Learning Context Research Articles

Current events place us in contexts of change, the global stage, in a mega-cognitive, technological, digital, multicultural, and plural society, characterized by uncertainty, conflicts, dilemmas, doubts, divergences, and mutability. The growing gap between education and society calls for reflection, especially, in the context of the major changes promoted in Uruguay, since 2023, through a curricular transformation. This curricular change is oriented toward a learning-centered paradigm, based on the development of competencies, seeking a closer connection between contemporary social demands and educational practices.This paper aims to conduct a documentary survey that allows for reflection on the need for curricular change in the initial teacher training educational model. This innovation is manifested in new pedagogical formats, the emergence of new teaching and learning contexts, and an indispensable redefinition of the role of students for the achievement of authentic centrality.

Editorial: Health, wellbeing, performance and learning in extreme contexts and natural environments

Human self-beliefs hinge on social feedback, but their formation and revision are not solely based on new information. Biases during learning, such as confirming initial expectations, can lead to inaccurate beliefs. This study uses computational modeling to explore how initial expectations about one’s own and others’ abilities and confidence in these beliefs affect processes of belief formation and belief revision in novel behavioral domains. In the first session, participants formed performance beliefs through trial-by-trial feedback. In the second session, feedback contingencies were reversed to promote a revision of beliefs. Results showed that people form and revise beliefs in a confirmatory manner, with lower initial expectations being linked to more negatively biased belief formation and revision, while growing confidence strengthened these beliefs over time. Once formed, these beliefs proved resistant to change even when faced with contradictory feedback. The findings suggest that newly formed beliefs become entrenched and resistant to new, contradictory information in a short period of time. Understanding how self-beliefs are formed, the role that confidence plays in this process, and why established beliefs are difficult to revise can inform the development of interventions aimed at promoting more adaptive learning in educational, clinical, and social contexts.

Students' self-regulated learning (SRL) skills are one of the things that support the achievement of 21st century skills. The Project Based Learning (PjBL) model has been studied both empirically and theoretically to have suitability in its steps to teach SRL. The steps of the PjBL model and SRL are interrelated as pedagogical approaches and competencies that need to be achieved in an educational process. However, for the PjBl model to maximize students' SRL, additional strategies are needed that can be used simultaneously. Empirical research in this regard has been conducted, thus the purpose of this study is to examine the kinds of additional strategies and ways to integrate them in the PjBl model so as to promote learners' SRL. A systematic literature review method has been used. Six themes were generated related to the kinds of strategies used, namely the use of technology and digital platforms, integration of interdisciplinary approaches such as STEM/STEAM, data-driven analytic approaches, reflective and metacognitive strategies contextual and cultural learning, and self-management and social collaboration. How to integrate it in learning activities with the PjBl model is discussed next.

This study aims to map global research developments on learning trajectories in mathematics education through a systematic literature review and bibliometric analysis. Data were obtained from the Scopus database, with 1,957 initial records screened and 65 relevant articles analyzed based on predefined inclusion and exclusion criteria to ensure relevance and methodological rigor. Bibliometric mapping using VOSviewer was conducted to visualize the evolution of topics, co-authorship networks, methodological trends, and cross-country dissemination. The findings indicate a notable shift from conceptual discussions to classroom-based implementations, the integration of ethnomathematics, and technology-supported instructional designs that promote contextual and student-centered learning. Furthermore, the analysis identifies four dominant research clusters, namely student thinking pathways, curriculum learning progressions, teacher professional development, and digital learning tools. Indonesia appears as the most productive contributor, driven by PMRI traditions and design research practices, alongside a gradual rise in contributions from other countries. This study contributes to the field by highlighting ethnomathematics and technological innovation as emerging research directions and by providing a conceptual roadmap to guide future investigations. The results offer practical implications for educators and researchers in designing culturally responsive learning pathways that deepen mathematical understanding and align with the demands of 21st-century learning.

