ABSTRACT Teacher-child dyadic interactions serve as a key mechanism for promoting educational equity, and their systematic assessment can shed light on core objectives of early childhood education. However, few instruments are available to evaluate the quality of such dyadic interactions. This study attempts to develop and validate a standardized problem-solving task – incorporating variations in learning contexts – along with a multidimensional coding framework designed to capture individual differences. Data were collected from 87 Chinese teacher-child dyads (children aged 3 to 6 years). Research Findings: Results indicated that both the problem-solving task and the assessment system demonstrated acceptable reliability and validity in measuring teacher-child dyadic interactions in the Chinese context. Furthermore, the quality of interactions varied with children’s age, teachers’ educational background, years of teaching experience, and type of learning context. Practice or Policy: These findings suggest that the problem-solving task-based assessment system holds potential for providing a contextually sensitive evaluation of teacher-child dyadic interactions.

Clinical practice plays a crucial role in nursing education. Numerous studies have highlighted the positive impact of peer support during clinical placements. However, to date, no study has provided a comprehensive overview of the specific role of peer support within the context of clinical learning. We aimed to map literature describing the role of peer support among nursing students during hospital-based clinical placements. A scoping review was conducted. Five databases (CINAHL, PsycINFO, PubMed, ERIC, and ScienceDirect) were searched, yielding 550 articles. Two authors assessed eligibility using predefined criteria, extracted data from the selected studies, and performed a thematic analysis. The review is reported in accordance with the PRISMA-ScR guidelines. Thirty-six articles were included. Peer support during hospital-based clinical placements emerged through 6 key roles: (1) reduces anxiety, (2) contributes to the feeling of not being alone, (3) facilitates adaptation to challenges, (4) contributes to the development of a sense of belonging, (5) promotes knowledge sharing, and (6) enriches the learning experience. The findings underscore the significant role of peer interactions in clinical learning, positioning peer support as a key component of nursing education. They highlight opportunities for educators to design and support collaborative learning environments, while also emphasizing the need for further research to inform the implementation and evaluation of structured peer support strategies in nursing education.

ABSTRACT This study explores how action research serves as transformative professional learning for developing culturally responsive pedagogies (CRP). Drawing on interviews with teacher-researchers from two Australian projects (2017–2024), the research examines how practice-based inquiry enables teachers to move beyond prescriptive approaches towards experimental and responsive teaching. Using process philosophy, particularly Deleuze and Guattari’s work, the study theorises action research as creating enabling conditions rather than fixed strategies for CRP. Teachers engaged with non-prescriptive pedagogical ideas as generative propositions that catalysed transformation through classroom experimentation. Findings reveal three key insights: first, malleable pedagogical concepts function as enabling constraints supporting contextually responsive practices; second, learning within actual pedagogical encounters proves crucial for developing responsive approaches; third, teachers moved towards experimental spaces characterised by shared power and pedagogical uncertainty. The study challenges conventional professional development models that position teachers as implementers of predetermined strategies. Instead, it demonstrates how action research creates spaces for teachers to develop responsive practices through attention to dynamic classroom events and relationships with students and communities. These insights have significant implications for professional learning in diverse educational contexts, calling for approaches that honour pedagogical complexity and both teachers’ and students’ capabilities.

NMDA receptor hypofunction can lead to behavioral and cognitive disturbances, including hyperlocomotion, and is considered a core pathophysiological mechanism underlying cognitive and negative symptoms in schizophrenia. This study examined whether treatment with the mGlu2/3 receptor agonist LY379268 (1 and 2 mg/kg) could counteract such disruptions induced by the NMDA antagonist MK-801 (0.1 mg/kg). Rats were tested under two conditions: an aversive learning task (active place avoidance on a rotating arena) and a non-aversive open field test. Additionally, local field potentials were recorded from the medial prefrontal cortex during the open field test and later under urethane anesthesia. Contrary to expectations, LY379268 did not consistently alleviate MK-801-induced impairments. In the aversive learning context, the combination of MK-801 with LY379268 (2 mg/kg) paradoxically led to exacerbated hyperlocomotion and impaired navigational performance. In contrast, the 1 mg/kg dose of LY379268 had a modest beneficial effect in the non-aversive setting, slightly reducing MK-801-induced hyperactivity. Electrophysiological recordings revealed that MK-801, alone or in combination with LY379268 (1 mg/kg), disrupted theta-high gamma phase-amplitude coupling in the open field test, indicating impaired neural processing. Under anesthesia, MK-801 increased low gamma power. LY379268 did not reverse this alteration. These findings highlight the task- and dose-dependent nature of LY379268's effects. While it offered limited improvement in a non-aversive environment, it failed to mitigate and sometimes exacerbated deficits in more challenging, aversive tasks. This complexity underscores the need for further research to refine the therapeutic potential of mGlu2/3 modulation in conditions associated with glutamatergic dysfunction. Key words MK-801 " LY379268 " Electrophysiology " Medial prefrontal cortex " Hyperlocomotion.

