The benefits of social media applications have emerged as an advancement in teaching and learning foreign languages. However, it falls short of studies investigating the perspectives and experiences of educators and learners about social media usage in Vietnamese tertiary education contexts in rural areas. Therefore, this study examined the perceptions and experiences of teachers and students regarding the application of social media in foreign language learning at a university in the Mekong Delta, Southern Vietnam. The study was conducted with the participation of 199 students and 20 teachers. This study employed a mixed-methods approach, collecting data from questionnaires, and an in-depth interview. The findings showed that most teachers and students had a positive attitude towards applying this mode to teaching and learning foreign languages. However, they indicated some problems when utilizing those methods. Additionally, they suggested some measures for blending direct teaching and learning with social media based on their experience. The research results provided more insights into this field in the literature, especially in local settings.

Abstract In reframing foreign-language education into translanguaging pedagogy, educators’ criticality of monoglossic ideologies is important. This article analyzes the discourses of scholars and practitioners raising objections against Japan’s neoliberal language-in-education policy of teaching English through English to examine whether their voices are underlain by the ideology of translanguaging. The data consisted of two sets: collections of teachers’ reports of their practices published by Shin-Eiken (or the New English Teachers’ Association), a grass-roots teachers’ association founded in 1959, and critiques written by a group of four scholars supporting Shin-Eiken . The practitioners’ data set comprised 61 reports of their handed-down pedagogical practice called self-expression published in 2013–2023 and 22 reports written by their predecessors in 1974–1979. The scholars’ data came from their eight books published in 2011–2020. We performed theoretical thematic analysis to identify themes of translanguaging ideology and of monolingualism ideology. The analysis found translanguaging-minded beliefs in recent and past Shin-Eiken teachers’ discourses where they acknowledged students’ multimodal expressions as voices from idiolects. The scholars, in contrast, emphasized prescriptive use of Japanese and English as two distinct languages. We conclude that the teachers’ ideology emerged from their on-the-ground engagement with marginalized students.

<p><span lang="EN-US">In engineering education, fostering innovative behaviors is crucial for preparing students to tackle complex, real-world challenges. Developing an assessment tool or rubric that accurately measures innovative behavior is essential to provide educators with the means to systematically evaluate students’ innovative potential. This article mainly focuses on assessing the content validity of the innovative behavior assessment rubric, which is designed to measure the innovative behavior of engineering students. The rubric was designed around three core dimensions: problem recognition, idea generation, and idea implementation. Content validity was assessed using the item-level content validity index (I-CVI), scale-level content validity index (S-CVI), and modified kappa statistic. Expert evaluations resulted in a final 35-item rubric, with an overall S-CVI of 0.85, indicating high content validity. Items with I-CVI values below 0.70 were either revised or removed to ensure relevance and clarity. The study highlights the importance of expert judgment in the validation process and underscores the utility of both I-CVI and kappa in refining assessment tools. Future research will focus on construct and criterion validation, as well as practical application across diverse educational contexts.</span></p>

<span lang="EN-US">Emotional labor at work typically manifests through surface acting and deep acting. This phenomenological study examines the emotional labor experienced by 15 international Filipino teachers working in the United States, Saudi Arabia, and Thailand. Guided by self-determination theory (SDT), the research explores their reasons for teaching abroad, as well as the challenges they face and how they navigate them emotionally. A qualitative design was employed using semi-structured interviews and framed narratives. Each participant engaged in one individual interview and one focus group discussion. Data were analyzed using interpretative phenomenological analysis (IPA) to generate key themes. Findings show that deep acting involves emotional control, display of positive emotions, emotional exhaustion, experience of negative emotions, and emotional indifference toward self. In contrast, surface acting includes masking emotions, projecting artificial feelings, and withdrawal behaviors. The five major themes emerged as contributing factors to emotional labor: cultural adjustment, language barrier, professional challenges, limited support networks, and work-life balance. Coping strategies identified include emotional regulation, positive cognitive response, support from family and peers, and participation in recreational activities. These nuanced findings offer important insights for international teacher preparation, emotional well-being, and future research on cross-cultural educational contexts.</span>

