Teaching practice is a vital phase in the professional development of preservice teachers, helping them bridge the gap between theory and classroom application. However, many struggle with this connection due to the compartmentalized nature of teacher education and the absence of standardized frameworks. As a result, preservice teachers often graduate feeling underprepared, highlighting the need for improved teacher education models. Reflective practice has emerged as a valuable tool for enhancing preservice teachers’ professional growth by deepening their understanding of teaching roles and improving the integration of theory and practice. This study examines the impact of structured reflective practice on preservice teachers’ professional identity and pedagogical competencies during teaching practice, employing a narrative inquiry approach. A qualitative case study design was used, involving all 396 preservice teachers from St. Paul’s University who participated in teaching practice in 2024. Data were collected through structured reflective diaries and analyzed thematically to identify patterns in their evolving professional identities and competencies. Findings revealed varied outcomes: while many narratives demonstrated growth and identity development, others reflected limited reflective skills and weak connections to the teaching profession early on. The reflections also highlighted gaps in teaching knowledge and skills, underscoring the critical role of reflective practice, mentorship, and a supportive school environment in professional development. The study recommends integrating structured reflection into teacher training, along with planned mentorship and quality feedback, to better link teacher education theory with real-world classroom practice. This calls for a review of current teaching practice models.

This mixed study explores the impact from reflective journal writing upon students' interpreting anxiety. It draws on data sources from students' reflective journals written during the semester as well as two questionnaires of Anxiety Scale for Chinese Interpreting Learners. The study focuses on three dimensions of interpreting anxiety, namely task anxiety, error anxiety and confidence anxiety. Task anxiety has been significantly alleviated over the course, while the other two have not. The cognitive–affective–behavioral intervention mechanism identified in students' reflective journals, functions effectively in mitigating interpreting anxiety. The study also reveals how instructed reflective journals enable students to perceive themselves as self-motivated and sustainable learners. This study holds important pedagogical implications for educators in language teaching and other educational context.

ABSTRACT Reflective practices are widely recognized for promoting self-awareness and enhancing cognitive and emotional competencies in education. This study examines the impact of iterative reflective practices on cognitive flexibility, emotional resilience, and problem-solving skills among English as a Foreign Language (EFL) undergraduate students. Using a quasi-experimental mixed-methods design, 60 EFL students were divided into two groups. Group A engaged in daily 5-minute reflective journaling, while Group B participated in weekly 30-minute journaling over 12 weeks. Cognitive flexibility was measured using the Wisconsin Card Sorting Test (WCST), emotional resilience with the Connor-Davidson Resilience Scale (CD-RISC), and problem-solving through scenario-based tasks. Qualitative data from reflective journals and semi-structured interviews provided further insights. Results showed that Group A showed significantly greater improvements in cognitive flexibility (p < 0.05), emotional resilience, and problem-solving compared to Group B. Qualitative data revealed that both groups found reflective practices effective for language learning, with Group A reporting greater self-awareness and metacognitive growth. These findings suggest that frequent, concise reflective exercises may be more effective than less frequent, longer sessions, highlighting the potential for integrating structured reflective practices into EFL curricula.

This study examines the implementation of a design project in a preservice biology teacher education course titled "Biology Education for Sustainability," aiming to enhance creativity while addressing the United Nations Sustainable Development Goals (SDGs). This work presents a comprehensive framework divided into 10 chapters, spanning approximately 16 weeks (or about three and a half months) of meetings, each corresponding to key lessons designed to empower preservice biology teachers. In addition, the project engages preservice teachers in collaborative teams to identify local environmental challenges related to specific SDGs, such as clean water, climate action, and life on land. Utilizing a design thinking framework, participants engage in brainstorming, prototype development, and iterative feedback that lead to the fostering of innovative solutions. Moreover, data were collected through pre- and post-project surveys, reflective journals, and presentations to assess the impact on creativity, understanding of the SDGs, and confidence in teaching sustainability concepts. The results indicate significant improvements in creative problem-solving skills and a deeper awareness of the SDGs, along with increased motivation to integrate sustainability into their future teaching practices. As a result, this experiment highlights the effectiveness of experiential learning in the "Biology Education for Sustainability" course, preparing preservice teachers to address global challenges through innovative and creative educational strategies.

