ABSTRACT In culturally and linguistically diverse school settings, English as an Additional Language or Dialect (EAL/D) specialist teachers play a critical role in fostering equitable, socially just, and responsive learning environments. In Australia, EAL/D learners are students whose first language is not Standard Australian English (SAE) and who require targeted support to develop proficiency in SAE. This paper reports on a study examining EAL/D teachers’ reported pedagogical practices that nurture multilingual students’ plurilingual repertoires as acts of social justice. Framed through pedagogical judgement—encompassing action, reasoning, and responsibility—the study explored how teachers leveraged students’ cultural and linguistic resources as learning assets. Data were generated through in-depth semi-structured interviews with five EAL/D specialist teachers working with newly arrived Ezidi refugee-background students in a regional town in New South Wales. Findings indicate that teachers enacted inclusive, plurilingual practices grounded in strong pedagogical reasoning and a moral commitment to equity. Despite recognising persistent monolingual and deficit discourses, teachers actively challenged these narratives by affirming students’ linguistic and cultural identities.

Purpose Developmental Dyscalculia (DD) is a specific neurodevelopmental learning disability that significantly impairs an individual’s ability to learn and process mathematical concepts. Given that preschool and primary school years represent critical windows for early intervention, this article aims to provide a comprehensive, state-of-the-art review of current assistive technology applications designed to support children with DD during this foundational educational period. Materials and Methods The study systematically examines the landscape of current technological interventions and classifies them into four primary categories: (1) Mobile technology, (2) Digital-physical interaction technology, (3) Artificial intelligence (AI), and (4) Eye-tracking technology. The review evaluates the pedagogical mechanisms of these tools to understand how they address specific neurocognitive deficits. Results The analysis reveals that these technologies offer substantial core benefits for early intervention, specifically by enabling highly personalized learning pathways, enhancing student motivation, delivering instant feedback, and providing multisensory learning support. Conversely, the review identifies significant practical barriers to classroom implementation, including high deployment costs, the necessity for specialized teacher training, and the variable educational quality of existing applications. Conclusions Assistive technologies demonstrate profound potential in building more inclusive, effective, and responsive learning environments for children with DD. Addressing the identified implementation challenges provides a clear roadmap for future interdisciplinary research, ensuring that these technological advances can be successfully and sustainably integrated into early childhood mathematics education.

Our review examined the literature on faculty perceptions related to implementing CRP in STEM higher education. Following PRISMA guidelines, we synthesized studies from multiple disciplines to identify the trends in faculty perspectives on barriers to adopting CRP. The findings revealed: 1) limited understanding and practical constraints in applying CRP, and 2) resistance to CRP from students, colleagues, and institutional structures, as the broad classifications of the challenges faculty face with CRP. We also discussed the implications for overcoming the barriers. The implications highlight the need for comprehensive professional development, institutional support, and a shift in disciplinary norms to foster inclusive and equitable STEM education. This work provides insights into creating more culturally responsive learning environments in STEM higher education.

ABSTRACT Background Teachers have their students practice physics problems both at home and in class. In class, the teacher provides students who need help with feedback. However, at home, students do not receive such feedback. A digital system that provides support outside the classroom could improve student performance. Objectives This study aimed to determine whether digital scaffolding can improve students' conceptual physics knowledge. The study addressed the topic of radiation and radioactivity, a secondary school physics subject that introduces many new concepts. Methods The study involved a double‐blind, randomized controlled trial with a pre‐test and a post‐test. The Digi‐Feedback web‐based software was designed to provide students with digital scaffolding during all phases of problem solving, and Digi‐Feedback kept logs of all student actions. Results and Conclusions Students' conceptual knowledge was enhanced by straightforward scaffolding, especially scaffolding that encouraged them to compare their solutions with worked examples. Immediate feedback played a crucial role here, as it helped to direct students towards correcting solutions real‐time, enabling them to correct errors and reinforce understanding. This immediate feedback fosters a responsive learning environment, allowing students to explore complex concepts more effectively. They deepened their conceptual knowledge by studying a worked example when they had first developed their own solution. The findings indicate that easily applied digital scaffolding has the potential to increase students' conceptual knowledge without extra time investment from students and teachers. This method of digital scaffolding could potentially be applied in other STEM subjects as well.

