Researchers have long speculated that sleep quality is tied to academic performance. This paper examines this relationship through a meta-analysis using the PRISMA 2020 guidelines. To clarify the relationship between sleep quality and academic performance, this study examined data from 72 independent effect sizes extracted from 59 articles involving 163,357 participants. The results indicate a modest positive correlation between sleep quality and academic performance (r = 0.17). Factors such as social jetlag significantly but negatively moderated the relationship between sleep quality and academic performance (r = −0.104), while sleep duration showed a significant positive correlation (r = 0.132). The school subject (Q = 14.986), age of participants (Q = 8.606), and culture (Q = 4.585) were significant moderators. Furthermore, while the research method did not significantly moderate the relationship between sleep quality and academic performance, the positive and significant association is robust across self-reported, objectively measured, and other-reported sleep quality, despite descriptive differences in effect-size magnitude. Given that sleep is an important physiological process associated with learning and development, students’ sleep quality warrants careful attention.

Digital Transformative Learning Design for Indonesian Language Subjects in Primary Schools

Purpose The purpose of this paper is to narratively present how an English-dominant teacher in a metropolitan Australian secondary school rethought English literacy instruction after English-only practices elicited thin student output in a multilingual classroom. Design/methodology/approach Using a practitioner-inquiry approach, the article offers a situated, reflective account of everyday classroom practice, reinterpreted through translanguaging theory and contemporary literacy perspectives to examine what becomes visible and what remains partial in English-dominant teaching within multilingual classrooms. Findings The narrative traces a shift from treating English literacy as performance in Standard English to understanding it as a multilingual process that culminates in English texts but is built through translanguaging. Redesigned routines (e.g. multilingual planning for English essays, multilingual annotation with brief English distillations and peer feedback in first/additional languages followed by English comments) enhanced students’ engagement and the depth of their English output without requiring the teacher to speak their languages. Originality/value This paper offers a practice-near account of translanguaging pedagogy in English as a school subject, written from the perspective of a largely monolingual teacher. It shows how teachers can design for translanguaging in mainstream literacy classrooms and challenges the assumption that rigour in English necessarily entails English-only instruction.

This study aims to determine the effect of the Value Clarification Technique (VCT) learning model on students' critical thinking skills in the Pancasila Education subject in elementary schools. The background of the study is based on observation findings at SDN Cilandak Barat 07 which showed that students' critical thinking skills were still low and learning tended to use conventional methods. This study used a quantitative approach with a Quasi Nonequivalent Control Group design experimental method. The study population was all 42 fifth-grade students, with class 5A (21 students) as the experimental group receiving the VCT model treatment and class 5B (21 students) as the control group with the conventional model. The sampling technique used purposive sampling. Data were collected through pretests and posttests in the form of essay questions. The results showed that the average posttest score of the experimental class (70.55) was higher than that of the control class (62.2). Hypothesis testing using an independent sample t-test yielded a significance value of 0.011 (<0.05), and a paired sample t-test yielded a significance value of 0.000 (<0.05), indicating a significant effect of the VCT model on students' critical thinking skills. The VCT model encourages students to be more active in analyzing problems, evaluating values, and drawing conclusions. Therefore, the VCT model is recommended as an effective learning alternative to improve students' critical thinking skills in Pancasila Education in elementary schools.

Abstract Situating the study within an ecological perspective on language education, this article examines how secondary schools in England present Modern Languages (MLs) on official school websites. Focusing on 44 schools in Local Authorities with the lowest percentage average entry for the Languages pillar of the EBacc, we built a text database comprising 10,535 words and analysed it within the framework of corpus‐assisted discourse analysis. Four themes emerge from schools' presentation of MLs: (1) MLs as a conventional school subject to be learned within formal education, (2) languages as decontextualised linguistic knowledge, (3) MLs as transferable skills and (4) MLs as a pathway for students to succeed in the global arena. Through a critical lens, we show that these themes draw on two ideological assumptions: MLs equip students with an instrument for achieving other life objectives, and their value lies primarily in developing students' skills to compete in the future global market. These assumptions reduce MLs education to simplistic cost–benefit analysis and undervalue students' intercultural and holistic growth that can be fostered through language learning. We argue that school websites constitute important sites of declared language policy where such ideological assumptions are reproduced, materialised and circulated. The study advances theoretical understandings of how institutional discourse shapes the ecology of language education in England and identifies directions for future research into the role of schools in constructing the contemporary value of MLs.

