ABSTRACT This study aimed to determine the early literacy profiles of children with ASD. The study group consisted of 207 Turkish children diagnosed with ASD (M = 57.4, SD = 9.3) between 36 and 72 months. Receptive and expressive language skills were assessed using the Turkish Early Language Development Test (TELD-3), early literacy skills using the Test of Early Literacy (TEL) and print awareness using the Early Childhood Print Awareness Checklist (ECPAC). Nonverbal cognitive ability was measured with the Test of Coloured Progressive Matrices (CPM), and ASD severity was assessed using Childhood Autism Rating Scale (CARS). Data were analysed using Latent Profile Analysis (LPA), followed by descriptive and comparative analyses to examine differences across profiles and ASD severity levels. The LPA results revealed a three-profile structure. According to their age and developmental level, children in the first profile (40%) were categorised as performing at an average level in terms of early literacy skills, children in the second profile (44.7%) were categorised as low-performing, and children in the third profile (15.3%) were categorised as very low-performing. This study contributes to the literature by providing a data-driven, profile-based understanding of early literacy development in Turkish-speaking children with ASD within a transparent orthographic context.

ABSTRACT This study aimed to examine the effects of the Music and Creative Drama-Based Early Literacy Education Program on the early literacy skills of Roma children aged 4–5 years. A total of twenty-two Roma children, residing in a specific neighbourhood, were included in the study. Data were collected using the Child-Family Demographic Information Form, the Gazi Early Childhood Development Assessment Tool, and the Early Literacy Skills Assessment Tool. Following the pre-test assessments, the Music and Creative Drama-Based Early Literacy Education Program, developed by the researcher, was implemented with the participating Roma children over a period of 10 weeks, with three sessions per week. As a result, the programme was found to positively influence the children’s early literacy skills, including phonological awareness, print awareness, pre-writing skills, alphabet and letter knowledge, verbal language, and vocabulary development.

This study aims to examine the effectiveness of the bandongan method in enhancing students’ comprehension of kitab kuning at Pondok Pesantren Bani Saiman Yusuf. The research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The research subjects consist of teachers and students involved in the learning process of kitab kuning. Data analysis is conducted thematically to depict patterns of teacher–student interaction, student engagement, and levels of understanding of kitab kuning materials. The findings indicate that the bandongan method is proven to be effective in improving students’ understanding of kitab kuning, particularly in terms of Arabic vocabulary mastery, textual meaning comprehension, and the ability to apply the teachings of the texts in daily religious practices. The key factors contributing to the success of the bandongan method include the teacher’s role as a facilitator, active student participation, and a systematic structure of material delivery. Although several challenges were identified such as variations in students’ Arabic literacy skills and decreased concentration during extended learning sessions strategies including material repetition, interactive question-and-answer sessions, and group discussions were found to effectively address these obstacles. Based on these findings, it can be concluded that the bandongan method remains relevant and effective within the context of modern Islamic boarding schools, particularly when integrated with active student engagement, teacher competence, and appropriate instructional management strategies. This study offers significant implications for the development of kitab kuning instructional methods in pesantren and contributes to the existing literature by reinforcing the effectiveness of traditional pedagogical approaches in religious education.

Integrating digital literacy into higher education curriculum: a need analysis on the gap in digital literacy skills among engineering students

The CLEAN community service program aims to provide alternative holiday activities for elementary school-aged children by integrating literacy and life skills through crafts based on used goods. This activity contributes to reducing children's dependence on gadgets, fostering creativity, and increasing environmental awareness. The implementation method uses a participatory approach with four participants from different grade levels, through the stages of planning, implementation, and evaluation. The activity schedule lasts for four days, with crafts and literacy sessions every day from 10:00–12:00. Children are invited to make goodie bags, piggy banks, pencil cases, and bookmarks, then write about their experiences in simple journals. The results showed that all participants successfully created works, wrote reflections, and felt happy. This program can be a model of educational recreation that supports literacy, life skills, and environmental awareness from an early age.