The rapid shift toward 21st-century learning requires prospective primary teachers to master science process skills (SPS) that support critical thinking, problem-solving, and innovation. This study aims to analyse PGSD students’ SPS and 21st-century skills through a reflective approach. A descriptive qualitative design supported by quantitative data was employed. Data were collected from 22 first-year PGSD students enrolled in an elementary science education course using a Likert-scale questionnaire and written reflective journals. Questionnaire data were analysed descriptively using mean scores and categorical achievement levels, while journal data were examined through thematic analysis. The results show that students’ SPS are at a very high level (M = 4.21), particularly in observing, conducting experiments, drawing conclusions, and applying scientific concepts. Their 21st-century skills are at a high level (M = 4.19), with collaboration and critical thinking higher than creativity and communication. Reflective journals confirm that practice-based and project-based science activities help students recognise their strengths and weaknesses and plan improvements. It can be concluded that reflective, experiment-oriented science learning effectively develops SPS and 21st-century skills in prospective primary teachers, although communication and creativity still need systematic reinforcement

Abstract Iran’s Konkur exam (national university entrance test) assesses EFL proficiency solely through multiple-choice items, neglecting writing/speaking despite their academic importance. This study compares Intelligent Computer-Assisted Language Assessment (ICALA) and traditional assessments to address this gap. This 12-week mixed-methods study examined how ICALA affected motivation, anxiety, and proficiency in 120 intermediate Iranian EFL learners (CEFR B1–B2). The experimental group ( n = 60) used ICALA via DeepSeek, while the control group ( n = 60) received traditional instructor-led assessments with identical tasks (250-word essays, 2-min oral responses). Quantitative data from standardized measures (motivation, anxiety, and proficiency scales) and qualitative data from interviews and reflective journals were analyzed. ICALA demonstrated stronger benefits for motivation, anxiety reduction, and proficiency gains compared to traditional assessments, particularly among upper-intermediate (B2) learners. Qualitative analysis revealed three dominant themes: (1) enhanced competence through specific feedback, (2) reduced evaluation pressure, and (3) systematic skill improvement. While B2 learners thrived with ICALA’s detailed feedback (e.g., cohesion suggestions), some B1 learners required simplified guidance due to cognitive load. Although Konkur omits productive skills, ICALA improves writing and speaking proficiency, bridging the gap between exam preparation and academic needs. Simplified feedback for B1 learners, along with balanced speaking tasks, could further enhance outcomes. These findings inform EFL instruction reform in Konkur-driven contexts and contribute to Asia–Pacific and global AI assessment research.

This study explores the experiences and perceptions of English as a Foreign Language (EFL) master’s students in using cognitive-behavioral strategies to promote psychological resilience during the dissertation writing process. Many students face a high level of stress, anxiety, academic burnout, low motivation, time mismanagement, and procrastination. These factors affect their mental health and hinder their ability to meet the demands of academic writing. The current study adopts a phenomenological approach to investigate participants' experiences and challenges in completing their master’s dissertations. Data were gathered through semi-structured interviews and reflective journals. The findings reveal that cognitive-behavioral strategies such as planning, self-reflection, and breaking down tasks were not consistently used by participants to manage stress and overcome psychological and academic adversities. This inadequate and often unconscious use of strategies negatively affected their ability to effectively cope with academic pressure. However, a consistent application of these strategies plays a critical role in fostering psychological resilience and improving students’ coping mechanisms. The study underscores the relevance of psychological interventions and counseling services to address students’ needs and challenges