The limited number of studies on the implementation of Social Studies (IPS) instruction based on local wisdom serves as the background of this research, despite the significant potential of such an approach in strengthening cultural identity and enhancing students’ understanding at the primary education level. This study aims to analyze the effectiveness of using Wayang Kertas (Paper Puppets) as an instructional medium to improve students’ comprehension of historical content in Grade V at MI Nurul Falah Depok. The method employed is Classroom Action Research (CAR) with a collaborative reflective design over two cycles, involving 20 purposively selected students. Data were collected through observations of teacher and student activities, documentation of the learning process, and post-tests of student learning outcomes, which were analyzed using both quantitative descriptive and qualitative methods. The results indicate a significant improvement in learning mastery, from 11 students meeting the standard in Cycle I to all students achieving mastery in Cycle II. Teacher activity increased from 94% to 100%, while student activity rose from 89% to 100%. These findings support constructivist and contextual learning theories, emphasizing the importance of meaningful learning experiences rooted in students’ cultural backgrounds. The study concludes that Wayang Kertas is an effective medium for enhancing conceptual understanding of history and student engagement in Social Studies learning. Theoretically, this research contributes to the literature on integrating local wisdom into education, while practically, it offers recommendations for teachers to utilize culturally rooted media to create more active and meaningful learning environments. Furthermore, this study opens avenues for further exploration on the long-term impact of local wisdom-based learning on historical concept retention and character development in students.

ABSTRACTObjectiveDry‐electrode electroencephalography (dry‐EEG) systems offer promising opportunities for real‐time neurofeedback in naturalistic educational settings, yet their effectiveness in supporting complex language learning remains underexplored. This study investigated the acute effects of portable dry‐EEG neurofeedback on students' cognitive performance and attentional states during classical Chinese learning, using a repeated‐measures design to compare neurofeedback, sham feedback, and device control conditions.MethodsA total of 20 undergraduate participants completed three sessions involving a customized semantic disambiguation task after passive reading. EEG signals were acquired using a dry‐sensor OpenBCI system from four frontal sites (Fp1, Fp2, F3, F4). Real‐time attention indices were computed based on the beta/(alpha+theta) ratio and fed back visually in the neurofeedback condition. Cognitive outcomes included comprehension test scores and semantic conflict resolution performance (RT, accuracy, cognitive load).ResultsCompared to sham and control conditions, neurofeedback significantly improved comprehension accuracy (p < 0.001), reduced reaction times in the interference task (p < 0.05), and lowered subjective cognitive load (p = 0.002). EEG indices of attention were significantly elevated during neurofeedback (p < 0.001) and positively correlated with behavioral gains (r = 0.63, p < 0.05).ConclusionsPortable dry‐electrode EEG systems can reliably support real‐time neurofeedback to enhance attention and cognitive control in complex language learning contexts. This study provides empirical validation for deploying dry‐EEG sensors in adaptive educational technologies and contributes to the broader integration of wearable brain–computer interfaces in cognitive augmentation applications.

ABSTRACT Despite widespread concern that the mere presence of smartphones distracts learners and hinders performance, existing evidence is mixed and rarely examined in authentic online learning contexts. The effect of smartphone presence on task immersion and the influence of nomophobia remain unclear. To address this, we conducted a within-subjects online experiment with 162 undergraduate students, examining perceived distraction, flow, and online learning performance across smartphone presence and absence conditions. Linear mixed-effects models revealed that smartphone absence increased flow and reduced perceived distraction, but only flow directly improved online learning performance. Smartphone presence disrupted flow only when the device was actively used; mere presence alone had no significant overall impact on learning outcomes. However, students with higher nomophobia were more distracted regardless of smartphone condition and showed significantly better performance when smartphones were absent. This research contributes to theory by identifying flow disruption as critical to understanding smartphone mere presence effects and by highlighting implications for online learning performance. Furthermore, the moderating effect of nomophobia highlights the need for tailored strategies to manage smartphone use in educational settings. These findings provide recommendations for educators to optimise smartphone placement and mitigate distractions in online learning, particularly among students prone to nomophobia.

This study analyzes the communication skills of elementary school students in the 21st century learning context, where communication is recognized as one of the most essential competencies for academic and social success. The research was conducted with sixth-grade students in a private elementary school in Bandung during the 2023/2024 academic year. This study employed a quantitative descriptive method. Data were collected through a 25-item questionnaire developed from five indicators of communication skills: Respect, Empathy, Audible, Clarity, and Humble. The instrument was tested for validity and reliability, yielding strong results (average r-value = 0.683; Cronbach’s alpha = 0.94). The findings show that most students (40%) are in the medium category, with 25% in the high and very high categories, and 35% in the low and very low categories. These results indicate that while many students possess functional communication skills, a significant portion still faces difficulties in clarity, audibility, and confidence when interacting. The study concludes that systematic and student-centered approaches are required to strengthen communication skills. Strategies such as role-playing, project-based learning, and structured feedback are recommended to support students across different proficiency levels and to foster more effective learning environments.