Death literacy is an emerging concept within academic and social spheres, reflecting increasing recognition that people need to be better prepared for death and dying. The extent to which key features of death literacy are embedded in policies indicates how death and dying are framed and prioritised. Therefore, how the term ‘death literacy’ and its components have been adopted in UK governments’ policies required exploration. This study aimed to analyse post-2015 UK state-level (Westminster) and national (England, Northern Ireland, Scotland and Wales) policies to explore how death literacy is framed and described. A document analysis of policies was conducted using the READ approach, comprising reading materials, data extraction, data analysis and distilling the findings. UK and national governments’ and health services’ websites were searched. A thematic policy analysis was conducted, mapping content to Noonan et al. – features of death literacy (knowledge, skills, experiential learning and social action). Key findings were outlined in a narrative format. Initially, 11,063 records were screened, 59 documents were eligible for data extraction and a final 22 papers were selected. Findings included that death literacy was not explicitly referenced, despite key features of death literacy being present. These elements focused on knowledge and skills relating to death and dying, including publics’, caregivers’ and professionals’ understanding of end-of-life processes, predominantly relating to the skills of healthcare professionals. The policies also incorporated social action through community engagement and support. Elements of experiential learning, including coproduction of health services, were only referred to minimally. Despite no explicit reference to death literacy, key features were evident within UK policies, which focused on knowledge and skills relating to death and dying through palliative and end-of-life care processes. Future policies should explicitly outline a consolidated approach to death literacy, with the aim of improving experiences and preparedness relating to death, dying and end-of-life. These should embed strategies to implement multi-level, cross-departmental, and new public health approaches that addresses systemic inequalities, and to enhance experiential and socially focused initiatives.

Improving the foundational literacy skills of marginalized learners through satellite-based EdTech: The MGCubed project in Ghana.

The increasing of environmental pollution caused by excessive waste, particularly marine litter dominated by plastics, has emerged as a pressing global concern that threatens coastal and aquatic ecosystems. This study underscores the importance of embedding environmental education within maritime programs, recognizing both the ecological and psychological consequences of polluted coastal environments, and fostering environmental awareness among future maritime professionals. Effective and sustainable strategy entails the establishment of volunteer-driven coastal clean-up programs, which not only address marine pollution but also promote environmental consciousness, civic engagement, and a collective sense of social responsibility within the community. This study employed a descriptive quantitative research design to determine the university-led coastal clean-up activities on maritime students’ development in terms of knowledge, skills, values, and attitudes. Data were collected through a Google Forms survey disseminated via Facebook Messenger and e-mail, using purposive sampling to identify eligible participants and random sampling for distribution. Ethical standards, including anonymity and confidentiality of responses, were strictly observed. Findings reveal that coastal clean-up initiatives serve as effective experiential learning strategies, significantly enhancing students’ environmental literacy, teamwork and leadership skills, and values-based education. These activities provide practical learning opportunities that complement classroom instruction, preparing maritime students with the competencies, ethics, and sense of stewardship needed to become responsible leaders in both the community and the maritime industry.

Low physics learning outcomes among high school students, particularly on topics requiring abstract reasoning, are attributed to learning media that do not align with student characteristics and insufficient development of computational thinking and information literacy skills. The objective of this research is to develop an interactive physics learning medium based on the iSTEM model, integrated with the local culture of Lisung-Halu, using the Scratch application on the topic of Work and Energy. This medium is specifically designed to enhance students' computational thinking and information literacy skills. The research method used is Research and Development (R&D) utilizing the 4D model. Data was collected using validation questionnaire sheets administered to five peer validators, who are prospective physics teachers. The data analysis technique involved calculating the average validation scores. The validation indicators measured included content validity, construct validity, media/display aspects, pedagogical aspects, and language suitability and readability. The results of the expert validation indicate that the developed learning medium is highly feasible for use. This study recommends the media for wider dissemination and implementation, as well as large-scale testing to analyze its effectiveness in the classroom.

