The aim of this study was to investigate cognitive control and guided discovery among female students in the Early Years Education Department, and to identify the relationship between cognitive control and guided discovery among these students. The study adopted a descriptive-analytical approach, The researchers developed the two scales (cognitive control and guided discovery) and applied them to a sample of 150 female students in the Early Childhood Education Department. The results showed that early years education students possess cognitive control and also engage in guided discovery. Furthermore, the results revealed a strong positive correlation between cognitive control and guided discovery, which suggests that cognitive control is an effective educational approach that contributes to enhancing guided discovery among students, as it provides opportunities for experience-based learning and active interaction, leading to a deeper understanding and more effective and meaningful learning.

This study assessed the learning gaps in science specialized subjects among Grade 12 STEM students at St. Paul University Surigao, focusing on General Biology, General Chemistry, and General Physics. Using a pre-experimental one-group pretest-posttest design, researcher-developed diagnostic and posttests aligned with K–12 curriculum competencies were administered to determine students’ levels of mastery before and after the instructional intervention. Results revealed that students initially demonstrated low-to-average mastery across most competencies, particularly in abstract and computation-heavy topics. After the intervention, which included guided instruction and laboratory-based activities, notable improvements were observed in several competencies; however, some areas still reflected only average or below-proficiency levels, indicating persistent learning gaps despite gains. The study concludes that although instructional strategies improved students’ performance, full mastery was not consistently achieved, suggesting the need for strengthened remediation, improved instructional materials, and further research on more effective teaching approaches in science education.

This article examines the comparative teaching of verb categories in the German language and proposes instructional models applicable to the Azerbaijani audience. The main aim of the study is to identify the similarities and differences in verb categories (tense, person, conjugation, modal categories, etc.) in German and Azerbaijani and to develop effective teaching approaches based on this comparison. The research is grounded in the principles of comparative linguistics and methodology. The findings indicate that comparative teaching models based on the learners’ native language enhance grammatical awareness, accelerate the acquisition of verb forms, and positively contribute to the development of communicative skills.

This article analyzes the key aspects of forming and developing students’ sense of national pride, national dignity, and national identity awareness. It examines the role of national values, traditions, and spiritual heritage in the educational process, as well as their impact on young people’s consciousness. The study also highlights effective pedagogical approaches aimed at strengthening high spirituality, patriotism, and loyalty to one’s identity among the younger generation.

A few students have limited experience in self-directed learning for problem-solving skills such as information search in an academic reading context. This study investigated the effects of problem-based self-directed learning (PBSDL) on English as a Foreign Language (EFL) students with different levels of self-directed learning (SDL) in a Taiwanese university context. Forty undergraduate students enrolled in an elective English course participated in a seven-week PBSDL intervention integrating problem-solving tasks, collaborative discussions, and guided instruction. Participants were categorized into high-, middle-, and low-level SDL achievers based on a self-directed learning questionnaire. A mixed-methods research design was adopted, incorporating pre- and post-tests, questionnaires, and self-report sheets to examine problem-solving performance and perceived learning gains. Quantitative analyses revealed a significant improvement in problem-solving performance across all SDL levels following the intervention, with low-level SDL achievers demonstrating the greatest performance gains. One-way ANOVA results further indicated significant differences among three SDL levels, with the high-level achievers exhibiting the strongest overall SDL characteristics. Qualitative findings from the self-report data indicated that PBSDL enhanced learners’ motivation, language learning, and collaborative skills. It was also found that awareness of the roles of the computer, the field instructor, and the learners was vital to self-identify how to search for assistance in the process of being a self-directed learner through problem-solving. Overall, the findings revealed that PBSDL is an effective pedagogical approach for fostering self-directed learning and improving problem-solving abilities in EFL contexts, particularly for learners with lower levels of initial SDL-learners.

