Learning from feedback is independent from feedback visibility, but supported by aperiodic neural activity.

This study aims to evaluate the quality of learning in the Fashion expertise program using the CIPP (Context, Input, Process, and Product) model as a comprehensive approach to evaluate deep learning comprehensively on discharge materials in textile product subjects. This study uses an evaluative method with instruments in the form of questionnaires, observation sheets, and document analysis. The research instrument was declared valid based on the content validity test using the Aiken's V coefficient with a value above the minimum limit of 0.77 and reliability based on the Alpha Cronbach test with a reliability coefficient in the range of 0.70–1.00. The results of the evaluation of discharge technique learning using the weighted CIPP model showed that the context dimension obtained an achievement of 22.75%, the input dimension of 19.49%, the process dimension of 22.38%, and the product dimension of 21.54%. These findings show that discharge technique learning has been carried out effectively and relatively evenly in all evaluation dimensions, although there is still a need to strengthen the aspects of conscious learning, the completeness of supporting facilities, and the use of real media to improve the quality of vocational learning in a sustainable manner.

This study aims to describe the role of learning media in improving students' learning outcomes in Art Education, particularly on two-dimensional and three-dimensional art materials for fourth-grade students at SD Negeri Salamsari. This research employed a qualitative approach using a case study design. The research subjects consisted of a fourth-grade teacher and 24 fourth-grade students. Data were collected through interviews, observations, and documentation using triangulation techniques. The results indicate that the use of varied learning media, including concrete media, digital media, and teacher-made media, plays a significant role in enhancing students' learning outcomes across cognitive, psychomotor, and affective domains. Learning media help students understand abstract art concepts more concretely, improve artistic skills, and increase learning motivation and appreciation of art. Supporting factors in the implementation of learning media include the availability of school facilities, institutional support, and students' enthusiasm, while inhibiting factors include technical constraints, limited learning tools, time management issues, and teachers' administrative workload. Therefore, learning media are essential in improving the quality of art learning in elementary schools.

Face makeup training is an important component of non-formal education that focuses on developing vocational skills, enhancing independence, and supporting economic empowerment, particularly for adult learners. Given the characteristics of adult participants who are self-directed, experience-based, and problem-oriented the application of andragogical principles is essential in designing effective training programs. This study aims to examine the implementation of andragogical principles in face makeup training within non-formal education through a Systematic Literature Review (SLR) combined with bibliometric analysis using VOSviewer. Literature was collected from publications published between 2015 and 2025 through Google Scholar and screened using predefined inclusion, exclusion, and quality assessment criteria. The selected studies were analyzed to identify publication trends, keyword co-occurrence patterns, dominant research themes, and methodological approaches. The VOSviewer analysis reveals that research on andragogy in face makeup training clusters around experiential learning, practice-oriented instruction, skill development, and adult empowerment. The findings indicate that the consistent application of andragological principles contributes positively to learner engagement, mastery of makeup skills, self-confidence, and readiness for employment or entrepreneurship. Methodologically, most studies employ descriptive qualitative and quantitative approaches, using instruments such as observation, interviews, and questionnaires. Overall, this review highlights the importance of integrating andragogical principles into face makeup training programs as a strategic approach to improving the quality and relevance of adult learning in non-formal education.

Kindergarten teachers play a critical role in enhancing early childhood education?ECE?, as their professional competence impacts children’s learning, educational equity and classroom quality. Despite the increasing academic focus on the professional development of kindergarten teachers, systematic comparative studies across China and other international context remain limited. This study presents a comparative bibliometric analysis of Kindergarten Teachers’ Professional Development (KTPD) research in China and global contexts from 2015 to 2025, using the Web of Science (WoS) Core Collection and CiteSpace. A systematic search identified 94 peer-reviewed publications from China and 712 from global context, with the terms: (“kindergarten teacher*” OR “preschool teacher*” OR “early childhood teacher*” OR “early childhood educator*”) AND (“professional development” OR “professional learning” OR “continuing professional development” OR “professional growth” OR “in-service training”). Analyses of publication trends, keyword co-occurrences, thematic clusters, and temporal evolution revealed research hotspots. Chinese studies focus on mechanisms, teacher beliefs, classroom interaction, and digital competencies, whereas international studies emphasize evidence-based interventions, instructional coaching, child outcomes, and technology integration. Both contexts highlight teacher well-being and sustainable professional growth. The results call for it to be necessary to transform the framework of professional development and advocate inclusive, collaborative, and long-term strategies to cultivate a high-quality and stable teacher workforce.