Technology has a significant influence on various aspects of life, particularly in education. Artificial Intelligence (AI) emerges as a solution for Digital Learning 5.0 in enhancing innovation, systems, and learning effectiveness. However, this technology must be utilized appropriately through virtual media such as Augmented Reality (AR), which should be designed in innovative and creative ways. Through the integration of Islamic education and STEM learning, there is a strong commitment to apply AI in an adaptive and inclusive learning context supported by AR. The purpose of this study is to explain the role of AI in education, the opportunities and challenges of technology in Islamic education, and the impact of AR in STEM-based learning. This research employs a qualitative method using a comparative analysis approach through library research. The findings reveal that the integration of AI contributes to improving critical thinking skills, character development, and enriching the learning process effectively on a global scale. Nevertheless, this technology cannot stand alone; it requires harmony between science and divine revelation. AR serves as an educational solution that bridges digital and real-world learning experiences. STEM, as an integrative field of knowledge, plays a crucial role in fostering innovation, creativity, critical thinking, and learning effectiveness. Therefore, the integration of AI technology through AR can enhance critical intellectual capacity grounded in Islamic values.

The dynamic development of the education sector requires teachers who are highly motivated and skilled in adapting to technological advancements. One effective strategy for elementary school teachers is to develop engaging, student-centered, and environmentally contextual learning materials. To support this, higher education institutions play a vital role in offering direction, encouragement, and mentoring through community service programs. This initiative aimed to enhance the competencies of teachers at SD Arjowinangun 2 and SDN Polehan 5 in Malang City by equipping them with the skills and independence to write reference books that support classroom learning. The program combined independent mentoring and classical in-school training, implemented over three months, with a two-day intensive session on August 7–8, 2024, followed by post-training mentoring. Teachers received detailed guidance on drafting, structuring, and publishing reference books. Throughout the sessions, participants engaged in active discussions to address challenges in the writing process. As a result, teachers successfully produced reference books tailored to the needs of their students, contributing to the availability of contextual learning resources and the overall improvement of instructional quality in elementary education in SD Arjowinangun 2 and SDN Polehan 5 in Malang City in supporting the learning process.

This study examines the impact of the Mobile-Assisted Language Learning (MALL) application, Memrise, on the vocabulary learning motivation of English as a Foreign Language (EFL) learners and interprets the findings of the study based on Second Langugae Acquisition (SLA) theories to bridge the gap between theory and practice. Within this context, first, the related terms, concepts, and theories are clarified by referring to the related literature. Then, a synthesis of empirical studies between the years of 2016-2023 is presented through narrative review methodology. Thematic analysis is employed for data analysis. The results of the study reveal that through its gamified nature, competitive elements, mnemonics, audio-visual aids, and systematic repetition, Memrise increases learner motivation and engagement, promotes self-regulated learning, facilitates peer cooperation, aids in long-term vocabulary retention, and helps learners to master memorization and pronunciation. These results align with various SLA theories ranging from Comprehensible Input Hypothesis to Usage-Based Theory, which collectively explains how Memrise enhances motivation, engagement, and vocabulary retention. Nonetheless, specific constraints regarding the use of Memrise, such as technology accessibility challenges and variations in learning effectiveness in different learning contexts, are acknowledged, as well, indicating that Memrise should be used as a supplementary tool for blended learning rather than a standalone replacement for traditional instruction.

In the digital learning era, user engagement is shaped not only by functionality and aesthetics but also by how interfaces adapt to users’ emotional experiences. While gamified learning environments have become common, few designs systematically integrate affective computing principles to support real-time emotional adaptation. This study proposes an Affective UX Model that combines affective computing with user experience (UX) design to enhance emotional engagement in gamified educational interfaces. The research aims to explore how emotionally adaptive features can be designed, implemented, and evaluated within a learning context. Using a user-centered design (UCD) approach, the study employed mixed methods, including visual storytelling, interactive prototyping, and affective mapping via self-report measures and biometric tracking (facial expressions and heart rate variability). A gamified language-learning prototype was tested with 30 adolescent participants (aged 15–18) through usability and emotional response evaluations. Results show that empathetic avatars, responsive feedback, and adaptive difficulty adjustments significantly increased motivation, engagement, and emotional comfort. Participants reported a stronger sense of connection when system feedback matched their affective State and performance. The study contributes a validated conceptual framework for designing emotionally intelligent, human-centered educational interfaces, emphasizing how affective adaptivity enhances the quality of user experience and learning outcomes. The findings demonstrate that dynamic emotional adaptation can redefine engagement and inform future directions in emotionally responsive design research.