This study examined the effectiveness of the Read–Act–Tell (RAT) strategy in enhancing the Early Childhood Care and Development (ECCD) of preschool pupils at Sir Arthur E. Cooper Elementary School. The RAT strategy integrates three stages—reading stories, dramatizing events, and retelling narratives—to foster comprehension, creativity, and communication skills. Grounded in Piaget’s Cognitive Development Theory and Vygotsky’s Sociocultural Theory, the strategy emphasizes active, play-based, and socially mediated learning experiences that are developmentally appropriate for young learners. A quasi-experimental one-group pretest–posttest design was employed, involving 44 preschool pupils assessed across multiple developmental domains: gross and fine motor skills, self-help skills, receptive and expressive language, cognitive development, and socio-emotional growth. Standardized ECCD checklists and classroom observation tools validated by the Department of Education were used to measure progress. Results revealed significant improvements in language comprehension, expressive communication, and socio-emotional interaction, alongside notable gains in cognitive and motor development. The findings demonstrate that the RAT strategy is an effective pedagogical approach for bridging literacy gaps among preschool learners, particularly those struggling with reading and self-expression despite prior exposure to early childhood programs. By combining storytelling, dramatization, and retelling, the strategy nurtures imagination, confidence, collaboration, and holistic growth. This study underscores the importance of integrating interactive, multimodal strategies into preschool instruction to strengthen literacy foundations, promote school readiness, and support the broader goals of quality early childhood education.

The transformation of twenty-first-century education has intensified the integration of digital technologies not only to improve academic achievement but also to foster digital literacy as an essential learner competency. Although blended learning has been widely investigated in relation to academic performance, its relationship with strengthening elementary students' digital literacy remains underexplored and empirically unexamined. This study aimed to examine the effect of blended learning implementation on elementary school students' digital literacy within thematic learning contexts. A quantitative explanatory design was conducted with elementary students participating in a 6–8-week thematic learning cycle. Data were collected using a Digital Literacy Framework–based survey administered through a Likert-scale questionnaire and analyzed using simple linear regression. The findings revealed an increase in mean digital literacy scores from 60.1 to 82.6, with a regression coefficient of β = 0.71 (p < 0.001) and an explained variance of R² = 0.50. Improvements were consistently observed across information searching, evaluation, and utilization competencies alongside increased student engagement. The results indicate that blended learning is an effective pedagogical approach for developing digital literacy as a primary learning outcome. The study contributes theoretically by strengthening the integration of Blended Learning Theory and the Digital Literacy Framework and provides practical implications for technology-integrated instructional design in primary education

Secondary school students aged 15-18 can be considered to be at the threshold of adulthood, a life stage in which they increasingly make independent decisions regarding nutrition, physical activity, and leisure time. However, without appropriate guidance and knowledge, these decisions may easily shift in an unhealthy direction. The primary aim of this paper is to present the fluid intake-related results of a study conducted among 15-16-year-old secondary school students in the context of healthy and sustainable nutrition. Participants completed a baseline ("pre-test") questionnaire online, with personal supervision, assessing their knowledge of fluid intake recommendations (OKOSTÁNYÉR®) as well as the frequency of sugar-sweetened beverage and energy drink consumption. The sample was divided into three groups: Class A received four 45-minute educational sessions including practical elements; Class B received one 45-minute theoretical session; and Class C received no education and served as the control group. Within two weeks after the final educational session, the students completed the same questionnaire again. The four-session educational intervention proved more effective both in increasing knowledge (13% vs. 5%) and in reducing the frequency of sugar-sweetened beverage consumption. Nearly 50% of the students (n = 92) consumed sugar-sweetened beverages at least twice per week. 54% had already tried energy drinks, with higher consumption among those who also consumed more sugar-sweetened beverages. 70% of the students (n = 103) were aware that energy drinks have adverse health effects. Based on the findings, education on fluid intake is essential for this age group, including in extracurricular settings. Although many students are aware of the harmful effects of energy drinks, regular consumption remains common. More comprehensive education may be key to translating knowledge into practice. Repeating the study with a larger sample size and follow-up, using the more effective educational approach, would be warranted. Orv Hetil. 2026; 167(16): 637-644.