The study aimed to determine the level of teaching practices among public secondary school teachers in a district of a large division in Central Philippines during the School Year 2022–2023. Specifically, it examined teachers' preparation of instructional materials, instructional delivery, and management of learners' behavior, and whether these practices varied by age, civil status, and length of service. A descriptive survey design was employed, with respondents' profiles collected and teaching practices measured using standardized instruments. Results revealed that teachers demonstrated a high level of effectiveness in instructional delivery and handling learners' behavior, while preparation of instructional materials was rated moderate. No significant differences in teaching practices were observed across age, civil status, or length of service. Findings suggest that younger and older teachers, single or married, and regardless of tenure, effectively employ coping strategies and professional attitudes to maintain classroom effectiveness. It is recommended that school heads promote collaboration and feedback mechanisms, teachers integrate diverse management styles to enhance learner engagement, and learners recognize and support their teachers' efforts, fostering a collaborative and responsive learning environment. Keywords: Teaching Practices, Face-to-Face, Learning, Modality, and Support

This study explores how the Collaborative Online International Learning (COIL) program between the University of Batangas, Lipa City (UBLC) and Utsunomiya University strengthens the communication skills of participating college students. Using a qualitative research design and thematic analysis of semi-structured interviews with both students and faculty, the study uncovers how intercultural collaboration enhances communicative competence, socio-cultural awareness, and global perspectives. Results show that students developed greater adaptability in communication, deeper appreciation of cultural diversity, and a broader understanding of global interconnectedness, reflected in emergent themes such as inclusive and flexible dialogue, respectful and value-driven collaboration, and the formation of global identity. These experiences demonstrate how cross-cultural interaction promotes not only linguistic adjustment but also emotional maturity, cultural humility, and the ability to navigate complex social cues in diverse environments. At the same time, students and teachers faced notable challenges, including language barriers, virtual communication constraints, technological difficulties, cultural misunderstandings, and the need for stronger trust-building across cultures—all of which influenced the dynamics of collaboration. Interpreted through the lenses of the Intercultural Communicative Competence Model, Vygotsky’s Sociocultural Theory, and the Community of Inquiry framework, these findings highlight the transformative potential of international virtual learning in fostering academic readiness, professional competence, and personal growth. To further strengthen cross-cultural communication development, the study proposes a four-phase plan of action that includes preparation, structured collaborative projects, intercultural enrichment activities, and ongoing evaluation, offering a systematic approach for sustaining and scaling such initiatives. Overall, the study provides valuable insights for higher education institutions seeking to enhance global competence, promote inclusive and culturally responsive learning environments, and advance internationalization efforts through meaningful and accessible virtual exchanges. KEYWORDS: Cross-cultural collaboration, Collaborative Online International Learning (COIL), Communication skills, Communicative competence, Socio-cultural skills, Plan of Action https://orcid.org/0000-0002-3656-10161, https://orcid.org/0009-0003-0552-35992, https://orcid.org/0009-0009-9978-21563, https://orcid.org/0009-0004-8920-44794, https://orcid.org/0000-0001-6584-92495,0000-0001-6422-18556 University of Batangas Lipa Campus, Marawoy, Lipa City, Philippines1-5 Utsunomiya University 350 Mine Utsunomiya-shi Tochigi, Japan6

