This systematic literature review investigates the integration of peace education within English as a Second Language instruction in Pakistan. It addresses three objectives that include exploring research gaps, evaluating theoretical frameworks that can be integrated with ESL instruction, and exploring innovations for peace education integration at the grassroot level. Findings reveal that there are several gaps in the existing researches. Big cities such as Lahore and Karachi dominate research in this area while rural and conflict affected regions such as Khyber Pakhtunkhwa and Balochistan remain unexplored. There is a limited adaptability of theoretical frameworks such as Critical Pedagogy and Social Emotional Learning (SEL) with ESL instruction in the conservative educational contexts. A few adaptations such as SEL infused with Islamic values exist and have limited impact. Certain initiatives taken at the grassroot level, such as the mediation of seniors or debates created to resolve conflict, highlight that innovative practices exist but teacher led innovative practices are rare and also not documented. The existing education system creates certain barriers such as exam oriented curricula, ideological resistance, and limited resources to handle conflict. All these issues highlight that there is a need for significant policy reforms, teacher training, and participatory research. In Pakistan’s complex sociolinguistic landscape, the study recommends that hybrid models should be adopted to facilitate the integration of theoretical frameworks of peace education with ESL instruction keeping in view local traditions. This can help develop linguistically and socially transformative ESL classrooms.

The recognised educational opportunities to stimulate children's creative potential make the early identification of creativity an important research challenge. The aim of the present study was to investigate the creative potential of school-aged children in France and Slovenia. The Evaluation of Potential Creativity (EPoC) battery was used to measure creative potential through eight divergent-exploratory and convergent-integrative creative thinking tasks in the graphic and verbal domains. The results show that creative giftedness is rather rare according to the type of thinking process (divergent vs. integrative), and it is best characterised by a domain-specific approach to creativity (verbal vs. graphic) compared to four EPoC thinking process-domain specific indices, regardless of the educational context. In both countries, the results show that there is no specific subtype of process-domain giftedness that is more common than another. Differences in age and educational context are highlighted. Finally, tailored educational interventions are proposed to promote children's creativity

Abstract Background Personality plays an influential role in educational contexts. Teaching assistants are crucial instructional figures in many undergraduate STEM courses, especially first-year engineering where they have expanded instructional roles. Most educational studies involving personality, however, do not investigate TA personality behaviors. Moreover, an instrument specific for this context that distinguishes between the dual instructor- and student-roles of TAs does not exist. This study addresses this gap, building on previous work that contextualized a Five-Factor Model-based instrument for first-year engineering teaching assistants. Methods The 90-item contextualized First-Year Engineering Teaching Assistant Personality (FYETAP) instrument was distributed as a five-point rating scale from Very Inaccurate (0) to Very Accurate (4) to current and former teaching assistants in first-year engineering programs at four institutions. The resulting data were used for validation analyses to inform an item reduction analysis. The item reduction analysis involved scale-wise Confirmatory Factor Analysis and reliability tests, Classical Test Theory to assess item difficulty and discrimination, and Rasch-based Item Response Theory to analyze facet representation and item overlap. Item reduction was guided by statistical criterion thresholds (factor loadings, reliability changes, discrimination indices, infit/outfit parameters) and conceptual considerations (difficulty range, facet representation, information overlap). Results A total of 196 first-year engineering teaching assistants completed the survey. Overall, items in the Extraversion factor exhibited the best psychometric properties. As such, item reduction for Extraversion was dictated by considerations related to item information overlap with the person density, and facet representation. In the remaining four factors of the scale – Agreeableness, Conscientiousness, Neuroticism, and Openness – about half of the items were removed based on threshold criteria and the other half on considerations of item information overlap and facet representation. Eight items per factor were removed, successfully reducing the instrument to a refined 50-item set. Conclusions This study successfully reduced the contextualized FYETAP to the best 50-items using an item reduction analysis based on a psychometric evaluation process. This instructionally focused tool is critical given TAs’ dual roles as students and instructors, providing a specific instrument to directly inform tailored training, mentoring, and self-reflection. The developed process and resulting instrument offer a unique tool for personality studies in educational psychology.

