This study aims to conceptually analyze how Islamic Religious Education (PAI) undergoes a significant transformation in the era of digital intelligence through changes in pedagogical approaches, content reconstruction, and the redefinition of the teacher’s role. The research is grounded in the urgent need to align religious education with rapid technological developments that have created a new learning ecosystem—one that is more flexible, interactive, and future-oriented. The research employs a descriptive qualitative method with a literature-based approach, reviewing books, journal articles, educational policies, and recent research reports related to educational digitalization and its integration into PAI instruction. The findings reveal three major themes. First, PAI pedagogy has shifted from traditional methods toward digitally integrated approaches that utilize artificial intelligence, interactive media, learning analytics, and collaborative digital learning models. These approaches enhance student engagement and the effectiveness of value transmission. Second, PAI content has undergone substantial reconstruction by incorporating emerging digital issues such as digital ethics, information security, academic integrity, media literacy, and character formation in virtual spaces. This ensures that Islamic values remain relevant to contemporary challenges. Third, the role of PAI teachers has significantly evolved from being mere transmitters of information to becoming facilitators of digital literacy, curators of learning resources, and guides in shaping students’ character and digital ethics. Teachers are now required to master digital tools while maintaining the humanistic dimension of learning. The study concludes that the transformation of PAI in the digital intelligence era is inevitable and requires simultaneous integration between pedagogical approaches, content development, and the evolving role of teachers. These findings are expected to inform policy development, curriculum design, and further research on the implementation of digitally integrated PAI instruction across different educational contexts.

ABSTRACT This article examines the role of Islamic philosophy within the context of religious and ethics education in Germany. It begins by outlining the legal and institutional foundations of religious education in the German federal education system, highlighting the differences and intersections between confessional religious education and non-confessional ethics or philosophy education. Particular attention is given to the development of Islamic religious education, which remains situated within a field of political tension, shaped by integration discourses, security concerns, and broader European dynamics. Against this backdrop, the article argues that Islamic philosophy holds significant educational potential. Its integration into both religious and ethics education not only challenges Eurocentric epistemologies but also promotes critical thinking, plurality competence, and reflexive engagement with diverse moral and metaphysical traditions. Drawing on historical and contemporary sources, the article further reflects on the marginalisation of Islamic philosophy in Western historiography and advocates for its inclusion as a means of curricular decolonisation and intercultural dialogue.

This paper provides a systematic review of empirical studies on job satisfaction among vocational college teachers in China between 2020 and 2024. Following the PRISMA guidelines, 24 peer-reviewed articles were selected from the Scopus database to identify the key determinants influencing faculty job satisfaction. These determinants are grouped into five categories: organizational environment (e.g., leadership quality and collegial support), economic and welfare conditions (e.g., remuneration and benefits), career advancement opportunities (e.g., training, promotion, and academic mobility), job attributes (e.g., workload, autonomy, and role fit), and individual or psychological factors (e.g., intrinsic motivation, adaptability, and work-life balance). The findings indicate that faculty job satisfaction arises from the dynamic interaction of institutional arrangements, individual characteristics, and contextual conditions, with notable disparities observed across regions, institution types, and divisions between urban and rural areas. The primary contribution of this study lies in synthesizing fragmented research into an integrated conceptual framework that clarifies the multidimensional determinants of job satisfaction specific to China's vocational education context. By bridging methodological and thematic gaps in the literature, this review not only consolidates existing evidence but also offers a structured basis for future empirical research and the formulation of policy based on evidence. Furthermore, it provides actionable insights for institutional leaders and policymakers to support teacher mental and physical health, improve organizational effectiveness, and support the sustainable development of vocational education in China.