Social media (SM) has become an essential tool for delivering formal and informal educational content, including medical education. Instagram-based educational initiatives have shown strong engagement and improved learning outcomes in accounts created for research purposes. However, empirical evidence on engagement with real-life account content remains limited. This study aims to identify engaging types of posts, determine the optimal video length for medical education, and provide evidence-based recommendations to medical educators on SM content. A cross-sectional study analyzed real-life Instagram medical education account data from Instagram Insights, with a focus on video posts. Insights' post-related data-reached accounts, views, and watch time-were used. Video posts were categorized based on their type (theoretical, clinical, health promotional, or entertaining) and their implementation (use of animation, human models, or medical models). Video length was stratified into 3 categories: ≤60 seconds, 61-120 seconds, and >120 seconds. The Kruskal-Wallis test was used to determine whether video type, implementation, or length were associated with reach, views, or watch time. From May 26, 2020, to May 3, 2024, 125 video posts were analyzed. The median of reached accounts was 5317 (IQR 4007-6244) per video. The median (IQR) of views was 6533 (4708-8601) per video, and relative watch time was 19% (15%-30%). Health promotion and awareness videos had the greatest reach (median 7070, IQR 6093-11,340) compared to theory (median 5265, IQR 4476-5829; P=.006), clinical skills (median 4597, IQR 2001-5688; P=.003), and entertainment videos (median 5605, IQR 3887-6492; P=.04). Videos >120 seconds had higher reach (median 5774, IQR 4754-6636) and views (median 7455, IQR 5321-11,031) compared to videos that were 61-120 seconds (median reach 4514, IQR 2551-5615, P=.02; views 5987, IQR 3727-6970, P=.02). Similarly, videos that were ≤60 seconds had higher reach (median 5484, IQR 4299-6737) and views (median 7189, IQR 5182-10,609) than videos that were 61-120 seconds (median reach 4514, IQR 2551-5615, P=.02; views 5987, IQR 3727-6970, P=.02). However, videos that were ≤60 seconds had significantly higher relative watch time (median 29%, IQR 20%-40%) compared to videos that were 61-120 seconds (median 17%, IQR 14%-20%; P=.003) and videos that were >120 seconds (median 15%, IQR 11%-17%; P=.002). The implementation method did not significantly affect video engagement. Unlike previous studies that have primarily explored the theoretical potential of Instagram or analyzed isolated posts, this study provides a longitudinal real-world analysis of 125 video posts published on an active medical education Instagram account. Our findings demonstrate that shorter video lengths and health promotion content are associated with greater engagement, while diverse implementation types may further support content effectiveness. By examining authentic educational content in SM, this study offers practical, data-driven insights for medical educators seeking to optimize their educational strategies. Future research should explore how different demographic groups engage, thereby enabling more targeted and effective medical education approaches.

This study aims to analyze the implementation of blended learning in Islamic Religious Education (PAI) to foster educational interaction and enhance students’ well-being at SMA Negeri Ploso Jombang. The rapid development of digital technology in education requires innovative learning models that not only utilize technology effectively but also maintain meaningful pedagogical relationships between teachers and students. This research employed a qualitative approach using a field research design. The research participants consisted of Islamic Religious Education teachers and twelfth-grade students at SMA Negeri Ploso Jombang. Data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion, while data validity was ensured through triangulation. The findings reveal that the implementation of blended learning strengthens instructional interaction between teachers and students by integrating online and face-to-face learning activities. This learning model provides students with opportunities to study independently through digital media, thereby allowing classroom time to be devoted to discussions and value reflections. Furthermore, blended learning contributes to improved student well-being, as reflected in increased student engagement, more positive social relationships between teachers and students, and a more comfortable learning environment. These findings indicate that blended learning can serve as an effective pedagogical approach for integrating the use of technology with character development in Islamic Religious Education.

