as an additional means of improving conceptual understanding and eliminating misconceptions in a thermodynamics course for freshman students - future physics teachers.

Translanguaging has been among the multilingual pedagogies advocated for in multilingual classrooms for decades. The question of whether the translanguaging strategy is employable in learning English as a Second Language (ESL) has been of interest to scholars for some time, particularly given the complexity of ESL in multilingual classrooms. This study sought to probe into ESL teachers’ perspectives and use of translanguaging. From the interpretivist epistemological stance, the researchers used a case study and inferred qualitative data from five purposively sampled ESL teachers at a high school in KwaZulu-Natal. Data collected through semi-structured interviews sought to address the research questions: What are the perspectives of ESL teachers on the use of translanguaging in ESL classrooms? How do ESL teachers employ translanguaging pedagogy in their teaching of ESL? Data were analysed thematically through the theoretical lens of Ubuntu pedagogy. The findings reveal that teachers use languages fluidly to enhance immediacy and relevance and to navigate through figurative language and various cultures while enhancing learners’ content knowledge. The researchers conclude that translanguaging can be a scaffold and a resource for arousing learners’ interest, while creating a constructive learning environment. The researchers assert that translanguaging is instrumental in achieving learning outcomes.

This study aims to develop and validate a Constructivist Learning Environment Model to address secondary students’ misconceptions in learning Science. Employing a Design and Development approach (Richey & Klein, 2007), the research is conducted in two phases. Phase 1 focuses on model design, drawing from an extensive literature review to integrate five key components: psychological, pedagogical, misconceptions and concept change theory, media, and contextual factors. Phase 2 involves validation, with internal validity assessed through expert reviews and surveys, and external validity evaluated using pre-test and post-test measures on 60 high school students from Wangsammowittayakan School in Udonthani, Thailand. The results reveal modest improvements in student achievement, with the mean score on the achievement test rising from 32.43 (pre-test) to 34.63 (post-test), alongside a significant increase in students’ conceptual understanding, as evidenced by a mean score improvement on the conceptual change test from 11.70 to 13.50. This key contribution of the study is the development of a comprehensive model that systematically integrates psychological, pedagogical, misconceptions, media, and contextual components, offering an innovative and multifaceted approach to enhancing students’ understanding of complex scientific concepts and fostering conceptual change.

ABSTRACTBackgroundDigital game‐based learning (DGBL) has shown promise in enhancing learning and motivation, with appropriate scaffolding playing a crucial role in facilitating student inquiries and knowledge acquisition through science games. While scaffolding is generally effective in promoting learning in DGBL, there is variability among different scaffold types, and the impact of scaffolding on cognitive load remains unclear.ObjectivesThis study investigates the effects of two scaffolding tools to support secondary students' science learning in a DGBL environment: instructional videos that provide systematic and structured assistance to elucidate underlying science concepts within the game, and a chatbot providing adaptive, contextualised advice and feedback, supported by Generative Artificial Intelligence (GenAI).MethodsA total of 160 seventh‐grade students participated in the study. Using a 2 × 2 experimental design and a sequential analysis of game trace data, we explore the individual and combined effects of instructional videos and the GenAI‐supported chatbot on science learning, game performance, cognitive load and game behaviours.ResultsResults indicate that instructional videos had a significant positive effect on science learning outcomes, with the two groups that had access to instructional videos significantly outperforming the other two groups without the videos, F (1, 153) = 55.64, p < 0.001, partial η2 = 0.27. Additionally, a significant interaction effect was observed on extraneous cognitive load, with the lowest extraneous load reported by participants who had access to both instructional videos and the chatbot, F (1, 153) = 6.75, p = 0.01, partial η2 = 0.04. Sequential analysis of game trace data revealed distinct behaviour patterns among the four treatment groups, with the group that had access to GenAI only displaying the most fragmented game inquiry behaviours.ConclusionsThis study contributes to the limited research on the use of instructional videos and GenAI chatbots to scaffold science learning in DGBL environments. The findings highlight instructional videos as a strong scaffold in DGBL. Furthermore, the combination of instructional videos and the GenAI chatbot can result in less extraneous load than the GenAI chatbot alone, while fostering more cohesive inquiry behaviours. Additionally, we underscore the significance of learners' self‐regulated learning skills in fully leveraging GenAI in constructivist learning environments like DGBL.

This study aims to present the relationship of the constructivist approach to help inclusive education in primary school and specify which aspects of the constructivist learning environment are related to inclusive education. This research employs a quantitative approach to examine the constructivist approach implementation in inclusive classrooms. Moreover, it is mainly focused on the students and their teachers of the primary schools of Vushtrri, Kosovo. The utilization of a sampling purposive technique has made it possible to select 10 teachers and their classes, while targeting children with specific needs in order to examine the role of constructivist methods in these inclusive environments. Collecting the data was done through two main instruments: The Constructivist Learning Environment Survey (CLES), which is adapted to measure teachers’ perceptions of their teaching environment classroom, and the Teaching Primary Classroom Observation Tool: Strengthening Its Focus on Inclusion to observe structural aspects influencing classroom inclusiveness. This study highlights the importance of constructivist learning environments in fostering inclusive education in primary school. The results show a positive relationship between Personal Relevance and Classroom Culture, Critical Voice and Instruction, Student Negotiation and Socioemotional Skills. These findings suggest that enhancing the learning environment, especially when it is oriented towards a constructivist approach, can result in better inclusive education in primary school. Moreover, these findings help teachers and policymakers to apply constructivist learning environments to encourage Inclusive Education in Primary School.

While theoretical studies suggest that constructionist learning environments can cultivate skills essential to Global Citizenship Education (GCE), empirical research exploring this intersection is limited. This study investigates how constructionist learning environments impact the development of GCE among K-12 students. A qualitative research design, focusing on document analysis, was employed. A total of 177 student project reports generated over a one-year period during the 2023 academic year were collected. Trimester 1 included 51 projects (28.81%), Trimester 2 contained 53 projects (29.94%), and Trimester 3 encompassed 73 projects (41.24%). Through thematic analysis of the project titles, abstracts, and keywords, 150 representative codes were identified. The findings revealed that four distinct themes emerged: Environmental Sustainability, Technological Innovation, Social Responsibility, and Cultural Awareness. This study contributes to the growing body of research at the intersection of constructionism and GCE. By integrating constructionist methodologies into K-12 curricula, educators and policymakers can create transformative learning experiences that prepare students to act as informed and empathetic global citizens.