Servant leadership is a leadership approach that focuses fundamentally on service to others. In educational contexts, servant leadership has become an attractive topic for research. The main objective of this research was to analyze the last 11 years of scientific production from the Scopus database on servant leadership in educational settings (2013-2023). 48 publications analyzed using bibliometric indicators were taken as a data source. The analysis includes visualization, bibliographic coupling, co-occurrence, and co-authorship analysis. The results of the study show that collaborative research networks between countries around the world were examined, with the United States emerging as the dominant contributor, followed by Indonesia, India, China, and Peru, with the period 2020 and 2022 being those with the highest scientific production, also validating that K. Dahleez, KF Latif, and F. Marimon were the most influential contributors in scientific production and citations; however, A. Abbas has made a greater contribution to Sustainable Development Goal 4, Quality education. The major legacy has focused on two main thematic areas, the Social Sciences and Business, Management and Accounting. The analysis of the main keywords revealed a deep research interest, highlighting the extension and diversity of the concepts of servant leadership, higher education, education, teachers, knowledge hiding, learning, leadership and life satisfaction. This study highlights the importance of international cooperation in the field of cultural research and the need for countries to develop research capital to address knowledge gaps. These findings reveal research trends for future studies, influential authors, and co-authorships across countries, helping researchers identify gaps and future directions. The findings may facilitate the development and use of servant leadership in educational settings to improve outcomes as a sector.

English allows for consonant sequences at the beginning of words, which poses a challenge for speakers of other languages, especially those whose native languages do not contain such sequences, such as Arabic. Therefore, this study aims to investigate students’ recognition and production of initial consecutive consonants in relation to gender, and the significance of the statistical differences between students in recognition and pronunciation of consecutive consonants. Consequently, a cohort of fifty-two Iraqi college students (18 males and 34 females) were selected as a sample. A multiple-choice test of two phases was used as a research instrument. The results showed that females outperformed males in recognizing and producing consonant sequences. Notably, the findings revealed that students' performance in recognizing initial consonant sequences was significantly higher than their performance in producing. In addition, the results indicate statistically significant differences in favor of females in both recognition and pronunciation. The study's findings highlight the importance of focusing on both recognition and production in educational contexts and developing teaching strategies that support both skills. Finally, the research reveals how students' linguistic background, such as the absence of initial consonant sequences in Arabic, can impact their performance in English

This study aims to explore how students adapt their communication in utilizing Artificial Intelligence (AI) in the educational context, and to examine its impact on interpersonal communication, academic integrity, digital literacy, and readiness for the workforce. A qualitative descriptive approach was employed, using data collected through a Google Form questionnaire completed by 105 student respondents. The data were analyzed thematically to identify patterns in student experiences. The findings reveal that 96,2% of students felt AI helped them understand course material more efficiently, while 61% acknowledged the potential threat to academic honesty. Additionally, 85% reported that AI improved their digital literacy and preparedness for a technology-driven work environment. Ethical challenges, such as dependency and violations of academic integrity, emerged as major concerns. In conclusion, AI holds significant potential to support learning, but its use must be accompanied by ethical awareness and effective communication within the educational environment.

Chemistry-specific mindsets have been shown to influence student engagement, self-efficacy, goal orientation, and academic achievement in chemistry. These beliefs are increasingly recognized as context-dependent, shaped through interactions within specific social and educational environments. The present study investigated the extent to which Turkish undergraduates have a growth chemistry mindset and how these beliefs relate to academic performance in chemistry across engineering and natural sciences majors. A total of 817 second-semester general chemistry students participated, completing surveys after the second midterm and prior to the final exam. The Chemistry Mindset Instrument (CheMI; Santos D. L., Barbera J. and Mooring S. R., (2022), Chem. Educ. Res. Pract. , 23 (3), 742–757) was used to assess students’ mindsets, while grade records provided measures of exam performance. Confirmatory factor analysis (CFA) supported the unidimensional structure of the CheMI, consistent with previous findings, providing evidence for its validity in this cultural and educational context. Structural equation modeling (SEM) examined whether chemistry mindset mediated the relationship between midterm and final exam performance across majors. Additional regression analyses explored how mindset influenced the midterm–final performance relationship among students with low, medium, and high levels of achievement. SEM results indicated that second midterm performance did not significantly predict mindset for either major. However, mindset significantly predicted final exam performance for engineering students, whereas this relationship was nonsignificant for natural sciences students. Furthermore, mindset emerged as a significant predictor only among the highest-performing students, suggesting that it may play a differentiating role at the upper end of achievement. These findings underscore the importance of considering mindset in instructional design and provide insights for targeted strategies to enhance student success in chemistry.