This research examines the application of sound governance principles in education by analyzing research publications and identifying the limited number of studies on the topic. The research used a two-stage method: first, a bibliometric analysis of 128 documents from 106 sources in the Scopus database (1996-2024) using RStudio and VOSviewer, and second, a systematic review of literature directly connecting "sound governance" and "education." The results show a significant increase in publications, with a 22.83% annual growth rate and an average of 14.13 citations per document. Thematic analysis revealed topics focused on sustainable development, health policy, and public administration. Critically, "education" was not a primary topic in these publications, showing it is not a central part of the existing research. The systematic literature review confirmed this gap, identifying only six relevant articles that directly investigate sound governance in an educational context. The conclusion is that while effective governance is required to improve educational quality, efficiency, and equity, the subject is not adequately researched. Therefore, more direct studies are necessary to create and implement functional governance models that will improve educational institutions.

The allocation of high-quality teachers significantly impacts educational equity and quality. Current strategies for achieving balanced teacher distribution primarily adopt two approaches: (1) structural optimization through reallocation of existing teachers, and (2) incremental expansion via investments to diversify teacher roles and instructional services. This study examines an innovative government-led teacher distribution model implemented in Beijing Middle School teachers’ Open Tutoring Program. In this program, high-quality teachers are reallocated to meet students’ personalized tutoring needs through online tutoring modes such as “one-to-one tutoring” via the internet. Longitudinal analysis shows that sustained participation in the program correlates with improved student academic performance and enhances teachers’ professional development. Compared to conventional methods, the Open Tutoring Program offers a more efficient and flexible mechanism for deploying expert instructors. However, challenges remain in achieving precise student–tutor matching. Furthermore, from an educational ecology perspective, the program exerts complex multilevel influences across micro-, meso-, exo-, and macrosystem levels. These findings provide valuable insights for scaling similar educational innovations and can serve as references for optimizing teacher distribution models in various educational contexts.

This study investigates the manner in which Islamic moral values and organisational climate inform responsible decision-making in AI and digital innovation employed in Islamic educational bodies, madrasahs and pesantren. The study utilised a qualitative-conceptual model based on library research and normative Islamic critique. These sources were classical texts such as the Iḥyāʾ ʿUlūm al-Dīn and Taʿlīm al-Mutāʿallim, contemporary academic literature and DOI registered peer reviewed studies. The findings suggest that incorporating Islamic values such as justice ('adl), trust (amanah), and communal benefit (maslahah) can improve the legitimacy, fairness, and trust in digital and AI-based educational governance. A supportive organizational climate reinforces these principles, ensuring the ethical use of technology, balanced decision-making and the protection of spiritual and moral objectives. The Hadith, "A leader who is a servant of his people," is an example of the moral responsibility that underpins effective leadership and management in educational contexts. In contrast to articles focusing on technical effectiveness, this study highlights the infusion of Islamic ethics into organizational learning and digital transformation by framing madrasahs and pesantren as living labs where traditional knowledge and technology coexist in harmony. The model offers practical steps for Islamic educators to integrate digital innovations according to Shariah rules. On the academic level, there are ideas to enlighten future interdisciplinary conversation between AI ethics and Islamic jurisprudence. Ethical and religious appropriate guidance for policy makers. Finally, the study advocates toward a spiritually ethics-based and technology-informed approach to transformative Islamic education.

Motor competency is a foundational component of adolescent physical development, influencing both health outcomes and long-term activity participation. However, evidence on the reliability of comprehensive motor skill assessments in Indonesian high schools remains limited. This study aimed to evaluate the test–retest reliability of a six-item sports motor competency battery in Indonesian high school students. Sixty adolescents (aged 15–17) from Perbaungan, North Sumatra, completed standardized assessments including sprint, vertical jump, agility, push-up, sit-and-reach, and medicine ball throw tests. A one-week interval separated repeated trials, and Intraclass Correlation Coefficients (ICC), Standard Error of Measurement, and Bland–Altman analyses were employed. Results demonstrated excellent reliability across all measures (ICC = 0.89–0.97) with minimal measurement error and no gender differences. Small but non-significant learning effects were observed in vertical jump and push-up performance. These findings confirm that the battery provides consistent, dependable metrics suitable for physical education monitoring, talent identification, and longitudinal adolescent motor competency research.

