ABSTRACT This study examines the structural relationships among teaching innovation, creativity, social interaction, training intensity, Study Program, ICT competence, and pedagogical competence among in-service early childhood teachers in Indonesia. A quantitative explanatory design was employed, with data collected from 351 early childhood teachers who are alumni of PGPAUD, PIAUD, and PKAUD programs. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings reveal that social interaction is the strongest predictor of pedagogical competence, followed by creativity and teaching innovation. ICT Competence demonstrates a significant but modest direct association with pedagogical competence and functions as a weak mediator. Teaching innovation shows the strongest relationship with ICT, indicating that exposure to innovative instructional practices during teacher preparation is positively related to digital skills development. Conversely, training participation and Study Program are not significantly associated with ICT or pedagogical competence, suggesting inconsistencies in training quality across programs. The structural model explains 66.1% of the variance in pedagogical competence, indicating strong predictive power. This study contributes an integrated competence model incorporating social, creative, and technological dimensions of early childhood teacher preparation, with practical implications for curriculum design and training program development.

This research aimed to i) analyze faculty members’ knowledge, understanding, and skills in using AI for practice-based teaching enhancement, ii) evaluate factors affecting faculty readiness in integrating AI into teaching processes, and iii) design and develop an AI platform to enhance faculty competency in practice-based teaching. The questionnaire, validated by five experts, was administered to 200 respondents divided into two groups: 100 faculty members from public universities and 100 from private universities. Comparative analysis revealed that public university faculty and private university faculty statistically significant differences in challenges and concerns at the 05 level, with public university faculty expressing higher concerns. Significant differences were found in AI experience and skills, attitudes toward AI use, and challenges and concerns. However, no significant differences were observed in three other areas: AI knowledge and understanding, AI readiness, and belief in AI’s effectiveness for practice-based learning enhancement. Data from both groups were utilized in designing and developing the AI platform to enhance practicebased teaching competency in higher education. Expert evaluation of the platform’s suitability showed high levels of demand for the AI platform and high appropriateness of the technology used in platform development.

Longitudinal association between teachers’ social, emotional, and moral competencies and their teaching of social, emotional, and moral competencies: The mediating role of perceived importance and teaching planning

Society 5.0 demands computational thinking (CT) skills among university students, particularly prospective economics teachers. This study examines how pedagogical competence and scientific capability key competencies of pre-service teachers influence CT, with locus of control (LOC) as a mediator. Data were collected via cross sectional survey from 375 economics education students (semester 5-8) across five Indonesian state universities (Java region) using partial least squares structural equation modeling (PLS-SEM) grounded in Rotter's LOC theory (1966) and Bandura's Social Cognitive Theory (1997). Findings reveal pedagogical competence (β=0.929, p<0.01) and scientific capability (β=0.148, p<0.05) significantly predict CT directly, while LOC partially mediates both relationships (H6: β=1.820, p<0.001; H7: β=0.148, p<0.01). This study offers novel theoretical contributions by validating LOC mediation in non-STEM economics education context, unique to Indonesia's collectivist culture. Practically, findings inform teacher education programs (PPG/PGS) to integrate CT pedagogy modules that target the development of internal LOC in learning, and prepare educators to face the challenges of the digital economy.

The rapid integration of artificial intelligence (AI) and gamification into higher education has transformed approaches to teaching, learning, and assessment. This study introduced and validated a case-based gamified diagnostic test for language education. The test was designed to measure students’ literacy in AI, gamification, and ethical–pedagogical competence in English as a foreign language (EFL) learning contexts. A purposive sample of 227 undergraduate pre-service teachers from Zh.A. Tashenev University (Kazakhstan) participated in the study. A mixed-methods research design was used, integrating quantitative data from gamified diagnostics and qualitative insights from a post-test group discussion with students. The diagnostic instrument, implemented on the Wayground gamified platform, incorporated adaptive scoring, leaderboards, real-time feedback, and progress visualization to foster engagement and reflective learning. Quantitative data included performance indicators (total score, accuracy, completion time), while qualitative reflections captured students’ motivation, ethical awareness, and perceptions of usability. Results reveal moderate to high literacy levels across all domains, with the highest scores in ethical awareness (M = 74.19, SD = 24.01). ANOVA results confirmed significant differences in accuracy across readiness levels (F(2,224) = 634.36, p < .001). Strong correlations among AI literacy, gamification literacy, and ethical awareness (r = .73–.94, p < .01) demonstrated the interconnected nature of cognitive, motivational, and ethical dimensions. The findings support the main hypothesis that gamified diagnostics can enhance digital pedagogical competence by combining engagement, ethical reflection, and data-driven learning. The study offers a replicable framework for integrating responsible AI and gamification training in higher education.