The objective of this study is to analyze the present-day state of attitudes towards learning mathematics and to identify new lines of research being developed. For this purpose, first articles were elected in the Scopus database for the years 1970-2024 using the search criteria “mathematics” and “attitudes.” 4160 articles were found and data mining in the R language was carried out to analyze the registries. The country leading in the number of publications is the United States and the University of California the institution with the most articles. The author with the most publications is Ma X. They study the relationship between attitudes, anxiety and academic performance. Bibliographic coupling reflets the lines of research focused on affective aspects and gender in the educational context. There were three emerging perspectives of this research. One focuses on the factors which influence preparation for academic and professional success. Another is related to active methodologies in mathematics. The last one centers on the measurement of attitudes.

Learning to do chemistry in the laboratory involves dispositional, motivational, and volitional factors that sustain and direct inquiry. These aspects have been theorised as constituting an incentive dimension that serves as a fundamental driver of inquiry, and they are often conceptualised as grit, perseverance, motivation, and similar notions emphasising individual characteristics or personality traits in students’ striving to learn. While concepts like grit and perseverance treat learning motivation as stable individual traits, epistemic conation captures the dynamic, knowledge-specific intentions that emerge when learners actively seek, evaluate, and apply scientific understanding—shifting focus from who the students are to how they intentionally engage with epistemic practice. Based on a series of studies within the context of laboratory education in pharmaceutical analytical chemistry, which is also a part of a large, recently concluded project, the paper unfolds how epistemic conation manifests in students’ collaborative and individual practices during laboratory experiments, highlighting how it encompasses conative dispositions, motivational factors, goal orientations, and volitional strategies. Through a mixed-method approach involving 30 students in the focus groups’ data and 43 students in the laboratory discourse data, we show that the social aspects of key constructs, such as perseverance, epistemic motivation, experimental goal orientation, and active help-seeking, are crucial in student learning and competence development in the laboratory. These findings suggest that effective laboratory instruction requires assessing how perseverance and motivation emerge through group dynamics rather than evaluating students’ perseverance or motivation as a personal trait, and instructors would need to assess how these qualities emerge and function within group dynamics and peer interactions. Implications for research and practice are presented.

The present study aimed to identify the components of digital leadership in the universities of Mazandaran Province. The research was applied in terms of purpose and qualitative with an exploratory mixed design in terms of data nature. Accordingly, in the qualitative phase, based on grounded theory, a descriptive–survey method was used to identify the components of digital leadership in the universities of Mazandaran Province. The statistical population consisted of all experts in the scientific community as well as academic specialists, managers, and planners of universities in Mazandaran Province. The sampling method was theoretical purposive and aligned with the principle of theoretical saturation; thus, 14 individuals were selected as the sample. Data collection in the qualitative part was performed through semi-structured interviews. The validity and reliability of the research were confirmed. Based on the qualitative findings, six key components of digital leadership within the context of higher education were identified. These components were extracted using three-stage coding (open, axial, and selective) and the analysis of more than 60 initial concepts. They represent the main dimensions of the role of academic leaders in the process of digital transformation. Thematic analysis of the qualitative data revealed eleven main components related to innovative organizational culture in the universities of Mazandaran Province. Each component reflects the internal and external mechanisms that influence the institutionalization of innovation in the academic environment. These findings indicate that an innovative organizational culture is not merely the product of macro-level policymaking or managerial decisions but rather the outcome of the dynamic interaction between structural, human, value-based, and technological factors.