This study explores the integration of Islamic epistemology into multicultural education as a means to balance Western approaches with the philosophical foundations and values of Islam. By employing a qualitative research design using a thematic literature review, the study systematically analyzes and synthesizes findings from recent scholarly works. The research identifies three interconnected domains: (1) aligning multiculturalism with Islamic principles such as justice, equality, tolerance, and respect for diversity through content integration across disciplines; (2) constructing Islamic knowledge within historical, cultural, and global contexts to ensure adaptive reinterpretation of traditions, strengthen local identity, and enhance institutional adaptability in the digital era; and (3) developing a deep learning–based model for Multicultural Islamic Religious Education that personalizes learning, addresses content bias, and fosters inclusive, empathetic classrooms. The methodological approach enables a comprehensive synthesis of theoretical and empirical perspectives to propose an adaptive model bridging tradition, culture, and technological innovation. The findings suggest that combining Islamic epistemology, historical-cultural awareness, and deep learning technology can create sustainable, contextually relevant Islamic education, contributing to a harmonious, moderate society capable of engaging with global diversity.

This study utilizes a bibliometric analysis to examine the intersection of experiential learning, technology integration, and cultural responsiveness in vocational design education. A total of 241 open-access articles published between 2015 and 2025 were identified and analyzed using the search keywords ("design education" OR "creative arts education") AND ("experiential learning") AND ("technology integration") AND ("vocational education"). The findings reveal a growing body of research exploring each theme individually, with increasing attention to innovative pedagogical practices, digital tools such as CAD and AI, and inclusive approaches to teaching and learning. Despite this growth, integrated studies that holistically address all three dimensions remain limited. Key themes emerging from the analysis include project-based learning, immersive technologies, digital assessment, and efforts to enhance cultural competence. Contributions are concentrated in countries such as China, Indonesia, and the United States, though cross-national collaboration remains scarce. This study underscores notable lacunae in the extant literature and underscores the necessity for cohesive frameworks that integrate experiential, technological, and culturally responsive strategies within the context of vocational design education. A key limitation is the focus on a single open-access database, which may not capture the full scope of existing research. Future studies should expand the scope and adopt interdisciplinary and global perspectives to strengthen the field and inform practice.

This research analyzes the impact of gamification as a pedagogical strategy to enhance motivation and promote meaningful learning in online education contexts. Through a systematic literature review and recent empirical experiences, it is shown that integrating playful elements—such as rewards, levels, and challenges—improves student engagement, fosters self-regulation, and increases knowledge retention. It is concluded that gamification not only enhances interest and satisfaction in virtual education but also strengthens essential cognitive and socio-emotional competencies for autonomous learning.

This practice report examines how an implementation of Kift’s (2009) Transition Pedagogy evolved over 15 years in a First and Further Year Experience (FFYE) program at an Australian university. Designed to enhance student success, particularly for students from low socio-economic status (LSES) backgrounds, the program applies Transition Pedagogy principles through a framework focused on student identity and belonging, curriculum, academic and professional staff, and supportive infrastructures. Forums and grants have promoted engagement with inclusive, student-centred practices, collaborative design, student agency, and personalised learning. Transition Pedagogy’s curriculum principles have proven adaptable to changing institutional strategies and higher education contexts. The program’s shift from teacher-driven to partnership-driven models, emphasising student voices and mattering, illustrates how Transition Pedagogy can evolve and provide a transformative framework for enhancing student engagement and success.

Artificial Intelligence (AI) is rapidly transforming education, yet many institutions lack a comprehensive framework to integrate AI effectively. This paper develops an AI Education Competency Framework to guide the integration of AI in educational settings through a systematic literature review. Methodologically, a rigorous systematic literature review (SLR) was conducted following PRISMA guidelines, ensuring methodological rigor and empirical grounding. Key databases (e.g., Google Scholar, IEEE Xplore, SpringerLink) were searched for studies on AI frameworks in education, yielding 21 relevant sources. The analysis resulted in a novel framework which is built on four pillars—Foundation, Integration, Innovation, and AI Citizenship, encompassing fundamental AI knowledge, curricular and administrative integration, AI-driven innovation in pedagogy, and ethical AI use. The proposed framework informed by findings from these studies, addressing gaps such as the lack of unified approaches that combine technical, pedagogical, and ethical dimensions. The framework provides a holistic strategy for AI integration in education, including for open and distance education contexts, bridging theoretical and practical aspects. In discussion, we highlight the framework’s contributions in filling identified gaps, its potential implementation challenges, and recommendations for educators and policymakers. The study concludes that the AI Education Competency Framework offers significant contributions by aligning AI advancements with educational competencies, ensuring stakeholders are prepared to navigate AI’s complexities responsibly and effectively.