The rapid development of digital tools for medical education and training has expanded the possibilities for flexible and personalized learning, but it has also created challenges in choosing the best tools to meet specific learning needs. This article presents a functional framework that assists educators and learners in selecting tools based on their needs and the learning context. By categorizing tools into synchronous and asynchronous types, we aim to simplify the decision-making process and optimize educational experiences. Synchronous learning tools like YouTube Live, PathCast, Zoom and Microsoft Teams support real-time participation and promote communication, collaboration and responsiveness in the learning environment. These tools are especially useful for live streaming, Q&A, and discussions where instant feedback can support learning outcomes. Asynchronous learning tools such as YouTube, Canvas, Elicit and Quizlet, give learners the flexibility to learn material at their own pace, encouraging independent learning and memorization. Asynchronous platforms allow for pausing, reviewing and repeating material as needed, making them ideal for complex courses that require effective repetition. Hybrid models, especially the flipped classroom approach, blend these modes effectively. Tools like Edpuzzle and Nearpod make it possible to create interactive lessons and exercises in the classroom. The integration of innovative technology in medical education is not solely about adopting new tools but also about promoting adaptability and a culture of continuous learning. Blending synchronous and asynchronous tools with a human-centered approach, can build flexible, responsive learning environments that empower educators and learners to make informed choices, creating adaptive and effective learning environments that meet diverse needs.

This study aims to examine the perceptions of secondary students in rural areas in East Nusa Tenggara about integrating Information and Communication Technology (ICT) in English language learning (ELL). The research used a qualitative approach with open-ended questionnaires involving 38 participants and semi-structured interviews with 4 students. The results of the study show that the majority of students have a positive view towards ICT because it can improve reading, speaking, and material comprehension skills. The use of ICT was also considered to be able to increase students' motivation to learn. However, challenges such as limited internet access, quota constraints, and difficulties with English material comprehension were also identified. Students employed various strategies to overcome these obstacles, including self-study, assistive technology, and seeking social support. The study was summarized by providing instructional suggestions to enhance the integration of ICT, aiming to establish equitable and responsive learning environments that accommodate diverse needs of learners.

Chinese international students (ChISs) often encounter challenges in reconstructing their learner identities when transitioning between distinct educational cultures. Existing studies have predominantly focused on linguistic competence, leaving the broader cultural and pedagogical dimensions of learner identity underexplored. Grounded in MacFarlane's (2018) framework of learner identity negotiation, the learner identity reconstructions are contextualized within the tension between cultural heritage traditions and host cultural expectations. To investigate these dynamics, a narrative inquiry was conducted with two Chinese undergraduate students studying in the United Kingdom, exploring how they negotiated belonging and engagement in international higher education (IHE). The findings reveal that both participants maintained a strong reliance on the heritage culture’s instrumental view of education, which limited their social engagement and sense of belonging in the host environment. Moreover, they both adopted AI technologies as coping tools to sustain academic performance, further reinforcing utilitarian learning orientations. The study highlights how cultural and technological factors intersect in shaping learner identity, offering implications for IHE policymakers and educators seeking to foster inclusive and culturally responsive learning environments.

This study investigates the patterns and functions of code-switching (CS) employed by English teachers in an Indonesian preschool setting. In the complex linguistic landscape of Bengkulu, where students navigate multiple local dialects alongside the national language, code-switching serves as a vital pedagogical bridge. The present study is a qualitative case study conducted at TK Essential Education Bengkulu during the 2025/2026 academic year. It was designed to explore how teachers utilize tag-switching, inter-sentential, and intra-sentential switching to maximize a restricted 30-minute instructional window for students with zero prior English exposure. The results revealed that: (1) code-switching is a deliberate scaffolding tool that ensures comprehension and maintains emotional security; (2) inter-sentential switching dominates classroom management, while intra-sentential switching is primarily used for vocabulary building; and (3) the integration of local codes (Melayu Bengkulu, Serawai, Rejang) prevents "subtractive multilingualism" and fosters a culturally responsive learning environment. Furthermore, the findings suggest that the strategic use of L1 (First Language) and regional codes accelerates the transition from receptive to productive language skills in early childhood education.