This quasi-experimental study investigates the impact of an AI-driven flipped classroom approach on grammatical competence (GC) and foreign language anxiety (FLA) among undergraduate English Literature students in Iran. The study compares the AI-powered flipped classroom, utilizing advanced tools such as ChatGPT and Quizlet for personalized, interactive learning, with a traditional flipped classroom model. Twenty participants, divided into experimental (AI-driven) and control (traditional flipped) groups, underwent a sixteen-week intervention covering identical content from the Modern English 2 coursebook. Pretest and posttest assessments measured GC and FLA levels. Statistical analyses, including ANCOVA, controlled for initial differences between groups. Results revealed that the AI-driven flipped classroom significantly enhanced GC and reduced FLA compared to the traditional approach. The findings highlight the potential of AI tools to provide personalized feedback, facilitate real-time grammar assistance, and reduce anxiety through interactive and student-centered learning experiences. These results have implications for designing innovative instructional strategies in foreign language education, emphasizing the integration of AI technology to optimize learning outcomes and emotional well-being. Future research could explore the long-term effects of AI-driven methods and their application in diverse educational contexts.

Evidence on the long-term implementation and sustainability of whole-school physical activity programs remains limited. The Creating Active Schools (CAS) program incorporated the CAS Framework to support schools to focus on organizational and cultural change for physical activity. This study evaluates the medium-term implementation of CAS, after 2 academic years. A qualitative descriptive approach was employed. After 2years of implementation, 35 participants from 30 Bradford schools, including school staff, CAS Champions, and Bradford CAS locality leads took part in semistructured focus groups. Thematic analysis followed a codebook method, combining inductive, data-driven insights with deductive themes based on McKay etal's implementation evaluation roadmap, and aligned to the Consolidated Framework Implementation Research. The program increased the reach compared with the first year, with more staff buying into CAS and gaining confidence as advocates of physical activity. Schools shifted from creating new initiatives to embedding and sustaining previous efforts, and some schools required repeated doses to reinstate CAS as a priority where there had been high staff turnover or superficial initial buy-in. Core components of CAS that mitigated negative influences from the wider educational system, included peer-to-peer learning, and inter and intraknowledge exchange arising from the communities of practice. Collectively, these factors contributed to the combined agency within the school to implement CAS. The medium-term implementation of whole-school physical activity programs is contingent on understanding the broader educational context and system influences. This study underscores the importance of communities of practice and supportive structures in sustaining school-based physical activity initiatives.

This study comprehensively analyzes the relationship between information and communication technologies (ICT) and environmental education (EE) to uncover prevalent themes and research gaps. The preferred reporting items for systematic reviews and meta-analyses protocol guided the selection of relevant documents, employing a hermeneutic framework for analysis. The Scopus database was used for the search, covering the publication period from 2001 to 2024. The following search criteria were used (TITLE-ABS-KEY (ict) AND TITLE-ABS-KEY (“ENVIRONMENTAL EDUCATION”)) filtering by document type and selecting articles published in journals, conference proceedings, and systematic reviews. 59 documents were identified, of which 33 met the eligibility and inclusion criteria. Findings indicate that ICTs increasingly serve as mediators of environmental learning, enhancing experiential learning through active methodologies like gamification and augmented reality. Key factors include teacher training in technological skills, improved student motivation and critical thinking, and the adaptation of digital tools to diverse educational contexts. However, barriers persist, including inadequate infrastructure, insufficient teacher preparation, and the tension between digital engagement and direct interaction with nature. The conclusion highlights that effective ICT integration in education necessitates ongoing teacher training and the formulation of new research avenues that consider contextual factors.