ABSTRACT The rapid pace of digitization has increased the need for a comprehensive understanding of digital literacy, encompassing the skills required to navigate, critically evaluate, and use digital technology, such as software systems and applications, including artificial intelligence. However, existing tools lack the cultural adaptability in assessing both operational and critical digital skills, particularly in nonnative English-speaking educational contexts. This quantitative study addresses this gap by developing the culturally responsive Comprehensive Digital Literacy Scale (CDLS), designed to measure the skills necessary for employing digital technologies in education. The tool is a five-point Likert-scale questionnaire with 15 items administered in English. The sample consisted of 267 students from various private tertiary institutions in Kuwait, where English was dominant language of teaching. Evaluation of the tool followed a rigorous psychometric process, with a Cronbach’s alpha of 0.927. Principal Component Analysis (PCA) was employed to uncover the underlying structure of the digital literacy construct and identify two distinct dimensions: critical digital literacy and basic operational digital skills. Furthermore, CDLS was validated through Confirmatory Factor Analysis (CFA), with model fit indices indicating a satisfactory representation of the data. By integrating both critical and functional dimensions of digital literacy within a culturally responsive framework, the CDLS advances existing measures and provides a validated tool applicable across diverse educational contexts. Practically, the CDLS offers educators, policymakers, and software designers a reliable tool for evaluating and enhancing digital literacy to promote effective digital engagement.

AI-assisted English Writing Tools : A Meta-Analysis of Effectiveness and Usage in Educational Contexts

Introduction: Thermochemistry is essential for understanding energetic processes in industrial and sustainable contexts. Traditional teaching often disconnects theory from practical applications, limiting student engagement. There is a need for educational resources that integrate theoretical concepts, experimental activities, and structured pedagogical support. Objective: To present educational material that integrates thermochemistry fundamentals with energy applications, promoting active learning through practical experiments and collaborative resources. Methods: The book was structured into six sequential parts: a motivating introduction, theoretical fundamentals, the First Law of Thermodynamics, applied thermochemistry (calorimetry and Hess's Law), nine hands-on experiments with accessible materials, and complementary material (historical context and data tables). It includes a Teacher's Guide with lesson planning, answer keys, and assessment rubrics. Results and Discussion: The work provides a clear theoretical exposition and replicable experiments (neutralization, exothermic/endothermic reactions, Arduino). CC BY 4.0 license enables sharing. A collaborative platform (livro.tchequimica.com) facilitates continuous community contributions. Conclusions: The material serves as a comprehensive resource for teaching thermochemistry, aligned with energy sustainability challenges. Empirical evaluation of pedagogical impact across different educational contexts is recommended.

Addressing the presence of Artificial Intelligence (AI) in teacher training means confronting one of the most disturbing issues in contemporary education. The expansion of digital mechanisms in schools shifts old paradigms and calls on teachers to reinterpret the very meaning of teaching. What was once restricted to the instrumental domain now demands ethical awareness, communicative sensitivity, and an investigative stance when faced with algorithmically mediated processes. The central issue is not simply the replacement of humans by machines, but the construction of a new pedagogical ecology in which teachers and technology interact to produce meaning. It can be argued that the presence of AI requires reformulating ways of planning, assessing, and monitoring learning, positioning the teacher as a critical mediator of informational and cultural flows. This study aims to understand how teacher training can integrate reflective and creative practices considering the incorporation of AI in educational contexts. Bibliographic research is adopted as the methodological approach, drawing on authors who articulate ethics, innovation, and humanization. The aim is to understand how teaching can maintain its formative function amid technological transformations. The analytical axes developed point to an education that combines technical knowledge and human sensitivity, supporting a pedagogical practice capable of combining critical thinking, empathy, and invention.

The aim of this study is to examine the effect of artificial intelligence (AI) awareness on innovative practices among early childhood educators in Guangdong, China. Data were collected through online questionnaires from 466 educators across 225 institutions. The study investigates how AI awareness influences intrinsic motivation, creative self-efficacy, learning climate, and innovative behavior. Using SmartPLS-4 and SPSSPRO for analysis, the results indicate that AI awareness significantly affects innovative behavior, with intrinsic motivation (β = 0.505), creative self-efficacy (β = 0.446), and learning climate (β = 0.310) acting as mediating variables. These findings highlight the critical role of AI awareness in promoting innovation among educators and offer practical implications for human resource management in educational institutions. From this perspective, professional development programs that enhance AI literacy can improve teacher motivation, creative self-efficacy, performance, and retention. Future research should also address ethical challenges associated with AI integration in educational contexts.