Abstract— The digital transformation in education is revolutionizing the way knowledge is disseminated across the globe, and it is creating new opportunities to reach more students, improve the quality of learning, and bridge the gap in access. However, despite the technological advancements, rural areas in developing countries continue to face difficulties in accessing digital learning resources. This paper presents a conceptual framework titled “Digital Learning Platform for Rural School Students in Nabha.” The aim is to bridge the digital divide in education faced by government school students in rural Punjab in Nabha. The need arises from the fact that the ground realities are such that infrastructure is limited, internet connectivity is poor, and the digital literacy level of teachers and students is low. This makes it a significant hindrance to the use of digital learning tools. The proposed solution is a lean digital education system designed specifically for rural areas. The system includes a mobile and web-based learning platform developed using Laravel 11 (PHP), which is designed for low-end devices to ensure that it reaches even the most remote areas where resources are limited. The most notable aspect of the system is the AI-powered chatbot developed in-house, which provides personalized academic support, helps with syllabus understanding, and explains concepts without the need to access third-party APIs. The system also includes offline learning, interactive learning in local languages, gamification modules, and teacher dashboards to monitor student performance. The paper discusses the system architecture, data processing techniques, and learning interaction models that together make it possible to have inclusive learning experiences. By aligning with the United Nations Sustainable Development Goals—SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 10 (Reduced Inequalities)—the framework aims to develop an accessible digital education system that enhances engagement, improves learning outcomes. Keywords— Digital Learning Platforms, Rural Education Technology, ICT for Education, AI Chatbot Tutoring, Offline Learning Systems, Mobile-Based E-Learning, Rural Digital Literacy, Educational Technology for Rural Development.

Motivated by the need to improve GABA+-edited magnetic resonance spectroscopy (MRS) quality, we developed a three-module framework to improve transient averaging based on quality. We hypothesized that training a deep learning (DL) model to differentiate spectrum quality could improve transient averaging compared to traditional averaging (simple arithmetic known as Equal-weighting) and an existing software weighting algorithm (MSE-weighting). The transient averaging framework was approached through three modules: (1) a continuous-valued automated quality labeling algorithm using both traditional and recently developed MRS quality metrics, (2) a dual-domain (time and frequency) DL model that learns from these quality labels to assess quality scores for new data, and (3) a transient weighting algorithm informed by DL quality scores. The labeling algorithm was used to produce quality labels focused on retaining GABA+ peak shape in difference spectra (1) to train the DL model (2). The DL model quality scores were used to assign weights (3) for transient pairs within the final average difference spectrum. Results were compared to MSE-weighting and Equal-weighting. Retaining only GABA+-edited transient pairs with positive quality labels resulted in improved spectral quality as assessed using traditional metrics, recently developed metrics and visual assessment of GABA+ and Glx peaks. Applying the trained DL model to in vivo scans improved the fit quality (lower fit error) compared to Equal-weighting (4.759 ± 1.545 vs. 4.877 ± 1.762) and produced higher SNR compared to MSE-weighting (18.758 ± 2.392 vs. 18.004 ± 2.68). The framework as proposed can moderately improve data quality by optimizing transient averaging and provides opportunties for new work.