Public discourse surrounding Generative Artificial Intelligence (GenAI) reflects diverse attitudes ranging from optimism to ethical concern, particularly as these technologies become increasingly discussed in educational contexts. This study examines public perceptions of GenAI on the social media platform X using a knowledge discovery approach that integrates multiple topic modeling techniques and Aspect-Based Sentiment Analysis (ABSA). A total of 111,675 English-language tweets collected between June 23, 2024, and June 23, 2025, were analyzed using five topic modeling methods BERTopic, Top2Vec, LDA, LSA, and NMF to identify dominant discussion themes and evaluate topic coherence. Sentiment toward specific GenAI aspects was subsequently examined using ABSA to capture fine-grained public attitudes. The results indicate that topics related to ethics and creativity are predominantly associated with negative sentiment, while innovation and cloud-related discussions show higher levels of positive sentiment. Education-related topics are largely characterized by neutral sentiment, suggesting exploratory and informational discourse. These findings highlight the importance of addressing ethical awareness, trust, and AI literacy in informatics education. By combining multi-model topic analysis with aspect-level sentiment interpretation, this study provides methodological insights and empirical evidence to support responsible GenAI integration in educational contexts.

Research has begun to examine the role of digital wellness in educational contexts, suggesting that cultivating competencies such as self-regulation, emotional resilience, and intentional technology use may support healthier digital engagement and enhance both academic learning and student well-being. Despite its relevance, digital wellness remains underrepresented in educational discourse, often overshadowed by the dominant emphasis on digital literacy and digital citizenship in schools. Using the Qualitative Comparative Analysis-Based Research Synthesis (QCARS) method, this paper explored the representation of digital wellness within existing digital literacy and digital citizenship educational models or frameworks. In alignment with QCARS methodology, the synthesis was both descriptive and interpretive. Educational frameworks and models from the last 10–15 years (N = 15) were analyzed using a truth table informed by the QCARS method. Results revealed that fourteen of the twenty-four frameworks incorporated digital wellness constructs to varying degrees. The majority referred to digital wellness as a ‘subcomponent’ of digital literacy or digital competence, affirming their status as educational priorities globally. A notable observation, and a potential limitation of this analysis, is the terminological ambiguity, posing challenges for identification and comparison. As schools continue to navigate increasingly digital environments, cultivating not only digital competence but also digital wellness is critical.

Speaking skills are essential abilities acquired through experience, social interaction, and education, thus falling under extragenetic knowledge transmitted through culture rather than genetics. Speaking skills serve not only as a means of conveying information, but also as a medium for expressing ideas, building social relationships, and constructing and negotiating meaning in the communication process. In an educational context, speaking skills are an indicator of learning success because they reflect students' ability to understand, process, and communicate the knowledge they have acquired effectively. This study aims to analyze how the interactive quiz platform Bamboozle can be utilized to enhance learners’ speaking skills based on the principles of extragenesis. The method employed is a literature review, examining books and scholarly articles related to extragenesis, speaking skills, and gamification/interactive quizzes, sourced from Scopus-indexed journals and other relevant publications. The findings indicate that speaking skills can be developed through active practice in interactive learning contexts, and Bamboozle provides a platform for learners to practice responding, engaging in discussion, and receiving instant feedback, thereby improving retention and motivation. Based on these results, it is recommended that educators integrate Bamboozle as a learning tool to support speaking skill development, combining game elements and interactivity to maximize extragenetic knowledge transfer, and encourage broader application in both online and face-to-face learning to continuously enhance students’ communication abilities.

The integration of Arabic Fusḥa in school curricula is important for improving students’ language proficiency and communication skills across different educational contexts. However, differences in teaching approaches, environment exposure, and language environments can cause challenges, especially when students from different backgrounds try to communicate using the same language. These challenges may lead to misunderstanding and misinterpretation during interaction. The aim of this research is to analyze the causes of these communication problems by comparing the teaching methods of Arabic Fusḥa at Al-Amien Islamic Boarding School in Indonesia and Al-Hukama International School in Jeddah, and to identify the linguistic and non-linguistic factors that influence students’ communication outcomes. This research uses a comparative qualitative approach. The data were collected through online interaction via Google Meet involving five students from Al-Amien and three students from Al-Hukama, as well as face-to-face interviews with the students and their Arabic teachers. Additional data included teaching plans, materials, and schedules, and observations focusing on students’ daily use of Fusḥa inside and outside the classroom and school hours. The findings have shown clear differences. Al-Amien students, who mostly learn Classical Arabic, face difficulty adapting to Modern Standard Arabic, while Al-Hukama students receive more exposure to contemporary usage. These differences resulted in non-harmonic conversations and cases of miscommunication. The study suggests that balanced exposure to both forms of Arabic, supported by interactive cross-institutional activities, can improve mutual understanding and support more effective for Arabic Fusḥa communication.

