Enhance Teaching Quality Research Articles

Exploring adoption of humanoid robots in education: UTAUT-2 and TOE models for science teachers

Abstract This study examines the factors influencing science teachers’ intentions to adopt humanoid robots in educational settings. It employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT-2) and the Technology-Organization-Environment (TOE) framework as guiding theoretical models. By integrating UTAUT-2, which emphasizes individual factors, and TOE, which addresses organizational and environmental influences, the study constructs a comprehensive model that explores both personal and contextual drivers of adoption. Utilizing structural equation modeling on a sample of 1,150 pre-service and in-service science teachers, the study reveals that the integrated model demonstrates superior predictive power compared to each framework individually. Results highlight the moderating role of professional experience in the adoption process, with significant differences identified between pre-service and in-service teachers. The findings reveal significant differences between pre-service and in-service teachers, illustrating the moderating role of professional experience in the adoption process. This study provides a deeper understanding of how motivational, organizational, and environmental factors interact to influence adoption intentions. These insights provide practical guidance for developing targeted training programs, promoting institutional readiness through well-crafted policy initiatives, and implementing pilot projects to support schools in the effective integration of humanoid robots into educational curricula. These findings provide actionable insights for educational policymakers and practitioners aiming to enhance teaching quality and student engagement through innovative technologies.

The Concept Directions of Development 21st Century Vocational Education

Education is believed to be a key factor in enhancing human knowledge, skills, and values essential for improving quality of life. Through literature studies from national and international journals and books, this research analyses the current state and future trajectory of Indonesian vocational education. This study aims to examine the concept and development directions of vocational education in Indonesia within the context of 21stcentury challenges. The findings indicate that Indonesian education is evolving towards developing analytical, creative, and innovative thinking capacities. The business and industrial sectors have high expectations for educational outcomes, particularly regarding graduate competencies that can advance workplace missions. While the government has implemented supportive policies, including Presidential Instruction No. 9 of 2016 and Presidential Regulation No. 68 of 2022, alongside the implementation of the Merdeka Belajar curriculum, there remains a need for better direction and facility support at the regional level for effective program implementation. These reforms aim to strengthen industry collaboration, enhance teaching quality, and develop both technical and entrepreneurial skills among students. The research concludes that while progress has been made in aligning vocational education with industry needs and 21st-century skill requirements, continued focus on infrastructure development, teacher quality, and industry partnerships is essential for achieving optimal outcomes in Indonesian vocational education.

Decision-Making Technique for College Physical Education Teaching Quality Evaluation Based on TODIM and TOPSIS With Interval Neutrosophic Numbers

The evaluation of university physical education teaching quality is a comprehensive assessment of the effectiveness of sports courses, aiming to enhance teaching quality and students' physical literacy. The evaluation includes the achievement of teaching objectives, the scientific and practical nature of course content, the innovation and diversity of teaching methods, the professional competence and teaching ability of instructors, and students' participation and progress.The college physical education teaching quality evaluation is multiple-attribute group decision-making (MAGDM) approach. Recently, the TODIM and TOPSIS techniques have been employed to address MAGDM challenges. To capture uncertain data during the evaluation process, interval neutrosophic sets (INSs) are administrated as a valuable tool. This study introduces the interval neutrosophic number TODIM-TOPSIS (INN-TODIM-TOPSIS) approach to address MAGDM using INSs. Eventually, numerical study for college physical education teaching quality evaluation is administrated to validate the INN-TODIM-TOPSIS approach.

Enhancing Quality Education: The Role of Parents Teachers School Management Committee in Higher Secondary Schools of Quetta

Aim of the Study: In the higher secondary schools of Quetta, the collaborative effort of stakeholders to improve the quality of education is a key aspect to explore, aiming to provide valuable insight into nurturing collaboration within Parents Teachers School Management Committee (PTSMC) and its role in promoting quality education. Thus, the study was designed to evaluate the role of PTSMC in promoting quality education in the higher secondary schools of Quetta. Methodology: For this cross-sectional study, the targeted population consisted of all teachers from higher secondary schools of Quetta. Eight higher secondary schools that have an established PTSMC were selected through purposive sampling and (n=208) teachers from these 8 schools were randomly selected to gather their perceptions on the role of PTSMC in promoting quality education in higher secondary schools. A self-constructed questionnaire, based on 10 parameters, was used with a good reliability score of .922. Findings: Kolmogorov-Smirnov test showed that the distribution of the data significantly deviates from a normal distribution (p =.000), a positive deviation (0.119) and a negative deviation (-0.180) indicate variability in the responses. Conclusion: The study concludes that in the education of higher secondary schools in Quetta, PTSMC plays an essential role in promoting quality education. However, there is a need to create awareness among parents, society, and other stakeholders for their engagement in promoting quality education. Assessments should be conducted to identify schools lacking resources and facing challenges in promoting quality education, and to monitor educational outcomes. Future studies should focus on identifying best practices and gaps in PTSMC in the province of Balochistan and the long-term impact of PTSMC on educational quality should be explored.