This community service initiative was conducted to strengthen 21st-century skills, particularly computational, critical, and creative thinking, among pre-service teachers at Universiti Teknologi Malaysia (UTM). The program was designed as a training workshop that combined interactive lectures, hands-on activities, and collaborative problem-solving tasks to expose participants to innovative approaches in teaching and learning. A total of sixty pre-service teachers participated in the program, engaging in activities that integrated computational thinking strategies with opportunities for critical reflection and creative expression. Evaluation data were collected through pre- and post-training questionnaires, reflective journals, and group discussions. The findings revealed notable improvements in participants’ ability to analyze problems systematically, apply logical reasoning, and generate innovative solutions within educational contexts. Furthermore, the participants expressed positive attitudes toward adopting these skills in their future teaching practice. This initiative demonstrates the potential of structured community service programs to support the development of essential 21st-century competencies among pre-service teachers, contributing to the broader goal of preparing future educators to meet the challenges of contemporary education

This qualitative investigation investigates the incorporation of Social-Emotional Learning (SEL) into Task-Based Language Teaching (TBLT) for English language learners within a post-pandemic Saudi Arabian university setting. Being aware of the increased necessity to support students' emotional and social well-being as well as their academic recovery, the investigation explored 30 EFL students' experience via reflective journaling, interviews, and observations across a six-week SEL-enhanced TBLT intervention. Results reported that integrating SEL values into communicative activities promoted balanced growth with a resultant six major outcomes: increased emotional engagement with learning, enhanced empathy in group work, improved reflective recognition of emotions, increased sense of classroom safety and confidence, enhanced social support and belonging with peers, and significant personal development and self-discovery. The findings show that this combined practice efficiently met both students' linguistic and their socio-emotional necessities concurrently, reshaping the foreign language classroom as a venue for rebuilding communicative proficiency and emotional resilience. The study concludes that SEL-enriched TBLT is a robust, comprehensive pedagogical framework for post-pandemic education, fostering a whole learner with a simultaneous build-up in the aspects of emotional intelligence, social competence, and linguistic ability.

ABSTRACT This study explores the impact of writing and sharing activities on teachers’ reflective practices in out-of-school learning communities. Using a grounded theory approach, data were collected from 35 elementary school teachers over three years through reflective journals, in-depth interviews, and participant observations. This study proposes a model illustrating how writing and sharing are catalysts for individual and collective reflection, leading to changes in teaching practices and professional development. It demonstrates how the processes of writing, reading aloud, listening, questioning, and discussing deepen reflection, promote critical thinking, and foster collaborative learning. These activities facilitate the articulation of thoughts, encourage critical inquiry, and enable the validation and re-evaluation of educational practices. The consequences of these reflective practices include changes in teaching methods, meaning making of the self and community, increased motivation for further participation, and recognition of the social aspects of teacher learning.

Background: Despite progress in global campaigns supporting lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and other (+) (LGBTQIA+) rights, many LGBTQIA+ employees continue to face discrimination, harassment and violence, especially in countries where same-sex relationships remain criminalised. In South Africa, although legal protections exist, societal and workplace challenges persist, particularly in industries such as telecommunications. Objectives: This study explored the lived workplace experiences of LGBTQIA+ employees in South African telecommunications companies, examining how organisational culture shaped inclusion and whether diversity and inclusion initiatives effectively supported them. Methods: A mixed-methods approach, grounded in queer theory and institutional theory, was used. Phase one involved reflective diaries with participants, followed by in-depth interviews. Phase two employed thematic analysis to identify patterns in participant experiences. Results: Findings revealed ongoing challenges, including discrimination, harassment and limited organisational support. Some participants resigned as a coping mechanism. Trust and psychological safety were significant. The industry’s reluctance to engage in the research also highlighted broader issues of openness and inclusion. Conclusion: The study provides empirical insights into the experiences of LGBTQIA+ employees in South Africa, highlighting systemic barriers to inclusion and organisational challenges in supporting diversity. Contribution: This research offers a conceptual framework informed by queer and institutional theory for understanding workplace inclusion. It contributes to Management, Business Ethics, and Sociology literature and provides recommendations for creating safer, more inclusive organisational environments, with a call for further research across other sectors.