This study investigates parents’ perceptions of communication behaviors in WeChat class groups and how these perceptions are closely related to their attitudes toward educational responsibility allocation in Chinese primary education. A total of 1,286 parents participated in the study. Using latent class analysis, four distinct communication perception profiles were identified: Active, Negative, Detached, and Passive. These profiles reflect varying levels of engagement and perceived communicative value. Correspondence analysis was employed to explore the relationship between these profiles and parents’ attitudes toward responsibility allocation, which include school-dominant, parent-led, parent-school cooperation, and parental coordination. Findings suggest that digital communication behaviors are closely linked to underlying beliefs about responsibility, with trust and role construction playing important roles in fostering effective collaboration. The study highlights the need for differentiated communication strategies that take into account varying parental attitudes and perceptions of school-family roles. Additionally, the findings emphasize the importance of fostering trust between parents and schools, particularly in digital communication settings. This study provides valuable insights into how digital tools can either enhance or hinder parent-school cooperation and offers practical implications for improving communication strategies within educational contexts.

Background/Objectives: Many studies have investigated the Cognitive Acceleration through Science Education (CASE) programme, demonstrating its impact on students’ reasoning and learning development across different educational contexts. Likewise, numerous experimental investigations have employed the Solomon Four-Group Design (SFGD) to control for pretest sensitisation and improve the validity of intervention studies. However, despite the extensive use of both frameworks independently, no previous research has integrated them within a single study. The present research therefore combines the theoretical foundations of CASE with the methodological rigour of the SFGD to explore the influence of intervention outcomes under different pretest conditions on learners’ cognitive growth. Methods: This study examines differences associated with pretest sensitisation and the CASE programme among middle school students using a quasi-experimental research design. The study was conducted with 88 students divided into four groups, two experimental and two control, following the Solomon Four-Group Design to account for pretest sensitisation and its potential interaction with the treatment. Results: Statistical analyses revealed that the observed outcomes differed between pretested and non-pretested groups, with the pretested conditions showing larger post-test differences than the non-pretested ones. Conclusions: Rather than establishing causal effects, this study highlights key methodological considerations related to pretest sensitisation when evaluating cognitive acceleration interventions. The findings provide practical guidance for researchers and educators in designing, analysing, and interpreting classroom-based intervention studies where pretesting may influence observed outcomes.

This study analyzes the implementation of technology-based Islamic Religious Education (IRE) and its specific impact on student learning motivation at Al Ihsan Berau Junior High School. Employing a qualitative descriptive approach with data from observations, interviews, and documentation, this research moves beyond descriptive narratives to examine the mechanisms of student engagement. The findings reveal that technology enhances motivation through a dual-pathway mechanism: (1) the cognitive pathway, where multimedia design (following CTML principles) reduces cognitive load and sharpens focus; and (2) the emotional pathway, where interactive features satisfy students' psychological needs for competence and autonomy (aligning with Self-Determination Theory). Critically, however, the study finds that while digital engagement significantly boosts intrinsic motivation and cognitive understanding, it is less effective in internalizing religious values without teacher-led mentorship. Theoretically, this research contributes a conceptual framework integrating CTML and SDT within the context of Islamic education. Practically, it offers an inclusive “offline-first” strategy to mitigate digital divide challenges in suburban schools, ensuring that technological adoption enhances motivation equitably without compromising the depth of moral education.