The persistent low performance of Filipino students in science, as reflected in international assessments like PISA, highlights significant challenges in science education. This study examined the effectiveness of Agharmonics, a song-based mnemonic strategy, in improving the academic performance of Grade 8 learners in science. Using a quasi-experimental design, the study involved two groups: one exposed to traditional instruction and another taught using validated song-based mnemonics. Researcher-made pre-tests and post-tests were administered, and statistical analyses, including paired and independent t-tests, were used to measure academic gains and compare group performances. Results revealed that both groups started at comparable proficiency levels, but the experimental group demonstrated a significantly higher post-test mean score (M = 26.25) compared to the control group (M = 20.19). A highly significant difference (p < .001) was observed within the experimental group’s pre- and post-test scores, indicating the effectiveness of the strategy. Learners reported enhanced retention and engagement, particularly in mastering abstract scientific concepts. Findings suggest that Agharmonics is an effective and engaging instructional approach that may be applied more broadly to improve science education outcomes. The study recommends integrating music-based strategies in teaching and further research on their long-term effects across various educational contexts.

The purpose of this study is to describe the stratification of Javanese language use in rural communities in East Java and analyze its implications for Javanese language learning. This research is motivated by changes in the use of Javanese by the younger generation, which can weaken the value of polite language in social interactions. This study uses a descriptive qualitative approach, and data collection was conducted through interviews and observations. Data were obtained from several sources from several villages in East Java. The Communication Accommodation Theory (Giles) was used to study the patterns of convergence, divergence, and over-accommodation in language use. Data analysis was carried out through presentation, drawing conclusions, and reduction. The results of the study indicate that social status, age, and situational context influence the choice of Javanese language speech level. Divergence appears as an expression of the identity of the modern generation, the process of linguistic convergence shows the efforts of young speakers to adapt to societal standards of politeness. This study found that the use of Javanese is a social mechanism for determining closeness, status, and cultural identity, not just a linguistic system. The results of this study demonstrate the importance of learning polite language based on social context in formal education. By using these findings, teachers can create learning models that emphasize the social function of Javanese so that students understand not only the structure of the language but also the values of politeness and respect contained within it.

Introduction: Human cadaveric preservation is fundamental to anatomical education, surgical training, and forensic research. Effective preservation facilitates prolonged study of anatomical structures, enables surgical skill acquisition, and supports experimental investigations. Arterial embalming provides uniform distribution of chemical solutions throughout the vascular system, maintaining tissue integrity and preventing decomposition. The left common carotid artery (LCCA), arising directly from the aortic arch, offers a reliable and accessible conduit for perfusion, particularly of the head and neck region. Methods: It details LCCA anatomy, carotid triangle boundaries, surface landmarks, vascular and neural relations, and stepwise dissection techniques for safe cannulation. The review also evaluates traditional formalin-based solutions and alternative preservatives, including N-vinyl-2-pyrrolidone, phenoxyethanol, and saturated salt methods, assessing their effects on tissue integrity, flexibility, and toxicity. Additional preservation strategies—such as Thiel embalming, plastination, immersion, and cryopreservation—are examined comparatively to highlight advantages and limitations in educational and research contexts. Results: Precise identification of the LCCA and meticulous dissection through the carotid triangle facilitate safe cannulation and effective perfusion. Formalin remains the standard for long-term preservation with excellent tissue fixation, while alternative solutions reduce toxicity and enhance pliability, improving dissection and surgical simulation outcomes. Combining arterial embalming with complementary methods can further optimize cadaver quality. Conclusion: Embalming via the LCCA represents a reliable and effective approach for human body preservation. Thorough understanding of anatomical landmarks, relations, and dissection techniques, coupled with informed selection of embalming solutions, enhances procedural safety, preserves tissue fidelity, and maximizes educational and research utility across anatomical, surgical, and forensic disciplines.

