This study examines a collaborative hadith memorization model involving teachers and parents to enhance children’s spiritual and cognitive development in early childhood education. A qualitative case study was conducted at RA Persis Bangil, Indonesia, involving one classroom teacher and ten parents as participants, with thirty one students observed. Data were collected through in depth interviews, observations, and focus group discussions and analyzed using thematic analysis. The findings reveal that interactive memorization methods, including pop up books, storytelling, and game based media, improved children’s engagement and retention. Teacher parent collaboration strengthened the internalization of spiritual values and ensured learning continuity between school and home. Supportive physical and emotional environments further accelerated moral habituation and cognitive comprehension. The study proposes a holistic religious learning framework integrating pedagogical innovation, family engagement, and environmental support to optimize early childhood development.

The study aims to justify the necessity of re-evaluating the list of professional competencies for students in linguo-didactic profiles within the future generation of Federal State Educational Standards of Higher Education (FSES HE), specifically regarding the inclusion of professionally-oriented lexical competence. Accordingly, the article provides a comparative analysis of contemporary Russian and international documents concerning the linguo-methodological training of future foreign language teachers. The scientific novelty of the study lies in the fact that it is the first to identify and compare requirements documented in the Russian regulatory framework (FSES HE 3++ for the fields “Linguistics” and “Pedagogical Education” at the Bachelor’s and Master’s levels; the “Foreign Language Teacher’s Professiogram”) and international documents (“European Language Portfolio: Guide for teachers and teacher trainers”, “Cambridge English Teaching Framework”, and “The Eaquals Framework for Language Teacher Training & Development”) regarding the mastery of professionally-oriented vocabulary by language educators. As a result of the research, the expediency of including professionally-oriented lexical competence in future FSES drafts was established and proven. This is viewed within the context of designing a new national model for the higher education system in general, and the training of highly qualified pedagogical personnel in foreign language education in particular.

“Technology and English Language Teaching in a Changing World: A Practical Guide for Teachers and Teacher Educators”, edited by Ju Seong Lee, Di Zou, and Michelle Mingyue Gu (2024), offers a timely and practice-driven response to the transformation in L2 domain. This edited volume combines diverse studies, classroom cases, and pedagogical models that showcase how digital tools—ranging from role-playing games (RPGs) and automated feedback systems to memes and multimodal storytelling—meaningfully support L2 development, learner engagement, and teacher growth. The book is a part of Palgrave Macmillan’s “New Language Learning and Teaching Environments” series, edited by Hayo Reinders, which aims to highlight cutting-edge language learning technologies for language education inside and outside the classroom.

Parents' understanding of child development knowledge will be very helpful in parenting. This study aims to develop knowledge and identify children's cognitive development for parents of Kindergarten X Malang City because many parents still do not understand the importance of early stimulation and their role as the main companion in their child's growth and development. The method in this study used a pre-experimental model with a one-group pretest–posttest design, and applied a child's cognitive development measurement scale and the "Playtime Parent's and Teacher's Guide". The results of the t-test analysis obtained t = -7.839) (sig. 000 (p < 0.05). This means there is a difference in parents' knowledge about children's cognitive development before and after being given psychoeducation. The post-test mean (M = 18.00) is greater than the pre-test mean (M = 14.28). The results of the study indicate that the psychoeducation program is significantly able to increase parents' knowledge of cognitive development.

This paper was undertaken to examine strategies of student teachers for using textbooks during teaching practice lessons. Some student teachers do not understand how and when to use textbooks effectively when conducting lessons during teaching practice. This qualitative study adopted an interpretive paradigm and purposively sampled 10 student teachers for observation. The data were analysed using thematic data analysis. The findings for this study revealed that most student teachers depended heavily on textbooks while conducting lessons. They introduced learners to textbooks at different times of the lesson and mostly inappropriately. Also, some student teachers did not know how to incorporate textbooks into the lesson. Lastly, as student teachers taught learners with their textbooks open, interactions between student teachers and learners became ineffective because learners relied heavily on textbooks for answers. Therefore, the implications of the findings propose that student teachers should understand the role of textbooks in teaching and learning settings and define their role as student teachers in relation to textbooks and teaching. Student teachers should refrain from instructing learners to open their textbooks when they are teaching because, firstly, this interrupts the attention and focus of learners on teachers and, secondly, it tempts learners not to think on their own but to copy answers from the textbooks when student teachers ask them questions.