Despite the inestimable importance of literacy skills for children who use augmentative and alternative communication (AAC), many AAC users do not develop even basic literacy skills. The Accessible Literacy Learning (ALL) curriculum is evidence-based; however, little research has investigated the effects of instruction using the ALL app, and no research has examined parent-implemented adapted literacy instruction. A single case study with a multiple-baseline across-participants design was used to investigate the effects of instruction using the ALL app, implemented by trained parents, on the acquisition of three phonics-based early literacy skills (i.e., sound blending, decoding, and high-frequency words), with four children who had minimal or no speech and used high-tech AAC. The ALL app was implemented by parents who were virtually trained, and progress was monitored remotely by researchers. Social validity data were also collected from parents. All four participants made intervention gains in sound blending trained words, decoding trained words, and reading high-frequency words. Three of four participants demonstrated positive gains in sound blending and decoding untrained words. All parents reported the app was easy to use, appropriate for their children, and that they would continue to use the app in the future. The ALL app was an effective instructional tool to simultaneously target multiple early literacy skills for AAC users. Parents were able to provide evidence-based literacy instruction with fidelity using the app. Parent-implemented ALL app interventions have the potential to increase acquisition rates, decrease abandonment of literacy instruction, and increase instructional time, ultimately improving literacy outcomes for children who use AAC. https://doi.org/10.23641/asha.30718034.

In Indonesia, rapid AI adoption and digital transformation in various sectors have created new demands for graduates to possess both technological literacy and employability skills. Many fresh graduates face a skills mismatch, as traditional curricula lag behind industry needs, requiring not only technical knowledge but also critical thinking, problem-solving, and adaptability. This study aims to analyze the effects of AI Knowledge and Job Market Awareness on Fresh Graduates’ Quality with Employability Skills as a mediating variable. This research adopts a quantitative approach using a survey method. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to examine the relationships among the research variables. This study finds that AI Knowledge and Job Market Awareness positively and significantly influence Employability Skills and Fresh Graduates’ Quality. Employability Skills have a direct effect on graduate quality and also mediate the effects of AI Knowledge and Job Market Awareness, indicating that skill development is the main pathway through which technological understanding and labor market awareness enhance graduates’ work readiness and overall quality. Based on the findings, students are encouraged to strengthen their critical evaluation skills when using AI tools, develop a more realistic understanding of job market conditions, enhance their ability to assess the accuracy and relevance of digital information, and consistently demonstrate ethical and responsible behavior in academic and professional activities. Future research is recommended to involve broader samples and additional variables to improve generalizability and to further examine factors influencing fresh graduates’ quality in AI-driven labor markets.

The results of the 2024 Philippine Informal Reading Inventory (Phil-IRI) revealed that 80% of the grade 6 learners at a Public Elementary School have weak reading comprehension skills. This study aimed to improve it through Text Trek, a game-based reading intervention. Specifically, it sought to determine learners’ comprehension levels before and after the intervention. It also aimed to identify if there was a significant difference in performance. A quasi-experimental study design was employed, involving 58 purposely selected Grade 6 learners who scored low on the pre-test of the Phil-IRI. The experimental group utilized Text Trek, while the control group continued with traditional methods. This intervention featured contextualized reading passages organized by difficulty level, presented in a Bingo-inspired format to promote learner engagement. Pre- and post-tests were administered to both groups, and data were analyzed using descriptive statistics and an independent-samples t-test. Results revealed that both groups improved in their post-test scores; the experimental group that used Text Trek showed significantly higher gains, with a mean difference of 6.62. The computed t-value of -7.90 exceeded the critical t-value at a 0.05 level of significance, confirming significant improvement in comprehension skills. These findings indicate that structured and culturally responsive reading interventions can effectively enhance learners’ comprehension. This concluded that Text Trek is a practical and engaging tool for improving literacy skills. Thus, it recommends integrating it into regular reading programs, providing teacher training for effective implementation, and expanding it to other schools within the division.