Indonesian students’ low performance in international mathematics literacy assessments highlights the need for instructional approaches that foster higher-order thinking and learner autonomy. Conventional, procedure-oriented instruction has shown limitations, whereas Android-based learning modules implemented within the context of mobile-assisted learning provide opportunities to integrate deep learning pedagogy with students’ intrapersonal intelligence. Intrapersonal intelligence, particularly self-regulation, metacognitive reflection, and goal setting, plays an important role in supporting students’ engagement and mathematics literacy development. This study aimed to compare secondary students’ mathematics literacy outcomes between Android-based deep learning instruction and conventional teaching, while examining the structural contribution of intrapersonal intelligence dimensions to mathematics literacy. A quasi-experimental design was employed involving 68 secondary school students, divided into an experimental group (n = 34) and a control group (n = 34). Instruments included a mathematics literacy test and an intrapersonal intelligence questionnaire. Data were analyzed using independent samples t-tests, effect size estimation, Pearson correlation, and structural equation modeling. The results indicated that students in the experimental group demonstrated significantly higher post-test mathematics literacy scores than those in the control group (t = 7.25, p<0.001), with a large effect size (Cohen’s d = 1.25). Significant positive associations were found between intrapersonal intelligence dimensions and mathematics literacy (r = 0.41-0.63, p < 0.01), with goal setting and planning (β = 0.28) and metacognitive reflection (β = 0.24) showing the strongest standardized contributions. These findings suggest that integrating deep learning pedagogy with intrapersonal intelligence through Android-based modules is associated with higher mathematics literacy outcomes and provides practical insights for designing technology-enhanced mathematics instruction in secondary education.

Learning in Practice (LiP) as a dimension of Work-Integrated Learning (WIL) encourages student-teachers to transform their teaching approaches by implementing innovative and evidence-based strategies that respond to the ever-changing (in this context) South African educational landscape. This research is grounded in the theory of transformative learning and the practice of mentoring. Additionally, it uses the social constructivist-interpretive lens to explore student teachers' lived learning in practice experiences during teaching practice placements. This exploratory study, conducted within an open and distance learning (OdeL) context, employed a qualitative approach, utilising a single-case study design and an online virtual videoconferencing platform for data collection. To generate themes, a manual thematic analysis process was employed, guided by the established thematic analysis framework. The findings revealed that participants echoed sentiments that mentoring in practice helped them grow and become professionals. Mentors also demonstrated effective teaching skills and encouraged them to present lessons that were well-received. Furthermore, mentors were accessible and approachable, providing guidance and constructive feedback on lesson presentations. Participants were exposed to authentic learning in practice contexts. Further research could explore school mentors' views of online assessments for learning in practice.

Aims and objectives: This article concerns the interdisciplinary scholarship on language, migration, and gender in a trading community in Yiwu, China. Approach: I adopt a poststructuralist approach and draw on stories of two Arab women – Nadeen and Yiyi – to consider L2 investment as a way to negotiate different identities, of gender and of being a migrant, in a new country away from home. Data and analysis: The ethnographic data, including observation, fieldnotes, casual chats, in-depth interviews, and artefacts, were analysed thematically. Findings/conclusion: The results show that Chinese was imagined as a means to pursue personal fulfilments and resist feminised roles imposed by the mainstream society, as both participants agentively invested in Chinese language learning. Importantly, the findings reveal gendered access to L2 resources beyond the home, which led women’s limited opportunities to practice Chinese and the reproduction of unequal gender relations within family. Originality: This study brings a nuanced understanding of gender into gender-blindness Chinese as a foreign language (CFL) education research. Significance: The significance and contribution of this article centre on extending our understanding of the relationship between gender, migration and L2 learning in an under-research context. It also throws light on how language can empower migrant women to resist the domination that stems from unequal gender and social relations in South-South migration.