Background and Objectives: While the effectiveness of video modeling (VM) in teaching academic, daily living, and social skills to individuals with Autism Spectrum Disorder (ASD) is frequently investigated, studies examining the use of VM in teaching gymnastics-based motor skills are limited. This study aimed to examine the effects of VM on the acquisition and maintenance of a gymnastics-based motor skills in preschool children with ASD. Methods: The study employed a multiple-probe method across participants in a single-subject research design. Three preschool children diagnosed with mild ASD participated in this study. Baseline, intervention, and follow-up data were systematically collected and analyzed. Social validity data were obtained through semi-structured interviews with parents and special education teachers. Results: The percentage of correct responses increased throughout the VM intervention sessions, and all participants reached the proficiency criterion. Follow-up data collected after the intervention showed that the acquired skill was maintained, and the percentages of correct responses ranged from 80% to 100%. Social validity findings revealed that both teachers and parents perceived VM as an effective and feasible teaching approach for teaching motor skills to children with ASD. Conclusions: The research findings demonstrate that VM is an effective and socially valid teaching method for teaching and maintaining gymnastics-based motor skills in preschool children with ASD. These results contribute to the existing literature by demonstrating the applicability of video modeling in the context of gymnastics-based training.

Game-based learning (GBL) is an active learning technique that utilizes games to improve student learning by promoting critical thinking and problem-solving skills. In this study, the researchers implemented a variant of GBL called STEM-GBL, which incorporates STEM elements into the teaching of Genetics. The purpose of the research was to investigate the impact of STEM-GBL on students' motivation in learning Genetics for the Biology subject. A quasi-experimental research design was employed, with two groups being observed: an experimental group exposed to the independent variable (STEM-GBL) and a control group receiving conventional instruction. The sample consisted of 45 randomly selected students from Penang Matriculation College (experimental group) and Perlis Matriculation College (control group). The mean score for the post-test of motivation was M = 129.31 (SD = 11.27) for the conventional group, whereas the treatment group recorded a higher mean score of M = 150.84 (SD = 11.27). The analysis of covariance (ANCOVA) revealed that the difference in students’ motivation between the two groups was statistically significant, F(1,87) = 95.26, p = .001, partial η² = .523, indicating that the p-value was lower than the predetermined significance level (p < .05). These findings suggest that integrating STEM-oriented GBL strategies can serve as an effective pedagogical approach to enhance students’ motivation in learning complex Genetics concepts.

The increasing demand for 21st-century competencies in higher education highlights the need for instructional approaches that enhance students’ self-efficacy, learning autonomy, and problem-solving skills. While Flipped Classroom (FC) and Problem-Based Learning (PBL) have been widely studied independently, their integrated effects remain underexplored, particularly in the Indonesian context.This study employed a quasi-experimental design with a nonequivalent control group involving 70 undergraduate students. The experimental group (n = 35) received an integrated FC-PBL intervention over one semester, while the control group (n = 35) experienced conventional instruction. Data were collected using validated instruments measuring academic self-efficacy, self-directed learning, and problem-solving ability. Statistical analyses included independent samples t-tests and MANOVA.The findings revealed that the experimental group significantly outperformed the control group in academic self-efficacy (t(64) = -3.473, p = .001), self-directed learning (t(64) = -5.991, p .001), and problem-solving ability (t(64) = -2.475, p = .016). Multivariate analysis confirmed a significant overall effect of the intervention (Hotelling’s Trace = 0.836, F(3, 62) = 17.274, p .001, partial η² = 0.455), indicating a large effect size.The integration of FC and PBL significantly enhances students’ affective, metacognitive, and cognitive outcomes. This study provides empirical support for FC-PBL as an effective pedagogical approach to foster essential competencies in higher education. Future research should employ randomized and multi-institutional designs to improve generalizability.