Despite the central role that teacher welfare plays in maintaining motivation and teaching competence, empirical support for the interaction between basic needs of teachers, socio-economic status, and teaching performance in Ebonyi State has so far been scarce. The study investigated the influence of elemental welfare needs (clothing, food, and shelter) and socio-economic/professional welfare needs (adequate remuneration, appreciation, mobility, mortgage scheme, house loans, and staff development) on the happiness, job satisfaction, and teaching effectiveness of primary and secondary school teachers. Multi-stage sampling technique sampled 1,500 primary and secondary school teachers in five Local Government Areas of the Abakaliki Education Zone with a quantitative design. Data were collected using a survey questionnaire and were validated using chi-square tests, binomial proportion tests, and Z-approximations for truncated Likert-scale data. Studies showed that primary (χ² = 1,780, R² = 0.703, p < .01) and secondary teachers (χ² = 1,260, R² = 0.627, p < .01) were significantly influenced by basic welfare needs regarding whether or not they were good teachers. Occupational and socio-economic well-being needs explained 81.1% of primary school teachers' and 79.2% of secondary school teachers' effectiveness (p < .01). Recognition/Award (Celebration and Social Recognition) ranked highest among Critical Major Needs (CMN) for both teacher groups, followed by salary sufficiency, staff quarters, mortgage, and housing loans, with secondary teachers adding professional development, and primary teachers valuing family benefits like children’s scholarships. These findings, in accordance with Maslow's Hierarchy of Needs and Job Demands–Resources model, affirm the significance of multi-dimensional welfare reform, competitive compensation, housing projects, transport subsidy, and career development programs in advancing teacher incentives, retention, and student learning gains among Ebonyi State schools.

This study investigates the effectiveness of STEM-integrated project-based learning (PBL) in enhancing prospective physics teachers' TPACK mastery within an online multimedia physics course. Employing a mixed-methods embedded design, 18 prospective physics teachers at Universitas Islam Negeri Antasari Banjarmasin engaged in a five-stage STEM-PBL framework reflection, research, discovery, application, and communication via a learning management system, culminating in educational video projects and lesson plans assessed using a validated TPACK rubric. Descriptive analysis revealed that the majority of students (67.1%) attained moderate TPACK proficiency, with 16.7% achieving high and 22.2% low categories. Although female students demonstrated marginally higher mean scores (M = 82.1) compared to males (M = 81.8), Mann-Whitney tests confirmed no statistically significant gender differences across any TPACK dimension (p > 0.05). These findings contribute empirical evidence that STEM-integrated PBL delivered through online platforms effectively fosters technological, pedagogical, and content competencies among prospective teachers, addressing the growing demand for digitally competent educators. The study underscores the pedagogical value of structured, project-based approaches in teacher preparation programs and offers practical implications for designing online learning environments that integrate STEM principles to develop 21st-century teaching competencies.

This study aims to analyze the influence of teachers’ pedagogical competence and the use of digital technology on Islamic Education learning outcomes in senior high schools in East Java. A quantitative research approach was employed involving 85 student respondents selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using SPSS version 25 through descriptive statistics, validity and reliability testing, classical assumption tests, and multiple linear regression analysis. The results indicate that teachers’ pedagogical competence has a positive and significant effect on learning outcomes, demonstrating that effective instructional strategies and classroom management contribute to improved student understanding. Similarly, the use of digital technology shows a positive and significant influence, indicating that technology-supported learning enhances student engagement and comprehension. Simultaneous testing reveals that both variables significantly affect Islamic Education learning outcomes with a coefficient of determination (R²) of 0.491, meaning that 49.1% of learning outcomes are explained by these factors. The findings highlight the importance of integrating strong pedagogical competence with effective digital technology utilization to improve learning effectiveness in contemporary Islamic Education.