This paper explores the use of a shared tablet within the context of collaborative learning among a teacher and upper‐secondary students (aged 16–17). We analyse how various resources are mobilised for joint meaning making. Drawing on video‐recorded episodes, this qualitative case study shows how human and digital resources emerge when students collaboratively make meaning of body‐related concepts using a shared tablet and how these resources support learning. The findings identify seven types of resources that were used when making meaning of body concepts while interacting with an application related to muscles and kinesiology. These resources include: 3D visualisations, students' prior knowledge, personal narratives, instructional video, the app's side menu, tactile functionalities and bodily representations. This paper offers insights for designing collaborative learning instructions involving tablets to support the co‐creation of meaning in small groups. Practitioner notes What is already known about this topic Extensive research has indicated that the use of shared tablets can support collaborative learning when students take active roles, benefit from access to resources and develop problem‐solving skills by interacting with learning materials. Although there is a growing recognition that tablets can engage students in deep cognitive processes—such as analysing, evaluating and creating—current research has not yet explored how students mobilise and simultaneously use human and digital resources for joint meaning making. What this paper adds 3D visualisations displayed on a shared tablet play a crucial role in interpreting abstract concepts such as body injuries, thereby facilitating meaning making among students. Yet, students still need to mobilise additional resources for interpretation and learning. By analysing three video interactional episodes, this case study shows how resources emerge when students collaboratively make meaning of body‐related concepts using a shared tablet and how these resources support learning. The findings identify seven types of resources that served to support student learning: 3D visualisations, students' prior knowledge, personal narratives, instructional video, the app's side menu, tactile functionalities and bodily representations. Implications for practice and pedagogy The study offers educational implications regarding collaborative learning and co‐creation of meaning in students' small group involving a shared tablet. It sheds light on the design of tablet‐mediated learning instructions and the need to consider tasks that engage problem‐solving and dialogical pedagogies, allowing for interactive discussions and the co‐creation of meaning. Teachers should give attention to the multiple resources at play in such learning settings and be sensitive to how they are combined when students engage in making meaning together. This sensitivity would enable teachers to use such resources to guide students' reasoning and engagement.

This study aims to analyze the barriers to pre-literacy skills in early childhood and the strategies used by teachers to overcome these challenges. The study is based on the importance of pre-literacy as the foundation of reading and writing skills, which determines children’s readiness for the next stage of learning. This research employed a descriptive qualitative approach, involving observation, interviews, and document analysis with 13 research subjects, consisting of teachers and children aged 5–6 years at TK Cor Jesu Marsudirini. Data were analyzed using Miles and Huberman’s interactive analysis technique, which includes three main stages: data reduction, data display, and conclusion drawing/verification. Through this process, data from observations, interviews, and documentation were systematically processed to identify patterns of barriers and the strategies teachers used to enhance children’s pre-literacy skills. The findings indicate that several problems in children’s pre-literacy include limited vocabulary, lack of family support and encouragement, and inadequate educational media. By implementing play-based learning, using more engaging visual and audio media, and involving parents actively in home-based stimulation, teachers strive to address these issues. Therefore, improving children’s pre-literacy skills requires collaboration among teachers, families, and schools through creative, engaging, and contextual learning strategies.

This study examines strategies for utilizing Artificial Intelligence (AI) in Indonesian language learning by integrating urban farming contexts as contextual learning media. The research focuses on analyzing adaptive learning systems, educational chatbots, and automatic text analysis to enhance language learning quality. The research method employs a systematic literature review analyzing academic sources related to AI implementation in language education and urban farming as a meaningful learning medium. Results indicate that AI implementation significantly improves students' literacy skills, writing competencies, and contextual understanding. Urban farming as a learning context proves effective in enhancing learning engagement and connecting theory with real-world practices in contemporary socio-environmental issues. The integration of AI with urban farming creates meaningful and applicable learning experiences, preparing students to face digital-era communication challenges. This study recommends developing AI-based learning models that integrate real-world contexts to create more holistic and relevant learning experiences for the digital age.