<span>Inquiry-based learning (IBL) as an instructional approach has been popular amongst science, technology, engineering, mathematics disciplines, but the practice specifically in engineering education deserves further exploration. This study explores the impact of IBL on student engagement and learning within an engineering project management course. Using a case-study methodology, engineering students engaged in real-world problem-solving activities and provided feedback through a questionnaire assessing lecturer deliverables and IBL effectiveness. For this study, a questionnaire approach was adopted comprised of 34 questions compressed under two main groups. The distribution was made among engineering students of various disciplines. The descriptive and reliability analysis of the responses revealed that IBL positively influenced students’ engagement and problem-solving abilities, fostering a collaborative learning environment. However, students noted a high workload associated with IBL tasks, suggesting the need for careful assignment structuring. Overall, the study highlights IBL’s potential to enrich engineering education by aligning learning outcomes with industry demands, recommending that future implementations consider workload optimization to maintain balance. This research contributes to understanding effective pedagogical approaches in engineering, promoting student-centered learning that prepares students for professional challenges.</span>

Despite the critical role of advocacy in health promotion and public health practice, there is limited inclusion of this competency in public health curricula. This may leave graduates underprepared for advocacy work and contribute to a workforce ill-equipped to engage in advocacy efforts. This research explores reasons for the limited inclusion of advocacy education within Australian tertiary public health curricula and examines educators' perspectives on public health advocacy. This study used a semi-structured exploratory approach. Fourteen individuals participated in two focus groups. The participants were attendees of a national public health educators teaching and learning forum. Data analysis involved reflexive thematic analysis. The majority of participants were female (91%) and employed at universities in various academic roles across diverse fields of public health. Two primary themes were identified: perceptions of public health advocacy and teaching public health advocacy. Participants attributed the inconsistent inclusion of advocacy curricula to ambiguities in definition, conceptualisation, scope and interpretation and emphasised the need for explicit integration of advocacy within curricula. They reported lacking self-efficacy and discipline-specific knowledge in teaching this material and expressed uncertainty regarding effective pedagogical approaches for teaching advocacy. Participants proposed a comprehensive framework for advocacy practice could facilitate its understanding and instruction. Findings highlight the need for consensus on public health advocacy core competencies and a structured framework to guide its definition and instruction. Additionally, there is a need for professional development, evidence of effective advocacy pedagogy, and the explicit integration of advocacy within public health curricula. SO WHAT?: Addressing these challenges is crucial for developing a public health workforce capable of skilled advocacy in order to effectively influence policy and improve population health outcomes. This study demonstrates the imperative to strengthen both the conceptual understanding of public health advocacy and the provision of advocacy training within tertiary public health education.

Multisensory learning has been increasingly recognized as an effective pedagogical approach to support young children’s holistic development, particularly in enhancing learning readiness. However, empirical qualitative evidence from Indonesian early childhood education contexts remains limited. This study aims to explore the implementation of multisensory learning activities and examine their impact on children’s attention, emotional regulation, and task persistence. A qualitative descriptive design was employed to capture the lived experiences of participants in a natural classroom setting. Data were collected through semi-structured interviews with one teacher and one parent, as well as classroom observations involving five children aged five to six years in an early childhood education center in Mustika Jaya, Indonesia. The data were analyzed using thematic analysis to identify recurring patterns and meanings. The findings revealed three main themes: (1) multisensory learning enhances children’s attention and sustained focus, (2) multisensory activities improve emotional regulation and self-confidence, and (3) multisensory learning strengthens learning readiness and task persistence. Children demonstrated increased engagement, reduced distraction, greater emotional stability, and improved ability to complete tasks independently. The study highlights the importance of integrating sensory-rich, interactive, and child-centered learning experiences in early childhood education. It also emphasizes the critical role of teachers and parents in facilitating and reinforcing multisensory learning. These findings contribute to the theoretical understanding of learning readiness as a multidimensional construct and provide practical implications for educators and policymakers to design inclusive and developmentally appropriate learning environments. Future research is recommended to explore the long-term impact of multisensory learning across diverse educational contexts.