Aim/Purpose: This study develops a theory-informed, data-driven framework for identifying student learning modalities using Deep Embedded Clustering (DEC), with the goal of improving scalable and interpretable learner profiling in secondary education. Background: Traditional learning-style identification relies on qualitative or rule-based categorization that may not adequately capture complex learner behaviours. Although deep learning enables richer pattern discovery, many approaches lack interpretability for practical educational use. DEC offers a hybrid alternative by combining representation learning with unsupervised clustering. Methodology: A 48-item questionnaire grounded in the Felder–Silverman Learning Style Model (FSLSM) was administered to senior high school students. After preprocessing and controlled, distribution-preserving augmentation, an autoencoder learned compact latent representations. Clustering was then applied to derive learner profiles, followed by statistical validation and comparative classification experiments to assess structural and predictive utility. Contribution: This study proposes an integrated deep clustering and statistical validation pipeline that produces pedagogically interpretable learner profiles without relying on predefined labels. It extends prior work by demonstrating how unsupervised representation learning can reveal theory-consistent learning patterns. Findings: Four interpretable student profiles emerged, aligning with FSLSM dimensions and differentiated primarily by multivariate response patterns rather than isolated mean differences. Although internal validity indices indicated moderate separation, models trained on latent representations consistently outperformed those trained on raw features, demonstrating the discriminative value of learned embeddings. Recommendations for Practitioners: The identified profiles can support differentiated instruction, including structured visual materials, interactive learning tasks, blended strategies, and targeted scaffolding. Such profiling may enhance adaptive learning systems and early intervention strategies. Recommendation for Researchers: Future studies should validate findings using multi-site, non-augmented datasets and examine cluster stability across cohorts. Lightweight DEC architectures and longitudinal evaluations of personalization strategies warrant further exploration. Impact on Society: By enabling scalable, data-driven personalization, this framework may reduce reliance on subjective assessments and contribute to more equitable and responsive learning environments. Future Research: Further work should explore real-time integration within learning management systems, adaptive feedback mechanisms, and ethical considerations surrounding large-scale learner profiling.

Abstract Drawing on a recent study, this paper questions the literature's dominant representation of integrated students with special educational needs and/or disabilities (SEND) as holding negative perceptions of their school climate and, by extension, being at a greater risk of poor psycho‐social adjustment. Key dimensions of school climate and their association with motivation for academic engagement were examined in a sample of 626 secondary students, of whom 100 were diagnosed as having SEND, through administering the revised ‘Inclusion Climate Scale’ (ICS) and the ‘Motivation and Engagement Scale for High School’ (MES‐HS). Comparisons between students with SEND and their typically achieving (TA) classmates were conducted in all dimensions of school climate assessed. Contrary to expectations, both groups reported positive perceptions of school climate and high levels of motivation for academic engagement. Strikingly, students with SEND expressed higher perceived ‘teacher support and care’ and ‘emotional experience’ compared to their TA peers but, in line with previous studies, lower perceptions in the ‘peer relations’ dimension of school climate. The assessed dimensions of school climate were strongly correlated with the students' reported motivation for academic engagement, thus highlighting the importance of fostering responsive learning environments which support the students' academic development and psychological well‐being.

College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face academic underperformance, executive functioning challenges, and emotional regulation difficulties that hinder persistence and success in higher education. Advances in artificial intelligence (AI) offer promising opportunities to provide adaptive support through innovative tools for personalized interventions and cognitive assistance. A literature search conducted across PubMed, ERIC, SpringerLink, ScienceDirect, PsycINFO, and IEEE Xplore identified peer-reviewed studies relevant to ADHD in higher education and the application of AI-based tools. Findings indicate that AI-based systems, including explainable AI models and biometric frameworks, can enhance risk estimation and pattern recognition related to ADHD symptomatology, while also raising concerns about responsible data governance. Importantly, these tools do not perform clinical diagnoses; rather, they support licensed professionals by aggregating and organizing data that may inform clinical decision-making. Generative and assistive technologies, such as ChatGPT, socially assistive robots, and mobile applications, have been found to enhance academic writing, self-regulation, and executive functioning; however, their adoption is limited by gaps in digital literacy and inconsistent institutional support. Ethical considerations, including privacy, algorithmic fairness, trust, and students’ willingness to disclose ADHD status, critically influence acceptance and effectiveness. The review highlights the importance of inclusive design, participatory development, and AI literacy training. When ethically implemented within institutional frameworks, AI-driven interventions can complement traditional services, fostering more accessible, supportive, and responsive learning environments for neurodivergent college students.