This research aims to obtain a description of the application of the model Problem Based Learning in differentiated learning to improve the learning outcomes of class VII E students at SMP Negeri 18 Palu on triangle congruence material. This type of research is Classroom Action Research (CAR) with reference to the research design of Kemmis and Mc. Taggart, namely 1) planning, 2) implementing actions, 3) observation, and 4) reflection. The subjects in this research were 22 students in class VII E of SMP Negeri 18 Palu and 3 students were selected as informants. Data collection techniques are observation, tests, interviews and field notes. This research consists of two cycles with two meetings in each cycle which follow the PBL learning steps in differentiated learning in the phase of organizing students to learn and the phase of guiding individual and group investigations. In the phase of organizing students to learn, the teacher groups students based on academic mapping, namely (1) category 1 group (comprehensive understanding), students who understand the material completely, (2) category 2 (partially understanding), students who understand most of the material and (3) category 3 group (limited understanding), students who show very limited understanding of the material. Meanwhile, in the phase of guiding individual and group investigations, the teacher guides each group with different treatment, namely (1) category 1 group (comprehensive understanding), the teacher provides a little guidance to search for information independently because they are deemed to have been able to solve the problem given. (2) category 2 group (partially understanding), the teacher provides guidance but still leaves room for students to find their own solutions, and (3) category 3 group (limited understand), the teacherguides directly to direct students in searching for information. In cycle I the number of students who completed was 12 students with a completion percentage of 54.5% and in cycle II the number of students who completed was 18 students with a completion percentage of 81.8%. The results of observing teacher activities were in the good category with a value in the first cycle of 84% and an increase in the second cycle of 95%. The results of observing student activities in cycle I were 73% and in cycle II there was an increase of 93%. The average score in the final action test in cycle I was 68% and increased in cycle II, namely 80.7%. Based on the research results, it can be concluded that the implementation of the model Problem Based Learning in differentiated learning can improve the learning outcomes of class VII E students at SMP Negeri 18 Palu on the material of triangle similarity.

This study aims to develop and validate the IDCIR (Incubation, Divergence, Convergence, Innovation, Reflection) mathematics learning model as an effort to improve problem-solving skills and creative thinking abilities of junior high school students. The background of this research is grounded in the low levels of numeracy and mathematical reasoning abilities among Indonesian students, as reflected in the results of PISA 2022 and AKM 2024. To address these issues, this study employs a Research and Development (R&D) approach by adapting the Plomp model, which includes the stages of preliminary investigation, design and development, as well as implementation and assessment. The resulting product consists of a learning model along with supporting materials such as lesson plans, teacher's guidebooks, student textbooks, student worksheets, and assessment instruments. Validation was conducted by experts in subject matter, pedagogy, and evaluation, showing that the IDCIR model meets the validity criteria in terms of content, construct, language, and visual design of the learning materials. Practicality testing in three schools indicated that the model can be implemented effectively, its syntax is easy for teachers to follow, and students responded positively to the learning activities. Furthermore, effectiveness testing using a pretest–posttest control group design revealed that students who learned through the IDCIR model experienced significant improvements in problem-solving skills, creativity indicators (fluency, flexibility, originality), and learning engagement compared to students in the control group. Thus, the IDCIR model is declared valid, practical, and effective, and can be recommended as an innovative alternative in mathematics instruction to support the achievement of 21st-century competencies.

Review of How Children Grieve: What Adults Miss, and What They Can Do to Help: A Guide for Parents, Teachers, Therapists, and Caregivers to Help Children Deal with Death, Divorce, and Moving.

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.