Relation Extraction (RE) is a key task in Natural Language Processing (NLP), aiming to identify semantic relations between entity pairs in text. While previous finetuning-based methods achieve strong performance with sufficient labeled data, their effectiveness drops sharply in low-resource settings. In-Context Learning (ICL) with Large Language Mod-els (LLMs) has emerged as a promising alternative, enabling few-shot learning through few demonstrations. However, ICL suffers from high inference costs due to long input contexts and is sensitive to demonstration format and order, leading to unstable results. To address these limitations, we propose I2CL-RE, a few-shot RE framework based on Implicit Contex-tual Learning. Instead of explicitly concatenating demonstrations, I2CL-RE extracts a unified context representation from support examples and injects it into the hidden states of the LLM during inference. This method maintains the advantages of few-shot learning while signifi-cantly reducing inference overheadapproaching zero-shot efficiency. Experiments on four standard RE benchmarks show that I2CL-RE consistently outperforms traditional ICL meth-ods, both in accuracy and efficiency. The results demonstrate that implicit context integration can offer a more stable and cost-effective solution for relation extraction under low-resource conditions.

Introduction Enhancing inclusion in engineering education is a growing priority, with increasing attention directed toward supporting neurodiversity. Universal Design for Learning (UDL) has been identified as a particularly promising framework for addressing the diverse needs of this population. In response, targeted programs have been developed to apply UDL principles and foster more inclusive learning environments for neurodiverse students in engineering. Methods To explore whether characteristics of two types of neurodiversity (i.e., ADHD and depression) predict changes in academic engagement, learning motivation, and self-efficacy in a UDL context, undergraduate students in eight UDL-based engineering courses (the INCLUDE program) completed self-report measures at the beginning and end of their course. Results Responses ( N = 563) were analyzed using latent change score modeling, which revealed different outcomes for ADHD and depression characteristics. Higher levels of ADHD characteristics predicted a small decrease in self-efficacy from the beginning of the course to the end, whereas higher levels of depression characteristics predicted moderate to large increases in learning motivation, self-efficacy, and academic engagement. Discussion These findings suggest that UDL-based interventions may differentially benefit students depending on neurodivergent characteristics, pointing to a need for more tailored support within inclusive frameworks.

Purpose This paper examines the integration of artificial intelligence (AI) in organizational training and development through an evidence-based lens, addressing the gap between technological enthusiasm and pedagogical effectiveness in workplace learning contexts. Design/methodology/approach An integrative literature review methodology was employed following Torraco’s (2016) framework for synthesizing diverse knowledge streams. The analysis examined 180 papers from multiple databases, combining theoretical frameworks from social cognitive theory (Bandura, 1986) and organizational learning theory (Dittmar et al., 2025) to develop an integrated conceptual framework. Findings The analysis reveals critical misalignments between current AI implementation practices and established learning principles. While AI demonstrates effectiveness in personalized content delivery and routine skill development, significant challenges emerge in supporting transformative learning and maintaining social learning dynamics. Cultural variations and ethical considerations substantially influence implementation success. Originality/value This paper contributes an integrated theoretical framework bridging individual and organizational learning perspectives in AI contexts, identifies specific gaps between technological capabilities and pedagogical requirements and proposes evidence-based guidance for practitioners navigating AI implementation decisions.

This study aims to examine the effectiveness of the EXCHIL Model (Experience-Based Contextual Hybrid Learning) in improving the speaking skills of students in the English Language Education Study Program at Institut Prima Bangsa. Using a convergent parallel mixed-methods design with a descriptive approach, the study involved 52 students. Quantitative data were obtained through questionnaires and pre-test–post-test scores, while qualitative data were collected from observations and in-depth interviews with three students. The main challenges identified were limited vocabulary, pronunciation difficulties, and speaking anxiety. Results showed a substantial improvement in students’ speaking performance, with the average pre-test score of 66.2 to 82.4 in the post-test. The score distribution also shifted positively, as more students achieved scores in the 75–85 range, while fewer scored below 70. Qualitative findings revealed enhanced fluency, confidence, and willingness to speak after the implementation of the model. These findings suggest that integrating experiential, contextual, and hybrid elements can foster student-centered language learning adaptable to diverse digital environments. Overall, the results highlight the potential of the EXCHIL Model for advancing 21st-century EFL pedagogy.