This study investigated the enhancement of topic-specific pedagogical content knowledge (TSPCK) among life science educators, with a particular focus on cellular respiration. The research identified a lack of studies on this topic, especially within South African educational settings, thereby emphasizing the challenges educators and learners face. With an emphasis on lesson planning, teaching, and reflections, this study used a qualitative research methodology to investigate how the lesson study approach enhances Grade 11 educators’ TSPCK in cellular respiration. The design used was lesson study. The lesson study approach has been identified as an effective strategy for enhancing educators’ TSPCK. Six educators from secondary schools participated. Data came from field notes and observations made while the lessons were being taught, as well as from educators’ reflective diaries and questionnaires. The findings revealed that educators utilize contextualization, differentiated teaching, collaborative planning, and a focus on conceptual understanding. Through the improvement of lesson designs, assessment methodologies, technological integration, and an emphasis on critical thinking and problem-solving, educators refined their cellular respiration TSPCK components. The results of this study will enhance educator professional development, impact curriculum design, and promote teaching and learning methodologies. This research will contribute to developing effective teaching approaches for cellular respiration and offer insights for initiatives aimed at advancing Life Sciences Education in South Africa.

English language learning in Islamic colleges faces challenges related to motivation, engagement, and a classroom atmosphere that tends to be monotonous. In today's digital context, Game-Based Learning (GBL) offers an innovative approach that can change these dynamics through fun and interactive game elements. This study aims to explore the subjective experiences of students at the Susha Siak Islamic College (STAI) in using Gimkit as a game-based English learning medium. The approach used is interpretive phenomenology based on Heidegger's thinking, which focuses on the meaning of participants' life experiences. Data were obtained through in-depth interviews, participant observation, and reflective journals from seven students who actively used Gimkit in their English classes. Data analysis followed Colaizzi's (1978) steps to identify essential themes from the participants' experiences.The results of the study show three main themes: (1) fun and challenging learning, (2) a more lively and competitive classroom atmosphere, and (3) increased cohesiveness and solidarity among students. The learning experience through Gimkit brings out strong intrinsic motivation, self-confidence, and positive emotional involvement. This study concludes that GBL through Gimkit not only improves the effectiveness of English language learning, but also strengthens the values of togetherness and collaboration in the context of Islamic higher education.

This study examines how Thai undergraduate students developed intercultural competence, leadership identity, and sustainability perspectives through a two-week blended international program. Using a qualitative design, data were collected from interviews with 24 students (16 nonparticipants and 8 participants) and from reflective journals. Thematic analysis revealed three developmental shifts: sustainability perspectives advanced from corporate social responsibility (CSR) and sustainable development goals (SDGs) framing to applied systems thinking; leadership identity evolved from aspirational to collaborative practice; and intercultural engagement deepened through adaptability, empathy, and confidence. The findings highlight the transformative potential of short-term blended programs in Southeast Asia and their alignment with SDGs 4, 12, and 13

Embracing uncertainty: John Keats's negative capability in psychiatric mental health nurse practitioner education.

This study explored using concept maps to develop computational thinking (CT) skills among Postgraduate Certificate in Education Physical Sciences pre-service teachers. Despite the increasing significance and recognition of CT skills in 21st-century education, their integration and evaluation in science teacher education is limited. This gap indicates that although CT skills are advocated in initial teacher education, teachers may lack practical development experiences. Thus, this research explored practical strategies for developing CT skills in pre-service science teacher education. Employing a mixed-methods approach, the study generated quantitative data from pre- and post-intervention questionnaires and qualitative data from reflective journals. The study involved a 6-lecture intervention within the Physical Sciences Teaching Methods course. Results showed improvement in pre-service teachers' abilities to decompose problems and identify patterns, although abstracting key concepts proved more challenging. The study contributes to the field by providing empirical evidence of the practical application of concept mapping for developing CT skills in teacher education, suggesting its potential as a valuable pedagogical tool. Further research should explore the transferability of these findings to other disciplines and in-service teachers. This study encourages further exploration into innovative pedagogical approaches for enhancing CT skills in teacher education.