ABSTRACT Despite the demand for education in Asian languages like Chinese and Korean, the teaching competencies required of non-native teachers of these languages remain underexplored. This comparative study uses Q methodology to investigate the subjective viewpoints of 39 Chinese and 35 Korean language teaching professionals regarding key teaching competencies for non-native teachers. Participants sorted the same set of 42 statements, enabling a systematic comparison across groups. A first-order factor analysis identified three perspectives among Chinese teachers and four among Korean teachers. A second-order factor analysis was then conducted to explore differences and commonalities across the two cohorts of teachers, revealing two macro-factors: the importance of near-native language proficiency (Macro-Factor 1) and the value of self-reflection and continuous professional development (Macro-Factor 2). The second order factor analysis also demonstrated the existence of peculiar perspectives among the Korean teacher cohort. By applying Q methodology to compare educational contexts, this study uncovers both shared and context-specific understandings of non-native teacher competencies. The results support the development of a dynamic framework of teacher competencies by presenting competencies as context-dependent. The findings provide practical insights for the development of context-sensitive teacher education programmes that address the distinct professional needs of non-native Chinese and Korean language educators.

Abstract The increasing sophistication of generative artificial intelligence (AI) and large language models (LLMs) for example, GPT-5 and Gemini is presenting similar challenges in academic integrity and discrimination between AI versus human writing. This research involved a comparative study of five AI content identification systems QuillBot, Writer.com, GPTZero, CrossPlag, and Copyleaks by evaluating the systems with 45 writing samples composed of verified human writing and AI-generated writing. The evaluation of the results was undertaken with generalized statistical measures of sensitivity, specificity, and predictive values. The results suggested, while GPTZero identified with the most balanced accuracy (93%) and CrossPlag identified slightly lower (88%), they did identify students significantly different in specificity levels and additional systems were highly biased toward human writing over AI-generated writing. The findings suggest that as LLMs continue to evolve, modifications to current system may not serve reliably as data in our academic evaluation due to linguistically and semantically based changes. Overall, the research points to the need for hybrid based models, retraining AI content identification system on new data, and the importance of human review, consensus, and engagement in the educational context to ensure fairness and transparency. Keywords: AI detection, academic integrity, content analysis, machine learning, text classification

Exploring the transformative impact of converging Artificial Intelligence (AI), Augmented Reality (AR), and Virtual Reality (VR) technologies on immersive learning environments. Using PRISMA methodology and comprehensive bibliometric analysis, we examined publication trends, keyword relationships, and collaboration networks across this rapidly evolving interdisciplinary field. Our findings reveal exponential growth in research output since 2020, with distinct thematic clusters forming around educational applications, immersive technologies, AI methodologies, and specialized domains including healthcare training. The analysis identifies key implementation challenges including technical limitations, ethical considerations, and accessibility barriers. This research demonstrates how AI-enhanced immersive environments create personalized, adaptive learning experiences that significantly improve engagement and knowledge retention across diverse educational contexts including medical simulation, architectural visualization, and language acquisition. The confluence of these technologies represents a paradigm shift in educational delivery, enabling experiential learning opportunities previously constrained by physical, safety, or resource limitations.