Transformation of Educational Management in Improving the Quality of Islamic Boarding Schools in Banten Province

This study aims to analyze the impact of management transformation on the improvement of education quality in Islamic boarding schools in Banten Province. Management transformation, which includes the management of human resources, finance, curriculum, and facilities, can contribute to the enhancement of education quality, both in modern and traditional Islamic boarding schools. The research method used in this study is a quantitative approach with statistical analysis to examine the relationship between management transformation and the improvement of education quality. Data were collected through questionnaires with a sample size of 100 respondents, consisting of administrators and students of Islamic boarding schools in the Banten region. The results of the study indicate a significant impact of management transformation on the improvement of education quality in Islamic boarding schools. This study suggests that Islamic boarding school administrators should periodically implement management transformation as an effort to enhance education quality in line with the development of the times.

Professional Development among Preschool Teachers: Trends and Practices

Teacher professional development is a necessary component in enhancing quality education and fostering optimal development among young children. This paper aimed at exploring the current trends and practices of professional development for preschool teachers. The analysis involved papers published between 2005 and 2024. The main search engine used in this study were Google scholar, Taylor and Francis, Online Wiley, Emerald Insight data base and Sage. After screening we got 54 articles that were considered for review. Dissertations and book chapters were excluded during review. Data were analyzed thematically. Literature revealed several trends, which were classified into three main themes; technological change, curriculum change and Social-emotional development in young children. Furthermore, it was revealed that during their professional development preschool teachers have been involved in several practices which were categorized into two major themes; workshop and scaffolding and modelling and demonstration. Literature review revealed that, professional development for preschool teachers are widely studied in developing countries such as USA (19), Asian (18) and European (14). We found dearth of literature on professional development for preschool teachers in African countries (03). We therefore recommend exploration of prevalence of professional development for preschool teachers in African countries, especially in Tanzania. Trends and practices and way forward for professional development have been identified and reported in this study.

School Supervisors in Enhancing Education Quality via the School Accreditation Process

Improving the quality of education is a top priority. However, the current problem is that many schools still need to pay more attention to the quality of education. Based on this, this research aims to analyze the influence of school supervisors in improving the quality of education through the school accreditation process. The approach applied in this research is qualitative, while the data collection technique used combines qualitative and quantitative. The subjects of this research were 40 people (20 teachers and 20 education service staff). The methods used to collect data are document study, observation, and interviews. The instrument used in data collection was a questionnaire sheet. Quantitative data analysis techniques are applied to analyze the quality of school supervisors' performance, including three stages: data condensation, data display, and (3) Conclusion/verification. Quantitative Data Processing is carried out by providing questionnaire instruments and the urgency of handling each variable. The results of this research conclude that there is a gap in the role of school supervisors. This indicates that the school supervisor needs to be more optimal in carrying out his role as a supervisor. To overcome the gap in the role of school supervisors there are several efforts to eliminate the gap that occurs between education staff and teachers regarding the role of school supervisors, including increasing supervision and coaching, strengthening effective communication and collaboration, providing adequate support, developing the skills of school supervisors, and conducting evaluations and continuous improvement.

Impact of fintech and financial inclusion on sustainable development goals: Evidence from cross country analysis

We investigate the dual influence of fintech and financial inclusion on diverse sustainable development goals, including SDG 2, 3, 4, 8 and 9, based on panel data of 86 countries. A quantile regression analysis shows that fintech has a favorable influence on education at higher quantiles. Additionally, Fintech and financial inclusion positively enhance GDP (SDG 8) and internet (SDG 9) upto 50th quantiles, but their impact decreases at higher percentiles. The findings suggest that fintech and financial inclusion can drive progress towards achieving SDGs by encouraging economic growth, supporting zero hunger, reducing maternal deaths, enhancing quality education, and empowering innovation and infrastructure. Further analysis demonstrates that financial inclusion and SDGs can promote each other, and similarly, fintech and SDGs can mutually reinforce each other.

Integrating FUCA, SRP, and OPARA Methods to Assess Faculty's Scientific Research Capacity

Faculty's scientific research activities are not only a primary task besides teaching but also play a crucial role in knowledge development and enhancing education quality. Evaluating the scientific research capacity of the faculty in a department helps identify capabilities and promote a competitive spirit, thereby improving the effectiveness and reputation of the educational institution. This study evaluates the scientific research capacity of outstanding faculty members in a Vietnamese university department by integrating three methods: FUCA (Faire Un Choix Adéquat), SRP (Simple Ranking Process), and OPARA (Objective Pairwise Adjusted Ratio Analysis). The evaluation data are based on the number of Scopus-indexed scientific articles published in an academic year. Q1, Q2, Q3, and Q4 ranked articles are used as evaluation criteria for each faculty member. The weights of the criteria are calculated with the use of ROC (Rank Order Centroid) and RS (Rank Sum) weight methods. For both methods, two faculty members with outstanding scientific research achievements were identified.