Web design education using HTML and CSS represents a critical component of digital literacy in secondary schools, yet empirical research on effective pedagogical approaches remains remarkably limited. This systematic review synthesizes evidence from eight rigorous studies conducted between 2007 and 2023, examining instructional methods, learning outcomes, and implementation challenges. Through comprehensive quality assessment using the Mixed Methods Appraisal Tool and calculation of effect sizes where data permitted, we identify moderate to large positive effects for innovative pedagogical approaches, particularly gamification (d = 0.58) and mobile-supported learning (d = 0.70). Our thematic synthesis reveals that successful web design instruction requires careful orchestration of technological tools, pedagogical strategies, and motivational elements while managing cognitive load and infrastructure constraints. The geographic concentration of research in Indonesia and the United States, combined with the scarcity of rigorous studies, highlights significant gaps in the global research landscape. We present an evidence-based framework that translates these findings into practical guidelines for educators, addressing persistent challenges including syntax comprehension difficulties, student engagement, and teacher preparation needs. The limited research corpus paradoxically strengthens our analysis by enabling comprehensive examination of all existing rigorous evidence, establishing a critical baseline for future investigation as web technologies become increasingly central to educational and vocational preparation.

This study explores Thai EFL students' responses to teacher scaffolding implemented through Bamboozle-based speaking activities. Speaking remains one of the most challenging skills for EFL learners in Thailand due to limited exposure to English, high speaking anxiety, and teacher-centered instructional practices. To address these issues, teachers increasingly integrate gamified platforms with instructional scaffolding to support students' oral participation. This research employed a mixed-method case study design involving 22 Grade 8 students at a junior high school in Satun, Thailand. Data were collected through classroom observations, semi-structured interviews, questionnaires, and documentation. The findings reveal that teacher scaffolding during Bamboozle activities elicited positive linguistic, cognitive, and affective student responses. Linguistically, students demonstrated increased verbal participation, modified output, and self-repair. Cognitively, scaffolding helped students understand task demands and generate ideas more effectively. Affectively, students showed increased confidence, reduced anxiety, and greater willingness to communicate in English. The integration of instructional scaffolding with gamified speaking activities created a supportive learning environment that encouraged active participation and meaningful oral interaction. These findings provide practical implications for EFL teachers, suggesting that combining scaffolding strategies with game-based platforms such as Bamboozle can be an effective pedagogical approach to enhance students' speaking engagement and performance in secondary school contexts.

We present e-Stress3D, a web-based educational tool designed to enhance the learning of Solid Mechanics in undergraduate and graduate engineering curricula. The application enables interactive visualization of the 3D stress tensor, integrating mathematical formulations with graphical representations. Key features include stress decomposition into isotropic and deviatoric components with their invariants, a dedicated module for Cauchy traction vector analysis on arbitrary planes, visualization of principal stresses, and construction of the 3D Mohr’s circle. The platform supports real-time manipulation of input parameters and provides immediate visual feedback. This interactivity promotes a deeper and more intuitive understanding of fundamental concepts. Overall, the tool contributes to the growing integration of digital tools in engineering education, responding to the increasing demand for more engaging and effective pedagogical approaches.

This study aims to explore how inquiry-based elementary science learning integrated with video-based environmental observation supports the development of students’ critical thinking. A qualitative case study design was employed involving fifth-grade students at a public elementary school located in the Lake Tondano area of North Sulawesi, Indonesia. The learning intervention was structured as a project in which students documented lake ecosystem observations through short videos and presented their findings during classroom discussions. Data were collected from student-produced videos, classroom observations, group interviews with students, teacher interviews, and researchers’ field notes. The data were analyzed using an inductive thematic approach to identify patterns of critical thinking and students’ processes of scientific meaning-making. The findings reveal that inquiry-based video projects enabled students to develop a more concrete and contextual understanding of ecosystems through direct observation, interpretation of local environmental conditions, and construction of causal explanations grounded in visual evidence. Moreover, video documentation and collaborative discussion fostered inquiry-oriented questioning, metacognitive reflection, and awareness of environmental responsibility. These results indicate that integrating inquiry-based learning, local environmental contexts, and simple video production serves as an effective pedagogical approach for fostering elementary students’ critical thinking and contextual scientific literacy.