Child protection and well-being are central priorities within education systems worldwide, including Sri Lanka. Although national safeguarding policies exist, implementation remains uneven, revealing a gap between policy intent and everyday practice. This study examines how Sri Lankan schools interpret and operationalize child-protection awareness within their institutional, sociocultural, and community contexts. A stratified sample of schools and a purposive sample of stakeholders were drawn from the Piliyandala Educational Zone in Western Province. Using a mixed-methods exploratory sequential design, surveys were administered to teachers (n = 120) and students (n = 300) across twelve urban, semi-urban, and rural schools, alongside semi-structured interviews with principals and child-protection officials (n = 25). Quantitative data were analyzed through descriptive statistics and chi-square tests, and qualitative data were examined thematically. Findings show that schools adopt varied approaches to safeguarding shaped by resources, staff capacity, and community influences. Student awareness of protection concepts was high, yet teacher preparedness was limited, with only 12 percent receiving formal training in trauma support. Institutional mechanisms also varied: Child Protection Committees existed in 42 percent of schools, with only 23 percent functioning effectively, and urban schools showing stronger compliance. Schools relied on internal programmes, government-led initiatives, and NGO-supported activities, although these efforts were fragmented and reactive rather than coordinated. Sociocultural factors, including stigma, hierarchical communication norms, parental instability, and community-level risks—restricted disclosure and weakened prevention. Concerns about confidentiality reduced the use of formal reporting structures, while emerging digital pathways appeared promising within ongoing education reforms. Overall, the study highlights a structural and cultural misalignment between national child-protection commitments and their enactment in schools. Strengthening teacher training, building institutional capacity, expanding community partnerships, and developing secure reporting systems are essential for protective and responsive learning environments. The study provides evidence to guide policy refinement, curriculum development, and targeted safeguarding interventions within Sri Lanka’s education sector.

Drawing on focus groups with 55 students taught by five special education teachers rated as highly effective by school and district leaders, we used interpretative phenomenological analysis (Smith & Nizza, 2022) to explore how elementary school students make sense of special education teaching quality. Findings revealed three interlaced domains of special education teaching quality: (1) Fostering strong relationships, (2) Constructing responsive learning environments, and (3) Engaging students in challenging learning. Within each domain, we identified and elaborated on practices students identified as important for their learning and development. Students highlighted how these practices resulted in two affective outcomes: a sense of belonging and self-efficacy. We discuss implications for special education research, policy, and practice, as well as the preparation and development of all teachers in support of inclusive schools.

The mission of Learning Development (LD) professionals extends beyond supporting individual academic success; it encompasses shaping a responsive, holistic higher education (HE) ecosystem capable of advancing global sustainability. This communication, drawing from a recent thematic synthesis of open access scholarship on sustainability in HE institutions (HEIs), argues for the pivotal role of LD in driving sustainable futures. The synthesis reveals key pedagogical shifts, the necessity of whole-institution approaches, and the ongoing tension between global frameworks and local contexts. I contend that LD is uniquely positioned to influence these transformations by advocating for pedagogical innovation, equitable institutional strategies, and culturally responsive learning environments. This commentary seeks to ignite reflection and inspire action within the LD community, illustrating how their work can transcend supporting green initiatives to cultivating green mindsets capable of championing systemic, enduring change.

Textbook lectures and exercises typically dominate elementary school mathematics, which diminishes student enthusiasm and conceptual understanding. Students have trouble applying arithmetic to real life in non-visual, kinesthetic classrooms. Thus, this project seeks to create and implement a plan to turn primary school classrooms into engaging mathematics laboratories at SPF Unit of Tidung State Elementary School. Students' active participation and conceptual mastery of math are the goals. This study employs two cycles of Classroom Action Research (CAR). The transformation strategy includes 1) creating a Mathematics Corner with manipulatives, 2) using classroom walls as interactive visual media (posters and mind maps), and 3) implementing a Project-Based Learning (PjBL) Model in the new classroom. Monitoring student involvement, learning outcome tests, and student and instructor reaction questionnaires provided data. The study found that the transformation strategy provided an active and responsive learning environment. Student participation in mathematical exploration activities rose from 65% in cycle I to 88% in cycle II. Environmental intervention increased conceptual understanding by 15%. Mathematics was more appealing to students. This study demonstrates to primary schools, particularly those in urban areas, how to transform limited classroom space into a math laboratory without incurring significant costs. Its theoretical contribution strengthens empirical evidence that an interacting physical environment motivates and increases primary school pupils' math achievement.