This paper explores how a mindfulness approach can support young children’s well-being in nursery schools. The research draws on a small-scale qualitative research project with four maintained nursery schools in the South of England. In total there were 33 participants including 5 early years professionals and 27 children aged between 3 and 4 years. An action research approach was adopted involving the nursery schools in each stage of the project. Mixed methods were used including semi-structured interviews, narrative observations and reflective journals. In line with previous research, the findings from this study suggest that mindfulness supports children’s well-being and self-regulation. Key factors integral to the success of the project included: the role of the Mindfulness Champion; high-quality training, and an adaptable and flexible approach. In conclusion it is argued that mindfulness practices are an appropriate way of supporting children’s well-being in the early years; and that a Train The Trainer (TTT) approach is cost effective and sustainable.

ABSTRACT The development of professional identity is a critical and complex process for preservice physical education (PE) teachers, particularly within structured mentoring frameworks. In Turkey, where formal mentorship practices have recently been institutionalized, understanding how mentor teachers influence this development is essential for enhancing teacher education. This qualitative case study aims to explore the role of mentor teachers in the professional identity development of pre-service physical education teachers during a 12-week teaching practicum. The study was conducted with 22 preservice teachers, and semistructured interviews, observations and reflective journals were used to collect in-depth data. As a result of the content analysis, the theme of ‘the role of mentor teachers’ was identified. Mentor teachers made significant contributions to preservice teachers’ identity development by providing emotional support, role modeling and constructive feedback; this process increased preservice teachers’ self-confidence and classroom competence. The findings revealed that mentoring relationships are critical to professional identity development and that a supportive mentoring environment is essential for developing resilient and confident teachers. This study contributes to the literature on improving mentoring practices in physical education teacher training programs by providing insights specific to the Turkish context.

Background: The COVID-19 pandemic forced a global experiment in remote education, creating an unprecedented opportunity to examine the long-term integration of digital tools in teaching. This qualitative case study explores how teachers at an international school in Johor Bahru, Malaysia, perceived and adapted to blended learning during and after the pandemic. Using semi-structured interviews and reflective journals from 10 primary teachers, data were analyzed thematically through the lenses of the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. Findings indicate a significant evolution in teacher perceptions, transitioning from initial resistance and anxiety toward growing confidence and recognition of digital tools' pedagogical value. Key challenges persisted, including technical infrastructure issues, student engagement, and increased workload. Despite these, teachers strategically sustained a core repertoire of digital tools for formative assessment, collaboration, and feedback, embedding them into post-pandemic practice. Institutional support, through targeted training and professional learning communities, was a critical enabler for this transition; however, a gap remained in long-term, pedagogy-focused professional development. The study concludes that the pandemic served as a catalyst for a durable digital transformation, where blended learning has become a sustained element of instructional practice. To ensure its continued success, school leaders must invest in robust infrastructure, advanced pedagogical training, and supportive leadership to ensure blended learning is both high-quality and equitable.

This study aims to examine the application and development of non-test evaluation instruments in Islamic Religious Education (PAI), particularly in assessing the values of tawhid (monotheism). Using a qualitative approach through literature review, this research analyzes relevant scientific literature to understand the effectiveness, forms, and challenges in the implementation of non-test evaluations. The findings reveal that instruments such as observation, reflective journals, self-assessment, and religious portfolios can provide a more comprehensive picture of the internalization of tawhid values compared to written tests. However, the implementation of non-test evaluations still faces challenges such as subjective assessment, time constraints, and lack of teacher training. Therefore, strengthening teacher capacity, developing valid and reliable instruments, and institutional support are necessary for the optimal implementation of non-test evaluation in Islamic Religious Education.