Teaching competence and emotional intelligence have become an important topic of study in the field of educational psychology and teacher development. This meta-analysis aims to examine the relationship between Teaching Competence and Emotional Intelligence. Employing systematic literature review 31 empirical studies were included. The relationship between teaching competence and emotional intelligence was investigated with the help of a random-effects model which revealed the pooled correlation coefficient (r =0.52) indicating a moderate positive association between these variables. There was a high degree of heterogeneity, which led an exploration of the moderating variables. Subgroup analysis indicated that secondary school teachers had the highest relationship while teacher educators and primary teachers had moderate relationships. The 95% prediction interval indicated a significant range in the effect sizes in further studies. The results of this study highlight the significance of emotional intelligence in teacher education programme.

This study investigates the effectiveness of the “4S-PDCA Strategic Management Model” in enhancing faculty competencies in hybrid teaching environments. The research focuses on university lecturers at Hubei Engineering University, examining the impact of a structured professional development program that integrates the PDCA (Plan-Do-Check-Act) cycle and TPACK (Technological Pedagogical Content Knowledge) framework. A mixed-methods approach, combining quantitative pre- and post-test assessments with qualitative feedback, was employed to evaluate improvements in lecturers’ technological integration, instructional design, student interaction, and formative assessment. The results demonstrate significant improvements in all competency areas, with large effect sizes, particularly for faculty members with lower initial levels of technological proficiency. These findings highlight the importance of continuous professional development programs tailored to faculty needs and suggest that the 4S-PDCA model can serve as a scalable and effective intervention for enhancing teaching practices in hybrid learning environments. The study also discusses the implications for the broader application of this model in higher education institutions, emphasizing the need for adaptable, evidence-based strategies in faculty development. Limitations of the study, including the lack of a control group and the small sample size, are acknowledged, and recommendations for future research are provided.

ABSTRACT Background Technology is a powerful tool that supports instruction; however, it cannot replace pedagogical competence. Particularly in disciplines such as chemistry, where abstract concepts are prominent, effective technology integration requires teachers to possess not only technological knowledge but also pedagogical and affective readiness. This study examines pre-service chemistry and science teachers’ cognitive, affective, and pedagogical orientations toward technology integration within a holistic framework. Purpose The purpose of this study is to examine the effects of a practice-based and structured Web 2.0–focused training process on pre-service chemistry and science teachers’ technology acceptance (UTAUT-2), anxiety toward educational technology use, and technological pedagogical content knowledge (TPACK) self-assessments, and to reveal the transformation in their pedagogical perceptions and discourses regarding technology integration through qualitative evidence supported by quantitative findings. Sample Participants were pre-service chemistry and science teachers enrolled in teacher education programs, familiar with digital technology yet lacking experience in its pedagogical application. Design and methods A mixed-methods Concurrent Triangulation design was employed, in which quantitative and qualitative data were collected simultaneously and analyzed complementarily to examine pre – post changes in technology acceptance, anxiety, and TPACK self-assessments, as well as the pedagogical context underlying these changes. Results The findings indicate that pre-service teachers perceived undergraduate-level technology courses as insufficient; however, following the practice-based training, significant increases were observed in technology acceptance and TPACK self-assessments, along with notable decreases in anxiety toward educational technology use. While pre-training views on technology use were generally broad and superficial, post-training responses shifted toward pedagogically grounded practices aligned with different instructional stages; UTAUT-2 results were found to be consistent with this transformation, particularly through significant increases observed in the subdimensions of Facilitating Conditions, Social Influence, Habit, and Behavioral Intention. Conclusion The study suggests that applied training can reduce pre-service teachers’ anxiety regarding technology use. Developing both pedagogical and technological knowledge fosters self-evaluation and technology acceptance, emphasizing that effective educational technology use requires both technical and pedagogical skills.

ABSTRACT This study examines foreign teacher recruitment in Thailand’s secondary education sector, where English and English medium instruction (EMI) roles have expanded as part of national efforts to internationalize and improve educational quality. Despite policy commitments emphasizing the proficiency and subject expertise of foreign teachers, recruitment remains shaped by entrenched native-speakerism and nationality-based screening. A corpus of 200 job advertisements for English and EMI-related teaching positions was analyzed from Thailand’s principal recruitment platform for foreign teachers, compiled during two primary hiring cycles (September – October 2024 and March – April 2025). Descriptive and inferential statistics reveal systemic inequities in hiring preferences, salary structures, and qualification requirements. Native English speakers (NES) received higher average salaries and preferential consideration, while non-native English-speaking (NNES) applicants were subject to additional proficiency requirements despite comparable credentials. These results demonstrate that nationality functions as the primary hiring filter, with linguistic proficiency and pedagogical competence treated as secondary criteria. The findings underscore a persistent misalignment between policy design and practice, suggesting that Thailand’s EMI hiring system privileges prestige over professional merit. Aligning recruitment with verified qualifications, demonstrated proficiency, and teaching competence would strengthen equity, accountability, and coherence with Sustainable Development Goal 4 (SDG 4) on inclusive and quality education.