The low conceptual understanding of elementary school students towards geometry, especially cube and block materials, remains a challenge for learning basic mathematics. This condition is exacerbated by predominantly conventional learning practices, a lack of context, and a lack of responsiveness to the diversity of student characteristics, including in inclusive classes. This study aims to develop and evaluate the effectiveness of adaptive learning media grounded in (RME) in improving students’ mathematics learning outcomes. The research used a Research and Development (R and D) approach, employing the ADDIE model, combined with a quasi-experimental design with a non-peer control group. The study involved grade V students of Madrasah Ibtidaiyah (MI) in rural and urban areas, including students with disabilities. Data were collected through learning outcome tests and analyzed using descriptive and inferential statistics (t-tests). The results of the study show that RME-based adaptive learning media are declared valid and practical, and significantly more effective than conventional learning. These findings suggest that integrating adaptive media can strengthen the implementation of RME and support contextual, inclusive, and evidence-based geometry learning.

ABSTRACT Background The rise of generative artificial intelligence (AI) in educational research has prompted growing interest in how such tools might support collaborative knowledge construction and creative thinking. While most studies focus on individual‐AI interaction, less is known about group‐level cognitive and interactional processes when AI is integrated into shared problem‐solving settings. Objectives This study investigates how group collaboration with AI supports creativity‐relevant processes in collaborative learning contexts and explores the psychological mechanisms that mediate this effect. Methods Using a within‐subject experimental design, 96 university students engaged in a scientific divergent application task under three collaboration modes: group‐AI collaboration, individual‐AI collaboration and human‐only group collaboration. The study adopted a mixed‐method approach, combining behavioural coding of perspective‐taking and AI utilisation strategies with statistical modelling to examine mediation effects. Tasks were designed to simulate open‐ended learning scenarios that emphasise ideation, problem‐solving and conceptual integration—core components of collaborative learning. Results and Conclusions Group‐AI collaboration led to the most creative outputs in terms of usefulness, originality and quality. This effect was mediated by two key mechanisms: strategic use of AI as a generative and exploratory resource and selective, high‐quality integration of both peer and AI‐generated ideas. While these findings stem from a controlled setting, they offer initial evidence that AI‐supported group work may enrich collaborative ideation processes and hold promise for future instructional design and group‐based learning practices.

Abstract Social interaction is widely recognised as a critical component of effective learning. However, as online learning becomes increasingly embedded within higher education, digital environments continue to face persistent difficulties in fostering meaningful social learning experiences. With more institutions than ever adopting online delivery, it is imperative to systematically investigate these challenges to inform pedagogical strategies that can better support collaboration and engagement. This article presents a systematic literature review of 36 recent studies examining the challenges faced by learners in online social learning contexts. The findings of the review were reported in accordance with PRISMA guidelines and organised and interpreted through the Community of Inquiry framework. The analysis demonstrates that the reported challenges are not isolated to a single dimension of the framework but instead exert a combined influence on cognitive presence, social presence, and teaching presence, underscoring the interdependent nature of these constructs in online learning. To extend this interpretation, we employed the activity‐centred analysis and design framework to examine how learning designs can constrain social interaction and collaborative inquiry. Additionally, the review highlights opportunities for improving learning design practices and identifies the potential of artificial intelligence in addressing barriers to online social learning. Drawing connections between challenges, design considerations, and emerging technological interventions, this study contributes to universal discussions on equity, inclusion, and collaboration, offering insights that are globally relevant to the design of a socially connected digital landscape of higher education. Context and implications Rationale for this study: This study addresses a gap by examining barriers to social learning in online higher education and how they stem from learning design. Why the new findings matter: Findings show these challenges are systemic and interconnected. Integrating CoI and ACAD provides a deeper explanation of their causes and informs more effective design interventions. Implications for practitioners, policy makers, researchers: The findings highlight the need for more intentional learning design to support meaningful social interaction in online environments. For practitioners, this means structuring collaborative tasks, roles, and facilitation strategies that promote engagement and psychological safety. For institutions and policymakers, the study underscores the importance of investing in staff capability, appropriate technologies, and inclusive design practices. For researchers, it provides a foundation for exploring design‐based and AI‐supported interventions to strengthen social learning. Overall, the study emphasises that improving tools alone is insufficient; aligning tasks, technologies, and social structures is essential for fostering connected, engaging, and equitable online learning experiences.