A Study on Gender-Based Differences in Learning Quality among Online Higher Education Learners

This study aims to examine the implementation of differentiated learning in English as a Foreign Language (EFL) instruction at SD Negeri 1 Banjar Jawa and explore students' perceptions of the approach. Given the diversity of students' learning characteristics, this study aims to determine how teachers adapt materials, processes, and learning environments to meet individual students' needs and how students perceive the implementation of this strategy. Using mixed methods, data were collected through questionnaires, classroom observations, and semi-structured interviews with 37 fifth-grade students and English teachers. Quantitative data were analyzed descriptively, while qualitative data were analyzed through data reduction and thematic drawing. The results indicate that differentiated learning was effectively implemented through varied teaching materials, flexible grouping, and a conducive classroom atmosphere, which increased student engagement, motivation, and understanding. Students' perceptions of this approach were very positive, with reports of increased self-confidence and decreased learning anxiety. The implications of this study support the widespread use of differentiation strategies to improve the quality of language learning at the elementary level.

Abstract This study investigated the effect of the inquiry-based learning strategy on the pedagogical knowledge gains of in-service teacher trainees. Pedagogical knowledge acquired through professional development is significant in preparing competent teachers who can positively influence educational quality and student learning outcomes. As widely recognized by educators, inquiry-based learning is an active learning approach that enhances the quality of learning. It is a pedagogical approach designed to foster higher-order thinking and problem-solving skills. In this study, a quasi-experimental research design with pre-test and post-test measures of general pedagogy knowledge was employed. Two intact classes of teachers ( N = 56) participated in the study, with one class assigned as the intervention group ( n = 28) and the other as the comparison group ( n = 28). Data were collected using a survey questionnaire completed by the participating teachers and a pre-test consisting of 20 multiple-choice items assessing general pedagogical knowledge. After twenty-four hours of instruction on general pedagogy concepts, during which the inquiry-based learning method was applied to the intervention group, a post-test using the same 20 multiplechoice questions (MCQs) was administered. The results of the study showed a statistically significant gain in general pedagogical knowledge for the intervention group, with a small effect size (Cohen's d= 0.48). These findings imply that teacher education colleges and universities should consider integrating innovative instructional approaches, including inquiry-based learning, into professional development programs for in-service teachers as well as in the preparation of preservice teachers. Further research on the use of active learning strategies, including inquiry-based methods, is recommended.

Participation quality and intrinsic learning motivation in research-based learning: Self-efficacy as a mediator of college students' innovative capability.

This study aims to improve students’ Arabic vocabulary (mufrodat) mastery through the use of animated visual media among seventh-grade students at Pondok Pesantren Islam Terpadu (PPIT) Al-Huda Wonogiri. This research employed a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, conducted in two cycles. The subjects of this study were 20 students. Data collection techniques included tests, observations, and documentation. The results indicated a significant improvement in students’ vocabulary mastery. The mean score increased from 64.6 in the pre-action stage to 72.4 in Cycle I, and further improved to 81.6 in Cycle II. Additionally, the classical learning completeness reached 80% in Cycle II. The improvement was also reflected in students’ increased participation, motivation, and confidence during the learning process. These findings demonstrate that animated visual media is effective in enhancing Arabic vocabulary mastery, as it provides more concrete, engaging, and interactive learning experiences. The integration of visual and auditory elements helps students understand vocabulary contextually. Therefore, animated visual media can serve as an innovative instructional strategy to improve the quality of Arabic language learning, particularly in vocabulary acquisition

The objective of this article is to address the inclusion of children and adolescents in classrooms, emphasizing the need to implement a holistic perspective that considers political, cultural, social and pedagogical aspects. Thus, the article proposes to analyze how inclusive education can promote equity in schools, ensuring that all students receive a high-quality education, regardless of their specific conditions or needs. The research method used is qualitative, contemplating the examination of a variety of normative documents, ranging from international to national policies, in order to foster inclusion and diversity. In addition, the study addresses the difference between equality and equity; While the first refers to the equal treatment of all students, the second concerns the availability of resources and support according to the individual needs of each student. In addition, it is crucial to highlight that inclusion goes beyond the mere physical presence of students in a regular classroom, as it is essential that pedagogical practices and curricula are adapted to ensure effective and quality learning. In addition, the continuous training of teachers is highlighted at the end of the article as a priority to make this practice viable. In general, true inclusion requires a collective commitment, not only from educational institutions, but from society as a whole, through a series of public policies that ensure inclusion with adequate support.