Although context-based learning has been widely discussed in previous studies, research that specifically examines the simultaneous improvement of understanding and retention of Pancasila values through the application of the Contextual Teaching and Learning (CTL) model remains limited. This study aimed to analyze the effectiveness of CTL in enhancing the understanding and retention of Pancasila values among elementary school students. A quantitative approach with a one-group pretest–posttest design was employed, involving 16 third-grade students selected using a total sampling technique. Data were collected through a pretest, posttest, a retention test administered one week after instruction, and observations of the CTL implementation process, then analyzed using descriptive statistics and N-Gain calculations to measure the level of improvement in students’ understanding and retention. The findings indicated a significant increase in the understanding of Pancasila values, as reflected in higher scores from pretest to posttest and improved learning mastery. The retention test results showed that most students were able to maintain their understanding after a time delay, indicating that CTL is effective in strengthening long-term retention. These findings contribute to the development of contextual learning theory and broaden the understanding of value internalization processes at the elementary education level. The study underscores the importance of implementing CTL in Pendidikan Pancasila instruction and recommends that teachers employ contextual strategies to foster meaningful student understanding, while also opening opportunities for further research on the development of conceptual CTL models across broader educational contexts and levels.

ABSTRACT This article examines the role of poetry as a bridge between global political realities and personal narratives, fostering empathy and critical engagement in a 1st Bachillerato classroom within a private, Spanish- and Catalan-speaking school in Barcelona. Through the deliberate selection of poems from diverse cultural and political contexts, the unit aimed to broaden students’ perspectives and deepen their understanding of marginalised voices. Drawing on existing academic frameworks, the study reflects on classroom experiences in which poetry functioned as more than literary analysis, instead becoming a catalyst for emotional and ethical reflection. The findings suggest that poetry’s capacity to humanise complex social and political issues enables students to engage both intellectually and affectively, supporting the development of critical consciousness and ethical imagination. Situated within a privileged educational context, the unit sought to challenge dominant literary narratives and promote social justice education by foregrounding global, postcolonial, and marginalised perspectives. The article argues for the potential of poetry to cultivate inclusive worldviews and support meaningful, transformative learning in culturally and politically diverse classrooms.

This research proposes a comprehensive AI tutoring framework that leverages the capabilities of large language models (LLMs) and learning analytics to create a personalized and adaptive learning environment. Unlike traditional Intelligent Tutoring Systems (ITS), which are constrained by static rules and predefined flows, the proposed framework offers dynamic content generation, contextual responsiveness, and real-time performance monitoring. It integrates generative AI technologies with microservice-based architecture to enhance the learning experience through quizzes, feedback, and lesson adaptation. The system is built using modern web technologies such as FastAPI for the backend and React for frontend interaction. A four-week experimental evaluation with undergraduate students indicated significant improvements in engagement, knowledge retention, and learner satisfaction. This study demonstrates that generative AI, when combined with analytics and ethical safeguards, can scale personalized learning to diverse educational contexts.

The Philippines continues to face educational challenges, as reflected in the 2018 PISA results showing low performance in reading, science, and mathematics. Limited resources, large class sizes, and high student–teacher ratios contribute to students’ disengagement, particularly in mathematics. To address this issue, the study examined the effectiveness of the flipped classroom approach, a strategy that promotes active student participation in improving college students’ data management skills in mathematics. Using a quantitative pre-experimental design, 27 students completed pretest and posttest assessments analyzed through mean, standard deviation, and paired t-tests. Results revealed significant improvement in posttest scores, indicating that the flipped classroom enhances engagement and academic performance in data management. Although limited by a small sample size and narrow focus, the study provides evidence that the flipped classroom can be an effective solution to improve mathematics learning in resource-constrained educational contexts.