This study aims to analyze and describe diagnostic learning strategies in the internalization process of a love-based curriculum at Madrasah Aliyah Al-Ittifaqiah. A love-based curriculum is understood as an educational approach that emphasizes compassion, empathy, responsibility, and spirituality as the foundation for students’ character development. The primary challenge in its implementation lies in ensuring that values are not confined to cognitive understanding but are manifested in students’ attitudes and behaviors.This research employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the principal and teachers, and analysis of instructional documents. Data analysis was conducted through systematic data reduction, display, and conclusion drawing. The findings reveal that diagnostic learning strategies were implemented through initial mapping of students’ characteristics, identification of learning needs and socio-religious backgrounds, and continuous formative assessment. Teachers utilized diagnostic results to design contextual, reflective, and exemplary-based learning processes.The study concludes that diagnostic learning plays a significant role in strengthening the internalization of love-based values through habituation, educational dialogue, and integration of values into classroom activities. It recommends enhancing teachers’ competencies in diagnostic assessment and developing structured character evaluation instruments to support the sustainability of love-based curriculum implementation in madrasah education.

Artificial Intelligence (AI) has become integral to education, transforming the way students approach mathematics. This qualitative study examines the perceptions, experiences, and usage patterns of BS Applied Mathematics students in using AI tools such as ChatGPT, Gemini, Meta AI, and Cici for solving mathematical problems within the context of Technology-Enhanced Learning (TEL). Grounded in the Technology Acceptance Model (TAM), it explores five dimensions: usefulness, ease of use, attitude toward use, behavioral intention, and actual use. Data was analyzed using both phenomenological and thematic approaches, incorporating interviews, focus group discussions, and observations. Students primarily used AI tools for speed, convenience, and quick solutions under time pressure. While most preferred AI as a complement to traditional learning, they expressed concerns about overreliance, limited understanding, and reduced motivation. Nonetheless, students demonstrated digital literacy by validating AI outputs and using multimodal resources, such as YouTube tutorials, to enhance comprehension. The study advocates for balanced AI integration in education, emphasizing digital literacy, responsible use, and the development of improved AI-based platforms to strengthen multimodal and explainable learning within TEL frameworks.

This study aims to comprehensively analyze the nature of learning and instruction in elementary schools through a literature study approach. The review was conducted by examining various classical and modern learning theories, concepts of 21st-century learning, and the practical implications that emerge within the context of basic education. The data were obtained from academic books, national and international scientific journals, research reports, and various digital publications relevant to the topic. Based on the literature review, learning is understood as a complex process that results in changes in behavior, knowledge, skills, values, and attitudes through direct experience or social interaction. Effective instruction requires a paradigm shift from teacher-centered learning to student-centered learning, where teachers are no longer merely transmitters of information but act as facilitators, motivators, and guides in the learning process. The study also shows that the implementation of 21st-century learning in elementary schools demands the application of instructional strategies that stimulate critical thinking, creativity, collaboration, and digital literacy. Learning must be designed to accommodate the developmental needs of children, particularly because elementary students are at the concrete operational stage, requiring real and contextual learning experiences. This study emphasizes that instructional quality will improve when planning, implementation, and evaluation are developed based on a deep understanding of children’s learning characteristics. Thus, this literature study provides a comprehensive overview of the importance of understanding the nature of learning and instruction as the foundation for developing effective, relevant, and sustainable educational practices in elementary

Recently, educational assessment has shifted focus toward evaluating not only performance but also learners' attitudes and behaviors toward learning, known as competency assessment. Traditional methods, such as self-report sheets and teacher observations, are limited by bias and reliability. With the rise of ICT tools, learning trace data offer a promising solution for assessing learning processes more reliably. However, existing frameworks for competency assessment based on trace data lack flexibility in real-world applications, prompting the need for customization of the framework according to user needs. To address this gap, this study introduces YINSIGHT, a system that allows users to customize competency assessment indicators according to specific contexts and needs. We outlined the framework for creating these indicators, implemented the YINSIGHT system, and evaluated its effectiveness through semi-structured interviews within a scenario of self-regulated learning. The participants were two English and one math teacher from a high school in Japan. The thematic analysis of interviews revealed that while traditional competency assessments rely heavily on performance-based methods, teachers expressed expectations for YINSIGHT's ability to capture self-directed learning activities, particularly in extensive reading contexts. However, significant concerns emerged regarding system usability problems and compatibility with current practices. Teachers also provided constructive suggestions for gradual implementation and system improvements to address these barriers. This study thus contributes to the continuous improvement of learning and teaching from multiple perspectives on the activities that use the system.