This study aims to develop an Electronic Student Worksheet (E-LKPD) based on Jember local wisdom using Articulate Storyline 3 to improve elementary students’ numeracy literacy skills. The development followed the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of media experts, material experts, language experts, teachers, and fourth-grade students of SDN Mojosari 03, who were assigned to experimental and control classes. Data collection instruments included validation questionnaires, observations, interviews, as well as pretest and posttest numeracy literacy assessments. The results indicate that the developed E-LKPD meets the criteria of being highly valid, practical, and effective. Its effectiveness is demonstrated by the independent sample t-test, which shows a significant difference between the experimental and control classes (sig. 0.000 < 0.05), as well as the N-gain score of 81.75% in the experimental class, categorized as highly effective, compared to 28.33% in the control class, categorized as less effective. Thus, the Jember local wisdom–based E-LKPD is proven to enhance students’ numeracy literacy skills

There is mixed consensus on the long-term academic impacts of Early Childhood Education (ECE) programs on children’s outcomes. While some studies show sustained benefits from preschool through to secondary school, others report that early gains, particularly in literacy, fadeout by grade 1. One explanation proposed in the literature is that this fadeout may result from ECE programs emphasis on constrained literacy skills over unconstrained literacy skills. This scoping review examined how the terms constrained and unconstrained literacy skills are defined, interpreted, and applied in early childhood education research, and the extent to which researchers find these concepts useful. Findings from 19 peer-reviewed and 22 grey literature articles revealed five main categories: benefits of ECE services, evaluation, family involvement, teacher perception, and skill development and assessment. The review illustrated inconsistent definitions and variable application of the constrained/unconstrained framework yet also highlighted its conceptual value for explaining different developmental trajectories in literacy skills. Overall, findings suggest that unconstrained literacy skills may fade out at a slower rate than constrained literacy skills, underscoring the need for ECE programs to adopt a balanced and comprehensive literacy approach that supports both types of skills.

This study investigates the relationship between artificial intelligence (AI) literacy and research skills among university students in Vietnam, within the context of digital transformation and the rapid development of artificial intelligence (AI). The study surveyed 465 students across different academic years and disciplines. Results indicate that both AI literacy and research skills are at a moderately good level. The dimensions of “AI application” and “AI ethics” were highly rated, whereas “AI creativity” was found to be limited. Correlation and regression analyses revealed a statistically significant positive relationship between AI literacy and research skills, particularly in the dimension of “AI application.” The study recommends integrating AI into educational curricula, enhancing creative capacities, and strengthening the role of academic libraries in supporting students’ research skill development.

Artificial intelligence (AI) has demonstrated considerable potential in enhancing educational practices, while the integration of socio-scientific issues (SSI) in science instruction provides meaningful learning experiences that promote higher-order thinking and societal responsibility. This study examined the effects of an AI-mediated instructional approach integrating Socio-Scientific Issues within Green Chemistry Education (AI-SSI in GCE) on learners’ chemical literacy (CL) and scientific argumentation skills (SAS). A one-group pretest–posttest quasi-experimental design was employed involving 31 Grade 11 learners. Data were collected using a Hydrocarbons Chemical Literacy Test (H-CLT), a 30-item multiple-choice instrument aligned with established chemical literacy domains, and a Claim–Evidence–Reasoning–based Argumentative Writing Assessment (CER-AWA). The results revealed statistically significant improvements with large effect sizes in both chemical literacy and scientific argumentation skills following the intervention. Learners demonstrated enhanced abilities to apply chemical knowledge across content, contextual, higher-order, and affective domains, particularly in addressing real-world environmental issues such as plastic pollution. Analysis of scientific argumentation indicated that learners were able to construct complete claims, select relevant evidence, and partially articulate coherent scientific reasoning linking evidence to claims. Additionally, learners exhibited increased awareness of green chemistry principles, environmental sustainability, and the societal implications of chemical decision-making. In conclusion, the AI-SSI in GCE instructional approach effectively fostered cognitive, argumentative, green chemistry awareness, and socio-affective learning outcomes. The findings support the integration of socio-scientific issues and green chemistry concepts into chemistry instruction and highlight the potential of AI as a pedagogical scaffold. However, ethical considerations related to AI use in education may be addressed, and continued optimization and professional dialogue among educators are essential to ensure responsible and learner-centered implementation.