Physical Education, Sports, and Health plays a crucial role in supporting physical development, character building, and a healthy lifestyle. However, Islamic boarding school-based educational institutions still face challenges related to limited teaching competencies among physical education teachers, particularly those without formal physical education backgrounds. This condition impacts the quality of learning, resulting in unstructured and monotonous teaching that hinders the achievement of learning objectives. This community service program aims to improve the pedagogical and professional competencies of physical education teachers in Islamic boarding schools through module-based training and mentoring. The program was implemented through needs analysis, module development, workshops, teaching practice assistance, and evaluation. Participants included four physical education teachers and fifteen community service teachers from Islamic boarding school backgrounds. Results showed that the module-based training improved teachers' understanding of basic Physical Education, Sports, and Health concepts, as well as lesson planning skills and structured teaching practices. Participants responded positively, with a 100% satisfaction rate, and considered the module a practical teaching guide. These findings confirm that module-based training is effective and essential for improving the competency of physical education teachers in Islamic boarding schools.

Conventional academic supervision often remains administrative and less effective in supporting teacher growth. Coaching offers a reflective and collaborative alternative that empowers teachers through partnership and constructive feedback. This study investigates the construct of coaching-based academic supervision, identifies critical success factors, and analyzes its impact on teachers' pedagogical competence. A qualitative descriptive design involving a population of teachers and school principals from three public junior high schools in Simeulue Regency, with a sample of 15 participants selected through purposive sampling (three principals and twelve teachers), was employed. Data were collected through interviews, classroom observations, and document analysis, then analyzed using an interactive qualitative model consisting of three stages: data reduction, data display, and conclusion drawing. The findings revealed that coaching was implemented through three reflective and dialogic stages, namely pre-observation, observation, and post-observation. Its effectiveness was supported by teacher empowerment, collaborative leadership, a reflective culture, and openness to feedback, which led to improved lesson planning, innovative teaching strategies, and better classroom management. Based on these findings, it is recommended that schools institutionalize reflective coaching practices, provide continuous professional development for supervisors, and build a supportive school culture that fosters open dialogue and collaborative learning.

This study aims to examine the role of Pancasila and Civic Education teachers in addressing bullying behavior among students at SMP Negeri 1 Sukamulia, as well as to identify the supporting and inhibiting factors that influence this role. The background of this study is based on the increasing incidence of bullying in schools, which has a negative impact on students’ social, emotional, and moral development. This research employed a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation. Interviews and observations were conducted with PPKn teachers, guidance and counseling teachers, the school principal, and students. The data analysis techniques used were data reduction, data presentation, and conclusion drawing. The results of the study indicate that PPKn teachers play roles as educators, leaders, motivators, and facilitators. The supporting factors for PPKn teachers in addressing bullying behavior among students at SMP Negeri 1 Sukamulia consist of internal factors, including pedagogical competence, personality, interest, and enthusiasm of PPKn teachers, and external factors, such as family support, extracurricular activities, school policies, and government programs, including Child-Friendly Schools and the Strengthening Character Education program. Meanwhile, the inhibiting factors faced by PPKn teachers in addressing bullying behavior at SMP Negeri 1 Sukamulia include family factors, peer association factors, and students’ lack of discipline and resistance to school rules.

Abstract This exploratory study examined the interplay between self‐regulation, uncertainty in mentalizing, and pedagogical competence in novice special education teachers. Drawing on conceptual frameworks highlighting the importance of adaptive self‐regulation for effective teaching, the study also investigated whether impaired mentalizing independently affects pedagogical performance. A sample of 707 novice teachers in special needs education completed self‐report measures assessing self‐regulation, uncertainty in mentalizing, and pedagogical competence. According to their self-regulatory capacities, participants were assigned to four groups. Multivariate analyses of covariance and univariate tests revealed that special education teachers with adaptive self‐regulatory patterns demonstrated higher pedagogical competence in teaching, educating, and assessing. In contrast, uncertainty in mentalizing was associated with lower overall pedagogical competence, with the most substantial negative effects observed in the domains of assessing and innovating. The findings suggest that both adaptive self‐regulation and effective mentalizing might reflect important determinants of effective pedagogical practice. Practical implications are discussed.