The professionalism of teachers is essential for enhancing student learning results, especially in Islamic Cultural History (SKI) subjects in elementary schools. This study intends to analyze the development of SKI teacher professionalism through the implementation of the Merdeka Curriculum, which focuses on varied or different learning methods. Varied learning requires teachers to identify and cater to students’ different needs, including variations in skills, interests, backgrounds, and learning styles, so that every student can reach their best learning results.This research uses a qualitative method with a literature review approach, examining various relevant theories, earlier studies, and policy documents concerning teacher professionalism, the Merdeka Curriculum, and varied learning. The results show that teacher professionalism is shown not only in knowledge of the subject but also in teaching skills, flexibility, and ongoing self-improvement. SKI teachers need to be responsive to curriculum changes, especially the shift from the K13 curriculum to the Merdeka Curriculum, by creating adaptable, student-focused learning experiences.Moreover, effective strategies to improve teacher professionalism include using creative teaching approaches, contextual learning, and integrating technology-based resources to support interactive and meaningful learning. These strategies help teachers to better meet student diversity and encourage participation in SKI subjects. In the end, enhancing teacher professionalism greatly impacts the quality of learning and the achievement of educational objectives.

This study examined the extent of instructional competencies and performance ratings of non-specialized teachers teaching major subjects in selected senior high schools in the City Schools Division Office of Antipolo for the School Year 2025–2026. Utilizing a descriptive survey research design and documentary analysis, the study involved eighty (80) non-major teachers from Boso-Boso National High School, Calawis National High School, Canumay National High School, Kaysakat National High School, Maximo Gatlabayan Memorial National High School, Rizza National High School, and San Juan National High School. Respondents were described in terms of age, sex, civil status, educational attainment, position title, length of service, and in-service training participation. A researcher-made questionnaire was used to assess instructional competencies in teaching strategies and pedagogical approaches, classroom management and learning environment, use of assessment and feedback, and professional development. Teachers’ performance ratings were obtained from their Individual Performance Commitment and Review (IPCR).Findings revealed that most respondents were 30 years old and above, female, and pursuing graduate education, with positions ranging from Teacher I to III and with more than five years of service. The respondents demonstrated a very high level of instructional competence across all domains and attained very satisfactory performance ratings. No significant differences were found in instructional competencies based on demographic profile except for in-service trainings attended. Furthermore, teaching strategies and pedagogical approaches were significantly related to performance ratings.The study concluded that continuous professional development enhances instructional competencies, while specialization in teaching assignment influences effectiveness

Artificial intelligence (AI) is rapidly transforming educational environments globally, including secondary schools in post-conflict and developing contexts. In Banadir, Somalia, AI tools are increasingly accessed by high school students despite persistent infrastructure constraints and limited institutional guidance. This study examined the impact of AI tools on the learning experiences, academic performance, skill development, and attitudes of high school students in Banadir, Somalia. A cross-sectional descriptive survey was conducted with 315 high school students from public and private schools in Banadir. A structured, 22-item questionnaire was administered electronically. Data were analysed using descriptive statistics (frequencies and percentages) and inferential methods including Pearson’s chi-square tests of independence with cross-tabulations across all key variables. The majority of respondents (64.8%) reported using AI tools, with ChatGPT being the dominant platform (92.1%). Perceived impacts were largely positive: 84.4% reported that AI improved their understanding of school subjects, 79.1% stated AI helps them understand lessons better, and 79.1% indicated a positive or very positive academic impact. Problem-solving skills were the most frequently cited area of improvement (49.8%). However, significant challenges were identified: limited internet and device access (44.4%), inaccurate AI information (26.3%), and difficulty understanding AI tools (23.8%). Approximately 70.5% of students expressed a desire to continue using AI in future studies, and 70.5% supported greater AI integration in high school education. No statistically significant associations were found between AI use and sex, grade level, or school type, suggesting that AI is perceived as broadly beneficial across demographic groups. AI demonstrates strong positive potential for enhancing secondary school education in Banadir, Somalia. However, equitable access, teacher training, digital literacy development, and institutional AI policies are critical preconditions for harnessing this potential responsibly and effectively.