Abstract Evaluating teaching quality in higher education remains a critical but complex task due to the prevalence of subjective assessment methods, inconsistent data standards, and limited real-time feedback mechanisms. To overcome these challenges, this research introduces an advanced Neural Network model integrated into a Comprehensive Education Management Platform (CEMP) for objective, data-driven evaluation of teaching effectiveness. The proposed model leverages multi-source data, including student academic performance, teacher evaluation scores, attendance records, and student feedback, to provide a holistic and evidence-based assessment framework. Data preprocessing involved handling missing values and normalizing numerical features using Z-score normalization to ensure consistent input scaling. A Snap-Drift Cuckoo Search-Driven Adaptive Learning Backpropagation Neural Network (SDCS-ALBPNN) is employed for evaluation, given its strong ability to capture nonlinear relationships in educational data. The model classifies teaching quality into four categories: Excellent, Good, Average, and Poor. Experimental results demonstrate that the proposed model achieves high classification performance, with notable precision (95.2%), accuracy (98.4%), F1-score (96.1%), and recall (97.3%) across all categories. These results indicate improved classification performance under the evaluated experimental conditions. This research contributes a scalable, intelligent evaluation framework that has the potential to support continuous monitoring and feedback within educational institutions. By integrating artificial intelligence into academic decision-making, the proposed approach has great potential to improve data-informed learning enhancements and quality assurance processes of contemporary higher education.

Secondary business education is an essential stream in the general education system of Bangladesh. Quality education is often hampered by the learning challenges faced by learners worldwide, especially in the area of business studies at the secondary level. Business learners are comparatively deprived of different learning opportunities and facilities. Although Education Policy 2010 and the National Curriculum 2012 emphasize on quality of learning for secondary business education students. The purpose of this study is to explore the fundamental learning challenges faced by secondary business studies students in private high schools in Bangladesh, including differences between urban and rural students. The study examines the difficulties students encounter while studying business studies in the secondary private high schools. This research applies both quantitative and qualitative methods, where five rural and five urban private high schools of Chattogram district were selected purposively, and ten students in grades 9 and 10 were chosen from each school randomly for collecting data. Therefore, 100 participants were the sample of this investigation. A survey questionnaire and semi-structured interviews were utilized as tools in collecting data. The key findings indicate that some challenges faced by business students are curriculum-related issues, teacher competence and teaching method, insufficient access to resources, infrastructural facilities, rural-urban disparities, teaching-learning environment, socio-economic and communication barriers. The results reveal that this study will contribute to teachers, educators, policy makers, educational leaders, and the government to address the challenges so that sustainable quality education can be ensured and suggest to improve the curriculum and teaching-learning activities.

This study aims to analyze the utilization of SWOT analysis in enhancing school competitiveness in the era of globalization. The research employs a qualitative descriptive approach with a library research design by systematically reviewing relevant scientific sources, including national and international journal articles, academic books, and educational policy documents. The findings indicate that SWOT analysis plays a strategic role in identifying internal factors (strengths and weaknesses) as well as external factors (opportunities and threats) that influence the performance and competitiveness of educational institutions. The implementation of SWOT functions not only as a planning tool but also as an adaptive managerial framework that responds to policy changes, technological advancements, and global demands. Strategies derived from the SWOT matrix (SO, WO, ST, WT) contribute to improving learning quality, strengthening human resource capacity, optimizing the use of digital technology, and enhancing institutional reputation within the community. However, this study also reveals that the application of SWOT remains largely conceptual and has not been fully contextualized at the school level. Therefore, a more operational, integrative, and data-driven approach is required for its effective implementation. This research contributes to the field of educational management by providing an applicable conceptual framework based on SWOT analysis

Abstract Collaborative digital game-based learning (DGBL) in mathematics education is a well-researched area. While non-game-related social interaction (NGI) has often been viewed as a potential source of distraction to learning, it is an integral part of gameplay. Gaining deeper insight into NGI helps leverage the tension arising from the conflict between learning and gameplay when implementing DGBL and advances scholarly work on the impact of off-task interaction in collaborative learning more broadly. Using a qualitative case study of four students engaged in a collaborative DGBL activity, this study examined how NGI is associated with collaborative learning quality, as inferred from group level flow experiences. The findings indicate that, in the context of groups with pre-established basic positive collaborative relationships, NGI enhances learning quality by sustaining supportive epistemic and relational spaces through a mechanism in coordination of shared affective states.