The educational scenery is experiencing a significant transformation, particularly in higher education, with growing emphasis on English as a Medium of Instruction (EMI) across various disciplines. This study investigated instructors’ perspectives on EMI and its impact on student learning outcomes at the Business College of Prince Sattam bin Abdulaziz University (PSAU) in Saudi Arabia. It explored how instructors perceive EMI’s influence on student comprehension, engagement, academic performance, and identified the challenges and advantages of implementing EMI in a business education context. A questionnaire containing 25 statements was distributed to 30 EMI instructors during the first semester. The findings indicated that while instructors generally perceived EMI as a tool for improving learning outcomes—particularly in fostering student engagement, enhancing critical thinking, building confidence, and providing access to international academic resources—they also acknowledged several limitations. Instructors reported facing challenges related to their own communicative abilities in English, which at times hindered effective knowledge transfer. Moreover, simplifying complex business concepts for students with limited English proficiency proved difficult. The lack of EMI-specific training for faculty further complicated effective course delivery. Despite these challenges, instructors noted that EMI helped broaden students’ access to up-to-date global resources and prepared them to use English professionally, a skill essential for their future careers. It also encouraged the development of critical thinking from a global business perspective. The study underscored the importance of faculty development and institutional support to enhance EMI implementation and improved student learning experiences in business education settings.

This study investigates the mediating role of self-regulation in the relationship between learning context, specifically technology use and curriculum design, and academic performance in Cambodian higher education institutions. A quantitative research design was employed using data collected from 320 lecturers across public and private universities, analyzed through Structural Equation Modeling (SEM) with SmartPLS. The findings indicate that technology use positively influences both self-regulation and academic performance, while curriculum design has a significant effect on self-regulation but does not directly predict academic performance. However, self-regulation plays a crucial role in enhancing academic outcomes and serves as a mediator linking both technology use and curriculum design to academic success. The model demonstrates acceptable explanatory power and predictive relevance, highlighting the importance of internal learner processes in shaping performance outcomes. These results underscore that fostering self-regulated learning through effective technology integration and well-structured curriculum design is vital for improving academic performance. The study provides valuable insights for educators and policymakers seeking to enhance learning effectiveness in resource-constrained higher education contexts such as Cambodia.

This Special Issue of Religions, entitled “Examining Religion’s Influence in Non-Formal and Informal Educational Contexts: Beliefs, Practices and Narratives”, originates from the recognition that learning increasingly occurs outside formal institutions [...]

This study examines how faculty members in Arab higher education institutions experience and interpret destructive middle leadership within the context of Education 5.0. While this reform agenda emphasizes innovation, equity, and human-centered learning, participants described leadership practices that undermine collaboration, trust, and pedagogical creativity. Drawing on semi-structured interviews with ten faculty members (20 interviews across two iterative rounds) and analyzed through an interpretive qualitative approach, the study is guided by an integrated framework of destructive leadership, transformative learning, and distributed leadership. The analysis identifies three themes: (1) the weaponization of authority, (2) hierarchical entrenchment and institutional inertia, and (3) silencing dissent and erasing voice. Together, these patterns show that harmful leadership is not merely interpersonal but structurally embedded—sustained by performative reform discourse, bureaucratic saturation, and the routinization of exclusion. The study argues for re-conceptualizing middle leadership as an ethical, relational practice aligned with the humanistic commitments of Education 5.0, and outlines implications for leadership development, evaluative criteria, and shared governance.

Introduction: This study addressed the relationship between pro-environmental attitudes and ecological awareness in university athletes, considering that both variables are key indicators of sustainable behavior in educational contexts. Objective: To develop and apply a mathematical model to analyze the relationship between pro-environmental attitudes and ecological awareness in student athletes at the Universidad Nacional de Frontera, in Sullana, Peru. Methodology: The research was based on a quantitative, correlational approach and a non-experimental design. A total of 321 students selected through stratified probability sampling participated. A structured questionnaire with Likert-type scales was administered, validated by expert judgment and with acceptable reliability. The data were processed using descriptive statistics, the Kruskal–Wallis test, Spearman's Rho coefficient, and structural equation modeling. Results: They showed that pro-environmental attitudes had a positive and significant influence on environmental awareness. The cognitive and affective dimensions showed low levels, while the behavioral dimension showed favorable progress. Discussion: The findings were consistent with previous research highlighting the role of attitudes and active participation as determining factors of environmental awareness, confirming the validity of the proposed model. Conclusions: Strengthening pro-environmental attitudes is an essential element for developing a strong ecological awareness in university students and promoting sustainability-oriented environmental education.