[Purpose] This study aims to explore how Rwandan peace education teachers perceive and utilize technology. Amidst increasing global conflicts and the expanding influence of digital innovation in education, empirical research on how technology is integrated into peace education remains very limited. Therefore, within the unique context of Rwanda—a country emphasizing peace education due to its past conflict experiences and actively implementing digital education policies—this study sought to illuminate teachers' experiences and perspectives. [Methods] This study was conducted as an exploratory qualitative case study grounded in hermeneutic ontology and constructivist epistemology. Empirical data were collected through in-depth interviews with peace education teachers, and through document analysis (e.g. national curriculum, teacher guides, training materials). The study's trustworthiness and credibility were confirmed through member-checking and reflexive examination of the researchers' positionalities. Data analysis was performed using inductive thematic analysis. [Results] The analysis yielded three themes. First, ‘(dis)connection’ reveals technology's dual nature: while connecting learners and teachers to the world, it simultaneously creates disconnection between them. Second, ‘(in)equalities’ exposes the gap between ‘equality’—a core value of peace education—and the ‘inequalities’ evident in actual technology use. Third, ‘critical thinking?’ highlights that while teachers emphasize technology's role in fostering critical thinking, actual practices tend to be shaped uncritically by national and international organization discourses and guidelines. Overall, teachers utilized technology as a medium for traditional peace education and a tool to promote participatory learning, yet inequalities in resource access and risks of misuse persisted. [Conclusion] The study emphasizes that conflict-sensitive and equity-based ICT policies are required to mitigate the potential for structural or unintentional violence arising from unequal distribution of technological resources. It further argues that teachers should pursue pedagogically intentional and peace-oriented digital practices. To achieve this, rather than relying on top-down training programs driven by obligation or fear of falling behind, the development and support of teacher-led reflective communities should be prioritized.

Using books as a source of learning is something that teachers usually do. Textbooks serve as study guides for teachers and students. In analysing the Arabic language textbook for the semester, the author states that this book is very suitable as an Arabic language textbook according to BSNP standards, as it scored 82% for content, 97% for presentation, 80% for language, 89% for illustrations, and 86% for overall evaluation. Overall, this book is suitable for use as a textbook in schools. The contents of the book are good in terms of structure, KI and KD, depth of material, and student development. The presentation of the book is also good, despite the lack of a summary of the material, but this shortcoming can be covered by tasks that can be used to enhance student understanding. The language in which the book is written is appropriate for the student's level and is written in a straightforward manner, but it is less interactive. Regardless, the book's illustrations are also appropriate, with the choice of book size, cover colour, and cover image really making it clear that this is an Arabic book, as well as the proportionate format of the book and the correct choice of paper colour, font, and quality. The writing makes readers feel at home when reading it.

Effective curriculum implementation depends on internal institutional factors. This research study aimed to determine the relationship between teaching/learning resources and the level of curriculum implementation for out-of-school learners in non-formal education institutions in Nairobi County, Kenya. This study employed Knowles's theory of andragogy. The study used a descriptive research design. The target population in this study comprised 178 learning institutions, 2,200 youths and adults, 90 teachers and 120 managers/heads of non-formal education institutions in Nairobi County. The sample size for the study was 327 learners and 90 instructors/teachers. Sixteen managers were included as key informants for the study. The study adopted a questionnaire for learners and teachers/instructors and an interview schedule for managers. An observation schedule was used to check on the facilities in the non-formal education institutions. The study conducted a pilot study to pre-test the research instruments to ascertain their reliability and validity. The relationship between the dependent and independent variables was tested using the Chi-Square test for independence. From the findings on the relationship between teaching/learning resources on the level of curriculum implementation, classroom facilities ( ; p-value =0.015), staffroom and offices ( ; p-value =0.006), laboratories and workshops ( ; p-value<0.0001), library ( ; p-value<0.0001) and playing grounds ( ; p-value<0.0001) had a significant relationship with curriculum implementation in non-formal education institutions. The study recommends that adequate investment in physical infrastructure, instructional resources, and strengthened supervision mechanisms is essential to enhance curriculum implementation. The study further suggests that resource mobilization strategies should be strengthened to provide adequate instructional materials, including textbooks, teacher guides, and multimedia resources, to support effective teaching.

The traditional “teaching style” teaching model is led by teachers who impart knowledge to students, while students􀆳 thinking and practical abilities are not fully utilized. With the progress of the times and the updating of educational concepts, traditional teaching models urgently need to be reformed to meet the needs of modern education, and the “guided learning” teaching model has emerged. In the “guided learning” teaching mode, the role of the teacher undergoes a transformation. The teacher guides students to learn and explore, and under the teaching conditions and reasonable guidance provided by the teacher, students engage in group learning and teamwork through self-directed learning and practice, exerting their thinking and innovation abilities, discovering and solving problems, and thus better mastering knowledge and skills. The “guided learning” teaching model is based on constructivist theory and zone of proximal development theory as its core foundation. Students take the initiative to construct and teachers design problem chains to build learning scaffolds, guiding students to cross cognitive intervals from independent exploration and achieving a student-centered and teacher guided teaching model. The “guided learning” teaching model emphasizes the cultivation of students􀆳 autonomous learning and practical abilities. Its purpose is to establish a guidance for autonomous learning, introduce cooperative learning methods, and adopt various teaching methods to achieve the goal of cultivating innovative thinking and practical abilities of students majoring in traditional Chinese medicine, and comprehensively cultivate talents in traditional Chinese medicine.