Professional Identity and Teaching Innovative Behavior of Vocational School Teachers in China

This study delves into the intricate relationship between professional identity and teaching innovation behavior among Chinese vocational school teachers. By examining factors influencing these core elements, the research aims to provide insights into enhancing teaching quality and effectiveness. The study profiled respondents based on demographics (sex, age, education, experience) and assessed their teaching innovation capabilities in terms of content, methods, and strategies. Additionally, professional identity was evaluated through job satisfaction, work values, and personal commitment. Data from 385 teachers were analyzed using statistical methods to uncover patterns and correlations. A significant finding is the positive correlation between professional identity and teaching innovation. Teachers with a strong sense of belonging to their profession exhibited a greater inclination towards innovative teaching practices. This underscores the importance of fostering a positive professional identity to stimulate creativity and experimentation in the classroom. The study offers valuable implications for enhancing teacher professional development. By understanding the factors shaping professional identity and their connection to teaching innovation, targeted interventions can be designed to cultivate a more innovative teaching force in Chinese vocational schools. Ultimately, this research contributes to the broader goal of improving educational outcomes through effective and engaging teaching practices.

Action research practices, challenges and quality implications

This study dealt with investigating the existing practices and challenges to sustain quality of education through action research at the College of Education and Behavioral Studies (CEBS) of the Addis Ababa University (AAU). Data were collected from 76 staffs and 194 students at the College using questionnaires and by conducting interviews with 5 and 3 officials at the Ministry of Education and at AAU respectively. The findings have shown that teaching staffs at AAU conduct action research only to a limited extent. This was regardless of the widespread belief in the positive effects of action research to enhance education quality. Among the reasons for this were lack of staff empowerment, support, clear policies to link teaching with research, top-down prescriptions and staff members’ low commitment and conviction to assertively strive to improve their professional practices through action research which is entrusted with sustaining quality.

Empowering Young Educators: The Impact of Student Organizations Development in Vocational Colleges

This study explores the pivotal role of student club development in enhancing the professional competencies of young teachers in vocational colleges. Young educators often face significant challenges, including limited understanding of vocational education, inadequate communication skills, and insufficient mentorship opportunities. Through active participation in student organizations, teachers can cultivate essential pedagogical skills, expand their professional networks, and foster emotional resilience. This reciprocal relationship not only benefits the teachers’ professional growth but also enriches the educational experience for students. The findings underscore that involvement in student clubs creates a supportive community that promotes innovative teaching practices and job satisfaction. Consequently, it is imperative for vocational institutions to actively support and implement student club initiatives as a strategic approach to professional development. By doing so, educational leaders can enhance teaching quality and address critical issues related to teacher retention and satisfaction.

Discussion on Teaching Reform Based on Embedded Systems Courses

With the rapid development of electronic information technology, embedded systems have demonstrated extensive application value across numerous fields. However, the traditional teaching model of embedded systems has struggled to meet the current demand for embedded engineers in society. This paper aims to explore measures for reforming the teaching of embedded systems to enhance teaching quality and cultivate high-quality embedded engineers who meet market demands.

The Role of Educational Leadership Practices in Enhancing Teaching Quality in China

The Role of Educational Leadership Practices in Enhancing Teaching Quality in China

Peran Perencanaan Pembelajaran dalam Mewujudkan Tujuan Pendidikan Berbasis Kompotensi

This article discusses the importance of planning in the learning process, which serves as a systematic guide to achieving educational goals. Planning is an organized process and mindset that supports the effectiveness of learning implementation. Education, as a means of humanizing individuals, aims to develop the quality of human resources that are not only profession-oriented but also equipped to face life’s challenges. With a dynamic and systematic approach, education needs to adapt to the times and societal needs, including aspects of educational autonomy and character development of individuals who are faithful, responsible, and productive.This study employs a literature review method, examining relevant theories and references to provide a theoretical foundation for learning planning. The discussion highlights that learning planning, such as lesson plans, syllabi, and teaching methods, plays a crucial role in helping teachers organize learning activities effectively. Professional mentoring is one of the strategies to enhance teaching quality, foster collaboration, and build a professional learning community in schools. Therefore, effective planning, supported by teacher competence and mentoring strategies, will comprehensively improve the quality of education.