LGBTQ+ inclusion in dietetics education is essential to fostering culturally safe and structurally responsive learning environments. Drawing on auto-theory informed by poststructuralism, I reflect on a piece of student feedback that described the LGBTQ+ content in my course as excessive and suggested that such excess denied discussion about other historically excluded groups. This feedback illustrates how cis-heteronormative assumptions shape expectations about what counts as appropriate, balanced, or necessary content in professional education. Using the queer expression "No T, no shade, no pink lemonade," I explore how power, discourse, and affect emerge in moments of discomfort and curricular critique. I consider how such moments offer opportunities for reflexivity and deeper attention to the norms that shape belonging, visibility, and legitimacy in professional training. This paper contributes to ongoing efforts to embed cultural safety into dietetics curricula in ways that are reflexive, relational, and justice-oriented.

This study aims to examine the implementation of a teaching module based on the TPACK (Technological Pedagogical and Content Knowledge) approach in the learning of tembang macapat at SMK Negeri 1 Kaligondang, Purbalingga. The focus of this research is to enhance students' understanding, interest, and skills through the integration of technology in learning, in line with the principles of the Merdeka Curriculum, which emphasizes the development of 21st-century skills: critical thinking, creativity, communication, and collaboration. This research employs a qualitative descriptive approach, with research subjects including the principal, Javanese language teacher, and students of SMK Negeri 1 Kaligondang. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model, which consists of data reduction, data display, and verification. The results of the study show a significant improvement in students' learning outcomes, with a 64.5% increase in pretest scores after the learning process. Furthermore, the implementation of the teaching module based on the TPACK approach also enhanced teachers' creativity and innovation in designing more engaging and relevant lessons, while motivating students to be more active in the learning process. Thus, the implementation of the teaching module using the TPACK approach proves to be effective in improving learning outcomes and the quality of tembang macapat instruction, as well as supporting the creation of a more adaptive and responsive learning environment in the face of technological developments and the educational demands of the 21st century.

IntroductionThis research focuses on how graduate students in a Master’s level English Language Teaching (ELT) program in Türkiye experienced transformative learning through a course on critical pedagogy (CP). Grounded in Mezirow’s transformative learning theory and Freirean principles, the study explores how engagement with the sociopolitical dimensions of language education challenged participants’ assumptions and transformed their cognitive, emotional, and relational understandings of teaching.MethodsData were collected from eight participants through weekly reflective journals structured around Gibbs’ Reflective Cycle that guides individuals to reflect systematically on their experiences and follow-up semistructured interviews. Following Braun and Clarke’s six-phase framework to thematic analysis, five overarching themes were identified that encapsulate the participants’ experiences: Confronting Disorienting Dilemmas, Shifting Perspectives (Cognitive Transformations), Navigating Emotional Journeys, Evolving Classroom Relationships, and Embracing Transformative Learning Processes.ResultsThe results revealed that participants encountered disorienting dilemmas that prompted self-examination and shifts in identity, beliefs, and pedagogical stances. While students valued dialogic learning, critical inquiry, and real-world connections, some reported discomfort when addressing controversial topics—highlighting persistent hierarchical dynamics within educational settings.DiscussionDespite these tensions, participants demonstrated growing commitment to inclusive and socially engaged teaching. This research contributes to inclusive teacher education by demonstrating how structured reflection and emotionally responsive learning environments can foster transformation. It also calls for further research on the long-term enactment of critical pedagogy in diverse institutional contexts.