Mathematics is often perceived as a difficult subject because many of its concepts are abstract and difficult for students to visualize. The use of appropriate learning media is therefore essential to support students’ conceptual understanding, particularly in geometry topics such as plane figures. This study aims to investigate the effect of concrete object learning media on the mathematics learning outcomes of Grade VII students at SMPN 2 Suwawa. This research employed a quasi-experimental method using a Pretest–Posttest Control Group Design. The sample consisted of 36 students selected through simple random sampling and divided into an experimental group and a control group. The experimental group was taught using the Contextual Teaching and Learning (CTL) model supported by concrete object media, while the control group received CTL instruction without concrete media. Data were collected using pretests and post-tests in the form of essay questions to measure students’ cognitive understanding of plane geometry. Instrument validity and reliability were tested prior to data analysis, which included descriptive statistics and inferential tests such as normality, homogeneity, and independent t-tests. The results show that students in the experimental group achieved significantly higher post-test scores (mean = 88.27) than those in the control group (mean = 64.50). The hypothesis testing revealed a calculated t-value of 6.1028, exceeding the critical t-value of 1.691, with a very strong effect size (Cohen’s d = 2.1985). In conclusion, the use of concrete object media within the CTL model significantly improves students’ mathematics learning outcomes. This approach is effective in creating meaningful and active learning experiences, particularly for abstract mathematical topics such as plane figures.

QuerIA: adaptive question generation and evaluation in higher education using large language models and contextual learning

This case study examines the impact of student choice and interactive teaching techniques specifically structured debates and discussion on the classroom engagement of 15 freshman university students majoring in English language teaching. Many Libyan students enter university with a background in traditional, lecture-based instruction that limits authentic participation and communication growth. Using a multi-method approach including survey, interviews, reflective journals, instructor notes, the study tracked changes in behavioral, emotional, and cognitive engagement over an eight-week period. Findings reveal significant improvement across all three engagement dimension. Allowing student to vote on weekly topics increased perceived relevance and interest, with the number of students findings topics relevant jumping from 5 to 13. Structured debates successfully prompted active participation, moving the class from a state of baseline silence to a final debate where %100of students contributed simultaneously, small-group discussion provided a “a safe-space” that empowered even the most hesitant learners to speak regularly. The results demonstrate that even modest shifts from a teacher-centered to a facilitative role can foster a “virtuous cycle” of engagement. Furthermore, students began to integrate these interactive methods into their emerging professional identities as future educators. The study concludes that providing autonomy and structured interaction is an elective strategy for revitalizing EFL learning in Libyan context, though it recommends careful scaffolding to mange the initial anxiety associated with active learning.

TCCCL: Transformer-based cross-modal contextual correlation learning networks for web video event mining

BiSS-Net: Bi-scope contextual state-space learning for automated Cobb angle measurement in full-body X-rays

Empirical evidence consistently demonstrates that structured tasks, predicable instructional contexts, and explicit teaching contribute to better social and academic success for kindergarten students with autism. Kindergarten classrooms in Ontario, Canada follow a play-based model, where the emphasis is placed on play, inquiry, and elements of child-led learning to aid in developmental and academic growth. This research explores how teachers instruct and plan for children with autism in play-based kindergarten environments. Given the evidence supporting structured learning contexts for students with autism and the open-ended nature of play-based learning, little is known about how teachers navigate this dichotomy. A qualitative multiple case approach was utilized to examine how four teachers supported the social and academic needs of students with autism in a play-based environment. One-hour semi-structured virtual interviews were conducted with each teacher. Three themes emerged from the inductive qualitative analysis: (1) engagement, connection, and adaptation, (2) teaching and planning play-based learning, and (3) play in the kindergarten classroom. Building on the findings of this study, we provide recommendations for how kindergarten and play-based curricula can be adapted to support students with autism are provided.