This article presents the results of a study conducted by the Kipus-Costa Rica Network of the Educational Research Institute (INIE) of the University of Costa Rica (UCR). The objective of the research was to analyze the implementation and relevance of the Educational Informatics Teacher Guides of the National Technological Training Program (PNFT) of the Ministry of Public Education (MEP) of Costa Rica. These guidelines were applied in the second half of 2023, following the cancellation of the agreement with the Omar Dengo Foundation (FOD) and the closure of the National Educational Informatics Program (PRONIE). The research is exploratory in nature, as it addresses a topic that has not been investigated in the Costa Rican education system to date. To this end, an online questionnaire with closed and open questions was administered to 374 Educational Informatics (IE) teachers in preschool, primary, and secondary education. Frequency and content analyses of the questionnaire, as well as reports from state institutions and theories related to the topic, were conducted. The study finds that the IE proposal was implemented without training all teaching staff, as less than 50% of teachers received it; of these, 80% rated it as deficient. Regarding the development of skills and competencies in students based on the Guide, more than 60% of teaching staff report that these are not being achieved. The study concludes that the Guides are insufficient to promote the development of technological skills in students. Furthermore, a reengineering of the administrative and academic management of IE in Costa Rica is urgently needed to improve technological training in the National Education System.

The health and wellbeing of primary school children are critical to their development and academic success, yet many teachers lack the resources and training needed to address behavioural and mental health challenges effectively. This study introduces the "Teacher's Guide," an online resource developed to empower teachers with evidence-based strategies for supporting student wellbeing. The guide was evaluated through a usability study involving 142 participants, including primary school teachers and administrative staff. Results highlighted high satisfaction with its accessibility, organization, and practicality, with participants appreciating its user-friendly design and the ability to readily access interventions. The findings suggest that the "Teacher's Guide" can serve as a valuable tool in supporting school-based mental health interventions, equipping teachers to create nurturing environments that enhance both academic and emotional outcomes for students.

Chemistry teaching and learning has lost relevance in the national curriculum, which has been reflected in low results in standardized tests of education quality, such as PISA. On the other hand, experimental activities that promote scientific skills have been seen as an opportunity to improve the learning of inorganic chemistry during the training of chemistry teachers. This paper presents the documentary analysis of the Inorganic Chemistry I and II curricular activities to focus on a proposal for educational media that responds to the experimental activities included in them. In addition, educational media and an evaluation instrument were developed to measure the development of experimental skills in students, which were fed back in their pilot implementation, to adjust these educational media. The pilot implementation of the experimental practical activity allowed the improvement of the proposed educational means (Teacher's Guide, Student's Guide, Checklist, Virtual Pre-Laboratory), adjusting the educational proposal in terms of its relevance and effectiveness. Furthermore, the evaluation instrument developed provides a basis for measuring and continuously improving the experimental skills of students in initial training as chemistry teachers, as well as other students who need to develop experimental skills specific to chemistry.