This study developed and evaluated a game-based empathy education program linked to the Sustainable Development Goals (SDGs), which developed and evaluated the simulation game RealLives as an instructional tool, thus enabling learners’ diverse experiences across countries and social contexts. The research included four stages—design, development, implementation, and evaluation—and was applied to 60 participants (30 university and 30 high school students) in Seoul. After the program, students’ reflective essays were collected and analyzed using qualitative coding, language network analysis, and topic modeling. We found that learners demonstrated empathy across the cognitive, emotional, and attitudinal domains, with attitudinal empathy being the most frequent. Through immersive gameplay, the learners not only understood and shared others’ perspectives and feelings but also extended their reflections on personal commitment, social participation, and recognition of the need for structural improvement. Furthermore, the network and topic modeling analyses indicated that learners’ reflections were structured around themes such as life, nation, occupation, and happiness, all of which closely align with the SDGs. The results also suggest that game-based empathy education moved beyond knowledge transmission by fostering immersive experiences and critical reflection. The program effectively promoted empathy as a key competence of the Education for Sustainable Development and Global Citizenship Education . Therefore, this study proposes a practical model of empathy-based learning that can be applied not only to home economics education but also to broader educational contexts.

This study presents a comprehensive bibliometric analysis of the research landscape surrounding Environmental, Social, and Governance (ESG) issues within the context of education. Drawing upon 303 documents indexed in the Scopus database between 2004 and 2024, and employing analytical tools such as VOSviewer and Biblioshiny, the study maps the intellectual structure, thematic evolution, and collaborative networks of this emerging interdisciplinary field. The analysis reveals six major thematic clusters, spanning ESG performance, sustainable finance, governance frameworks, and digital transformation in higher education. Leading contributions originate from institutions in China, the United States, and several European nations, with the journal Sustainability identified as the most influential publication outlet. Keyword co-occurrence and bibliographic coupling analyses demonstrate a shift from foundational sustainability discourse to more advanced topics such as quality assurance, policy integration, and technological innovation. The findings offer actionable insights for researchers, policymakers, and educational institutions aiming to embed ESG principles into university curricula, governance practices, and long-term strategic planning. Furthermore, this study contributes to the growing body of knowledge by outlining a structured roadmap for future research at the intersection of ESG and education. Keywords: ESG in Education, Bibliometric Analysis, Higher Education Governance, Sustainability Trends, VOSviewer

Introduction: In today’s educational context, teachers play a crucial role in supporting bilingual students, as the number of children speaking a language different from the language of instruction continues to rise. These students often face difficulties in understanding lessons, expressing ideas, and integrating socially, which calls for an adaptive and inclusive pedagogical approach. Aim: The aim of this study was to examine the role of primary school teachers in supporting bilingual students, focusing on their teaching methods, challenges faced, and forms of institutional support available. Materials and Methods: A mixed-method approach was applied, combining theoretical analysis, pedagogical documentation review, case study, and survey methods. Data were collected through semi-structured interviews and focus groups with teachers from the Sarajevo Canton, and analyzed using qualitative analysis and descriptive statistics. Results: The findings show that teachers demonstrate strong motivation and empathy in working with bilingual students, but lack adequate professional training, systemic support, and teaching resources. The most frequently used strategies include visual aids, gestures, pair work, and bilingual materials. The need for continuous professional development and institutional support mechanisms was emphasized. Conclusion: The teacher’s role in working with bilingual students is multidimensional and requires the integration of theoretical knowledge, practical skills, and systemic backing. The study highlights the necessity of developing training programs and educational policies that empower teachers and strengthen inclusive classroom practices.

The aim of this article is to contextualize the perspective of the Funds of Knowledge (FK), with particular attention to what we consider three substantial contributions made by Luis Moll. Namely: (1) the Vygotskian conceptualization of study groups involving researchers and teachers as a mediating social structure; (2) the importance of generating zones of proximal development understood as social processes of trust, collaboration and exchange; and (3) the understanding of FK as psychological tools, socially and culturally situated and distributed, which, when recognized and legitimized in educational contexts, serve to amplify, organize, sustain and regulate (mediate) learning processes. All of this is framed within the commitment and connection that Luis Moll consistently demonstrated between his thought, scholarship and life in relation to ‘ convivencia ’ (living together, coexistence). To this end, we trace the origin, development and current stage of internationalization of the FK approach, and finally describe and illustrate, through examples drawn from the contributions in this Special Issue, what we regard as five core principles, or guiding ideas, that have become consolidated over the course of this theoretical and practical approach.