Stylistic Analysis in Teaching English: Enhancing Teaching Quality and Student Competence

Stylistic Analysis in Teaching English: Enhancing Teaching Quality and Student Competence

A Comprehensive Analysis of the Factors Influencing Absenteeism among Medical Students at the University of Zawia, Libya

Attendance of undergraduate medical students is crucial for their medical education, but absenteeism is a growing problem globally due to academic and personal challenges. This study at the University of Zawia surveyed 302 undergraduate medical students, primarily female, to understand the factors influencing their attendance. The study found that, external factors like traffic congestion and high costs of private transportation impacted attendance, while pedagogical factors like preferring home-based learning and dissatisfaction with teaching methods were significant. Social factors like peer influence were less influential, suggesting commitment to the field. Institutional factors like inadequate classroom resources, poor infrastructure, scheduling, and security were major concerns. The college's response to absenteeism was moderate, suggesting that institutional issues may be less critical. The study underscores the complex interplay of external, academic, and personal factors affecting student participation in medical education. Factors like traffic congestion, high costs of transportation, and inadequate infrastructure significantly hinder attendance, while dissatisfaction with traditional teaching methods and the belief that non-attendance does not affect grades are notable academic factors. Faculty-related issues, such as unclear explanations and ineffective teaching methods, greatly influence attendance decisions. Study recommendations include improving public transportation, updating teaching tools and classroom facilities, and enhancing teaching quality and engagement to address the complex interplay of factors affecting student attendance in medical education programs.

Plight of Non-Physical Education Teachers

This study investigates the unique challenges that non-physical education (PE) teachers encounter when required to deliver the PE curriculum. By drawing on existing literature and teachers' experiences, it highlights critical gaps in training and supports that impact instructional quality. Many non-PE teachers often lack specialized training, leading to challenges such as limited content knowledge, the need for improvisation, time constraints, and concerns regarding student engagement and learning. Without adequate preparation and resources, these teachers struggle to provide high-quality PE instruction, which negatively affects the success of PE programs and the long-term health outcomes of students. This qualitative study focuses on the experiences of non-PE teachers through semi-structured interviews. Responses were transcribed, coded, and analyzed to identify key themes, with methodology validation conducted by an expert panel to ensure rigor. Ethical guidelines, including informed consent, were prioritized to protect participant welfare. The findings reveal core challenges, including improvisation needs, significant time constraints, and pedagogical difficulties, alongside concerns about effectively supporting student learning. In response, teachers employed coping strategies such as seeking administrative support, engaging in professional development, and demonstrating a personal commitment to innovative practices, Ultimately, the study advocates targeted support, accessible resources, and curriculum development to empower non-specialized PE teachers, enhancing teaching quality and fostering students’ health and learning outcomes.

An Exploration into the Formative Assessment of English Teaching in Higher Education

Teaching evaluation is not only an important way to obtain the teaching feedback for teachers，but also the effective method to improve the learning method for students．Formative assessment result is helpful for students’ learning and for teachers’ teaching quality enhancement. In this paper，the concept and advantages of formative assessment are introduced，and the necessity and principles of formative assessment of English teaching in higher education are explained and its strategies are discussed．

School administrators’ perceptions and challenges in the implementation of general secondary school geography curriculum

This study aimed to examine the implementation of the geography curriculum, particularly from the perspective of school administrators. The research explores the perceptions and challenges these administrators face in implementing the general secondary school Geography curriculum in Ethiopia, focusing specifically on the Sidama Regional State. The study employed qualitative research methods, gathering data from 11 purposefully selected respondents, including principals, department heads, and supervisors from six general secondary schools. In addition to interviews and observations, supplementary document analysis provided further insights into the state of curriculum implementation. The findings reveal that the implementation of the geography curriculum is generally ineffective. A key issue is the limited familiarity of administrators with the curriculum content, along with their lack of active engagement in the process. This lack of engagement significantly affects the overall effectiveness of curriculum delivery. The study also found that professional development opportunities for geography teachers are inadequate, which hinders efforts to enhance teaching quality and effectiveness. Among the main challenges identified were low motivation among educators, limited time for lesson preparation, and a predominant reliance on traditional lecture-based methods rather than student-centred instructional approaches. Additionally, language inconsistencies were evident, particularly with English usage deviating from national guidelines, which in turn impacted the performance of both teachers and students. The study also noted a significant scarcity of resources, including a lack of teaching materials and professional development opportunities, which further hindered effective curriculum implementation. Considering these findings, the study emphasizes the need for enhanced teacher training, improved resource allocation, and strategic support to create a more conducive learning environment. The implications of these findings are significant for policymakers, educational leaders, and curriculum developers, suggesting critical measures to strengthen curriculum delivery and improve educational outcomes in Ethiopian secondary schools.