This study was conducted to assess the effect of head teachers’ delegation levels on their job effectiveness in government-aided secondary schools in Mbarara City South Division. The Objectives were to establish the head teachers’ delegation levels, assess the head teachers’ job effectiveness, and determine the effect of the head teachers’ delegation levels on their job effectiveness. A cross-sectional research design employing both qualitative and quantitative approaches was adopted. The study was conducted in six government-aided secondary schools, with a sample size of 130 respondents comprising 6 head teachers (purposively selected) and 124 teachers (selected using simple random sampling). Data were collected using self-administered questionnaires for teachers and interview guides for head teachers. Quantitative data were analysed using the Pearson correlation coefficient in SPSS version 28, while the qualitative data were manually coded, and themes were identified through an inductive approach. Findings revealed that most head teachers demonstrated moderate to high levels of delegation, often assigning administrative and instructional roles to other staff members. Job effectiveness was rated as average to high, depending on the extent of delegation. A very high positive correlation (r=0.844) was found between delegation levels and job effectiveness. Also, a p-value of 0.001 (p < 0.05) indicated that there is a statistically significant relationship between head teachers’ delegation levels and their job effectiveness, meaning that increased delegation contributed to the job effectiveness of the head teachers. The study concluded that head teachers who embraced higher levels of delegation experienced better job effectiveness due to shared responsibilities, reduced workload, and increased staff participation. Delegation was thus identified as a key strategy for enhancing the head teachers’ job effectiveness in schools. It is recommended that the Ministry of Education and Sports, and school boards, should provide training in delegation and leadership skills to head teachers. Schools should institutionalise delegation policies to ensure consistent leadership practices

This study was conducted to assess the effect of head teachers’ delegation levels on their job effectiveness in government-aided secondary schools in Mbarara City South Division. The Objectives were to establish the head teachers’ delegation levels, assess the head teachers’ job effectiveness, and determine the effect of the head teachers’ delegation levels on their job effectiveness. A cross-sectional research design employing both qualitative and quantitative approaches was adopted. The study was conducted in six government-aided secondary schools, with a sample size of 130 respondents comprising 6 head teachers (purposively selected) and 124 teachers (selected using simple random sampling). Data were collected using self-administered questionnaires for teachers and interview guides for head teachers. Quantitative data were analysed using the Pearson correlation coefficient in SPSS version 28, while the qualitative data were manually coded, and themes were identified through an inductive approach. Findings revealed that most head teachers demonstrated moderate to high levels of delegation, often assigning administrative and instructional roles to other staff members. Job effectiveness was rated as average to high, depending on the extent of delegation. A very high positive correlation (r=0.844) was found between delegation levels and job effectiveness. Also, a p-value of 0.001 (p < 0.05) indicated that there is a statistically significant relationship between head teachers’ delegation levels and their job effectiveness, meaning that increased delegation contributed to the job effectiveness of the head teachers. The study concluded that head teachers who embraced higher levels of delegation experienced better job effectiveness due to shared responsibilities, reduced workload, and increased staff participation. Delegation was thus identified as a key strategy for enhancing the head teachers’ job effectiveness in schools. It is recommended that the Ministry of Education and Sports, and school boards, should provide training in delegation and leadership skills to head teachers. Schools should institutionalise delegation policies to ensure consistent leadership practices

This study compared teacher’s preferences and implementation outcomes for two versions of a supplemental read-aloud curriculum that provides young children with vocabulary instruction and guides for teachers to ask open-ended questions and scaffold conversations. One curriculum was fully scripted and the other trained teachers to make structured adaptations. Kindergarten and Grade 1 teachers ( n = 54) were randomly assigned to the Scripted or Adaptive condition. Teacher exit interviews indicated 87.76% preferred the more efficient “softly scripted” version over the adaptive version that required time for teachers to plan modifications. Teachers in both conditions perceived similar and positive implementation outcomes in terms of appropriateness, feasibility, acceptability, and usability. For fidelity, we observed no group differences for adherence or dosage. Teachers’ baseline knowledge and skills for supporting language comprehension related to fidelity of implementation and their perceived appropriateness. These findings suggest that teachers with stronger initial competencies are better positioned to deliver curricular innovations.

Building an environment that is appropriate to learning requires effective classroom management. A crucial part of this process for pre-service teachers is comprehending and putting into practice defined guidelines and regular practices. Routines offer regularity, simplify everyday tasks, and reduce interruptions, while rules set rules for appropriate conduct and foster an environment of deference and order. These components work together to improve classroom efficiency, decrease behavioral problems, and encourage student participation. The article examines the value of routines and norms in classroom management, emphasizing useful tactics designed for aspiring educators. It highlights how crucial it is to create regulations in conjunction with kids in order to promote responsibility and compliance. It also emphasizes how routines must be flexible in order to accommodate different classroom dynamics while still being structured. The implementation of these ideas is demonstrated through real-world examples, guaranteeing that pre-service teachers may successfully modify them for use in a variety of educational settings. Pre-service teachers may construct a productive, well-run learning environment that benefits both instructors and students by being proficient in the creation and upkeep of rules and procedures.