ABSTRACT This article investigated how English-medium instruction (EMI) policies regarding lecturer English proficiency and professional development (PD) support were interpreted and implemented at the institutional level in Vietnamese universities. Data were drawn from national policy documents and interviews with ten university administrators and fifteen content lecturers across ten institutions. The study found that while English proficiency standards for lecturers, typically a CEFR (Common European Framework of Reference for Languages) C1 level, were clearly stated in policy, universities often adapted these requirements by using demonstration lessons to assess both language ability and pedagogical competence. Despite policies mandating PD support, such provisions were largely absent or insufficient in practice. A significant gap was identified between institutional PD offerings and lecturers’ actual professional learning needs. This misalignment raises concerns about the effectiveness of EMI implementation. The study contributes to EMI research by explaining why these gaps persist, highlighting the implications of these findings for policy and institutional practice and offering directions for future research.

This study examines university lecturers' attitudes toward digitization in higher education and how they influence their actual practices in the teachers' training. Sixty-two lecturers participated in the study. A methodology involving interviews and classroom observations was used to identify similarities and differences in university lecturers' strategies for integrating digital technologies in teaching. The study provides a reliable picture of lecturers' attitudes toward digital technologies in the training of future teachers, as well as their approaches to their integration into real practice. A correlation was found between lecturers' attitudes and the range and diversity of digital practices. Lecturers who exhibited positive and critical attitudes incorporated more interactive and creative teaching activities, whereas those with neutral or pragmatic attitudes tended to adopt more limited use of digital tools. The study highlights the need to improve digital practices in teacher training programs in Bulgaria by encouraging university lecturers to participate in lifelong learning activities focused on the field of digital pedagogical competence.

The rapid integration of artificial intelligence (AI) into educational practices has raised fundamental questions about the nature of teacher professionalism. In Indonesia, where teacher competence frameworks have traditionally emphasized pedagogical, professional, social, and personal dimensions, the emergence of AI challenges existing definitions of professional expertise. This conceptual paper aims to reconceptualize teacher professionalism in the age of AI from an Indonesian perspective. Drawing on teacher professionalism theory, the TPACK framework, and recent literature on AI in education, the study proposes an AI pedagogical competence framework that integrates AI literacy, pedagogical design, professional judgment, ethical responsibility, and teacher agency. The paper further analyzes the alignment of this framework with Kurikulum Merdeka and national teacher standards, highlighting implications for teacher education, professional development, and policy reform. By positioning AI not as a replacement for teachers but as a pedagogical partner, this study contributes a contextualized framework for understanding and strengthening teacher professionalism in AI-enhanced educational environments.

Abstract STEM graduate teaching assistants (GTAs) are responsible for teaching many undergraduate students. Yet, graduate teaching assistants typically receive limited formal pedagogical preparation. The reasons for this lack of professional development are sometimes external to the GTAs themselves (e.g., time or monetary cost to participate, few training opportunities offered by departmental leaders) and sometimes internal to the GTAs (e.g., their intrinsic desires or motivations to participate in such trainings, particularly if trainings are voluntary). In this study, we focus on those internal (motivational) reasons for the engagement, or lack thereof, of GTAs in teaching professional development. In particular, we used Self-Determination Theory as an analytical framework to explore GTAs’ motivation to engage in teaching professional development (TPD) programs to support their instructional practices. We conducted a scoping review of the literature with the purpose of identifying key features or characteristics of GTAs’ perceptions of their psychological needs for teaching, including competence, autonomy, and relatedness. This review identified 82 articles, published from 1989 to 2024. We found that GTAs tended to express high perceptions of instructional competence and variable perceptions of autonomy to make decisions around their teaching. This review also found common supports and thwarts to the development of GTAs’ positive perceptions of their psychological needs. TPD programs appeared to generally have positive impacts on GTAs’ perceptions of teaching competence, autonomy, and relatedness, which leads to a potential outcome of further engagement in TPD programs. Common thwarts we found were when GTAs taught courses where supervisors emphasized consistency among course sections, had unclear expectations, limited feedback on their instruction, or weak relationships with teaching colleagues. This review has implications for future research to address the development of GTAs’ positive perceptions of teaching autonomy and relatedness, leading to more engagement with TPD programs, and better instructional outcomes with undergraduate students.