Aim: This study aimed to assess the communication-based oral health literacy (OHL) skills of pediatric dentists in Türkiye and to identify individual and institutional factors influencing these skills. Materials and Methods: A cross-sectional survey was conducted between July 1, 2024, and January 10, 2025, with 127 pediatric dentists who had completed postgraduate training and were actively practicing. Participants completed a 20-item structured online questionnaire designed to assess demographic features and communication competencies related to OHL. Statistical analyses included Mann–Whitney U, Kruskal–Wallis, Spearman correlation, and linear regression tests, with statistical significance set at p < 0.05. Results: No statistically significant difference was found between genders in communication scores (p = 0.62). Age was positively correlated with communication-based oral health literacy skills (ρ = 0.36, p < 0.001). There was no statistically significant difference in communication scores between pediatric dentists with and without prior communication training (p = 0.16). Linear regression revealed that age was a significant predictor of communication scores (β = 0.074, p < 0.001), whereas training status did not emerge as a statistically significant predictor (β = -0.76, p = 0.06). The model accounted for 15.1% of the variance in communication scores. Conclusion: Communication-based oral health literacy skills among pediatric dentists in Türkiye are primarily influenced by age, experience, and institutional factors. The results emphasize the need for applied communication training, curricular enhancements, and institutional arrangements that allocate time for effective patient-dentist interaction. These efforts can strengthen clinical communication and contribute to the promotion of oral health literacy at the community level.

Objective: This study aims to analyze the impact of Artificial Intelligence (AI) integration on the accounting profession in Indonesia, with a focus on identifying adaptation challenges, emerging career opportunities, and developing competency recommendations for preparing accounting graduates. Method: This study uses a systematic literature review with a descriptive-analytical approach. Primary data sources consist of 15 research articles, institutional publications (such as the Indonesian Institute of Accountants), and current media analysis (2024-2025) discussing accounting, AI, and the future of work [1, 2, 3, 4, 5, 6]. Key Findings: The analysis shows that AI automates routine accounting tasks [4], but paradoxically opens up new strategic roles such as financial data analysts, cyber auditors, and sustainability consultants [2, 3]. The main challenge lies in the digital competency gap [5]. This study identifies a critical need for a hybrid curriculum that combines traditional accounting skills, data literacy (such as the use of Power BI, basic Python), and soft skills such as critical thinking and ethics [1, 6, 7, 8]. Conclusion: The future of the accounting profession is not replacement by machines, but rather an evolution towards human-AI collaboration [9]. The success of accounting graduates is determined by adaptability, continuous learning, and mastery of a unique combination of technical, digital, and strategic competencies [10, 14].

The commitment of lecturers is crucial for maintaining the sustainability and quality of higher education institutions, especially due to a rapid development in technology and escalating worldwide competition. This study aims to analyse the impact of organizational culture, digital literacy, and work ethic on lecturers' commitment to their work in universities in Langsa City. A quantitative study design utilizing a survey methodology was implemented. Data were gathered from 120 instructors at Universitas Cut Nyak Dhien employing structured questionnaires. The data were examined by multiple linear regression analysis. The findings demonstrate that organizational culture exerts a favourable and significant influence on lecturers' work dedication. Digital literacy presents a substantial and major impact on work commitment, whereas work ethic positively and significantly enhances lecturers' commitment. Organizational culture, digital literacy, and work ethic concurrently influence lecturers' dedication to their work. The findings underscore the necessity of fortifying organizational culture, augmenting digital literacy skills, and cultivating a robust work ethic as strategic initiatives to enhance lecturers' commitment at higher education institutions.

Indonesian students' mathematical literacy skills remain low, especially in spatial geometry, which requires visualization and a deep understanding of concepts. Conventional learning methods that focus on procedures and memorizing formulas have not been able to facilitate optimal knowledge construction, giving rise to various misconceptions. This study aims to analyze the implementation of the Project-Based Learning (PjBL) model integrated with the STEM approach and its effect on students' conceptual understanding of spatial geometry. The research uses a qualitative approach with a literature review method of national and international journal articles published in the last ten years. The data were analyzed using content analysis to identify consistent patterns of findings related to PjBL-STEM in geometry learning. The synthesis results show that PjBL-STEM significantly improves students' conceptual understanding, mathematical creative thinking skills, and spatial visualization. Contextual project-based learning shifts the learning orientation from memorization to conceptual understanding through activities of designing, constructing, and analyzing real objects. PjBL-STEM is a relevant approach to improve conceptual understanding and develop 21st-century skills. Its success requires careful planning, adequate teacher competence, and facility support for sustainable implementation.