The use of technology in early childhood education has become an important effort to improve the quality of learning. One of the emerging tools is the Interactive Flat Panel (IFP), a touchscreen device that supports interactive audiovisual learning. This study aims to describe the use of IFP in early childhood classrooms and to analyze spelling errors found in digital learning resources. This research applies a qualitative approach using literature study and content analysis. Data were collected from scientific articles, books, and selected online news related to early childhood education. The data were analyzed based on the Indonesian Spelling System (EBI). The findings indicate that IFP enhances children's engagement, making them more focused, active, and enthusiastic during learning activities. However, various spelling errors are still found in digital media, including incorrect word usage, punctuation, and sentence structure. Therefore, improving both digital and linguistic literacy is necessary to produce effective and accurate educational content.

Background-In recent years, research attention to collaborative learning (CL) and student well-being has increased, reflecting the growing need to understand how both constructs contribute to learning quality and students’ lived experiences in higher education.Objectives-This PRISMA-guided systematic review maps research trends on the CL–well-being relationship indexed in Scopus from January 2015 to November 2025. Method-Using a structured search strategy, screening, and eligibility checks, 107 open-access empirical journal articles met the inclusion criteria. Descriptive analyses were conducted to examine publication growth, geographic and disciplinary distributions, and dominant patterns using keyword networks, co-citation structures, and highly cited documents. Results-Findings indicate sustained growth—particularly around 2020–2021—alongside concentration of contributions in Global North contexts and the emergence of interlinked themes relating CL to belongingness, peer support, stress reduction, and digitally mediated collaboration. Conclusions-The review highlights persistent methodological and contextual gaps, especially limited longitudinal designs and underrepresentation of Global South perspectives. Future research is recommended to deepen thematic synthesis, broaden cultural contexts, and strengthen cross-national collaboration to develop more inclusive and robust knowledge on how CL supports student well-being.

This study investigates the readiness of EFL teachers in Toraja, a geographically remote region of South Sulawesi, Indonesia, to implement the Deep Learning approach within Indonesia’s Merdeka Curriculum, and examines the systemic, pedagogical, student-related, and infrastructural challenges they encounter during implementation.A sequential explanatory mixed-methods design was employed, involving six purposively selected junior secondary school EFL teachers. Quantitative data were collected through a validated 20-item questionnaire measuring four readiness dimensions (pedagogical, technological, psychological, and institutional) on a five-point Likert scale, analyzed using descriptive statistics. Qualitative data were gathered through in-depth semi-structured interviews and analyzed using reflexive thematic analysis within Miles and Huberman’s interactive framework. Quantitative results revealed Very High overall teacher readiness (M = 4.28, SD = 0.470), with pedagogical and psychological readiness achieving Very High categorization (M = 4.40 each) and technological and institutional readiness achieving High categorization (M = 4.20 and 4.13 respectively). Four of six teachers (66.7%) were classified as Very High readiness. However, qualitative analysis identified four major challenge themes that systematically constrain implementation: (1) systemic institutional constraints inadequate sporadic professional development, rigid curriculum structures, and heavy administrative burden; (2) pedagogical instructional difficulties severe time constraints, challenges implementing inquiry and reflection phases, and authentic assessment design gaps; (3) student-related barriers uneven readiness, limited EFL vocabulary, passive learning habits, and cultural deference norms; and (4) infrastructure and technological limitations limited shared devices, unstable internet, and forced pedagogical regression reducing deep learning quality by up to 50%. This study reveals a critical readiness-reality gap: teachers demonstrate high internal readiness, yet face substantial external constraints that systematically undermine implementation quality. The findings contribute evidence-based insights to the emerging literature on Deep Learning implementation in under-resourced Indonesian EFL contexts and offer targeted recommendations for teachers, school leaders, district authorities, and national policymakers to achieve sustainable implementation in Toraja and comparable remote regions.​