The ability to write well is a key academic skill, more so in the case of expository writing where writers are expected to have a clear line of thought, both at content and sentence levels. However, writing poses challenges to many Senior High School students, which can be attribute to lack of syntactic competence. This research examined the relationship between students' syntactic skills and their capabilities in expository writing. More specifically, the study investigated syntactic skill in terms of sentence complexity, grammatical accuracy, and cohesion at sentence level, in relation to expository writing skills in terms of coherence and mechanical accuracy. This study employed a quantitative correlational research design. The participants were the Senior High School (Grade 12) students taking English for Academic and Professional Purposes subject in a public senior high school. Information was gathered via a writing task designed by the researcher and completed by the students entitled: “What is Unique About Your Family?” The written products were rated by using a rubric which had been prepared. Descriptive statistics were computed to determine the syntactic ability and writing performance. Then Spearman’s rho rank correlation coefficient was applied to determine the relation between the two areas. The findings showed that students overall had a good command of syntax. Sentence complexity was considered proficient; grammatical and sentence cohesion were considered good. In addition, the students' expository writing (in particular coherence and mechanical accuracy) was also evaluated as satisfactory. The analysis also revealed a significant positive correlation between syntactic and expository writing (ρ = .978, p < .05). Hence, these results implied that syntactic competence has a significant influence in students' writing. This study demonstrates that enhancing instruction of sentence structure could facilitate gains in students' writing of expository essays.

ABSTRACT When grade point averages (GPAs) are used for admission into tertiary education, there is an implicit assumption that any two identical GPAs convey the same level of academic competency. However, this assumption does not hold when students are free to choose elective subjects and there are differences in their difficulty and dimensionality. In this study, we utilized item response theory to examine dimensionality and difficulty of 11 elective subjects in Norwegian high school, while accounting for self-selection bias, using data from 21,666 third year students. Our results show that the GPA is best represented as a multidimensional construct. Additionally, we demonstrate that the selection bias in observed subject grade averages for electives conceals considerable differences in difficulty levels. Hence, the GPA of Norwegian high school students does not only reflect academic competency but also the decisions made regarding which elective subjects to take.

This study examined teachers' pedagogical competencies and the factors influencing the use of instructional materials (IMs) in teaching history in secondary schools in Zanzibar. A census sampling technique was employed, involving 81 history teachers from 35 public secondary schools in the Pemba North Region, Zanzibar. Data were collected using a closed-ended 5-point Likert scale questionnaire and classroom observation. Descriptive and inferential statistics with IBM SPSS Statistics version 26 and thematic analysis were employed to analyse quantitative and qualitative data. The findings revealed that teachers' pedagogical competencies in using instructional materials were low (mean = 1.93). Moreover, the study found a significant link between pedagogical competence and both in-service training (p = 0.012) and the teachers' subject specialisation (p = 0.006). The study concludes that most history teachers in Zanzibar's public secondary schools face considerable challenges in effectively utilising IMs. Addressing the challenges will require strengthening teachers' pedagogical and professional knowledge. The study recommends capacity-building initiatives, including continuous in-service training, workshops, seminars and the recruitment of fully qualified teachers to improve the teaching of history in public secondary schools in Zanzibar.

ABSTRACT This study investigates the correlation between attitudes, abilities, use and preference of Hokkien, Putonghua and English among secondary school students in a Hokkien-speaking region of Mainland China. This research employs a mixed-methods design involving 586 students for questionnaires and 24 students for other semi-structured interviews. The quantitative results show students hold more positive attitudes towards Putonghua, which dominates in both proficiency and use. Attitudes towards Hokkien and English remain moderate, as both are primarily restricted to domestic interactions and classroom/examination contexts, respectively. Demographic factors show insignificant correlations with attitudes, abilities and use. Regression analysis indicates higher proficiency and greater use are significantly associated with more positive attitudes towards Hokkien and English, whereas attitudes towards Putonghua are shaped mainly by proficiency. Students maintain a strong Hokkien identity. Qualitative data confirm while family language policies support Hokkien as the preferred home language, institutional ‘Putonghua-only’ ideologies accelerate the decline of topolectal fluency and reinforce Putonghua as the preferred language in school and broader societal domains. English is perceived primarily as a school subject with limited functional utility. The findings suggest a tendency towards Putonghua-dominated multilingualism, accompanied by declining topolect proficiency and sustained but largely instrumental English proficiency. We close with implications and limitations.

This research aims to develop an interactive learning e-module in the Geography class XI phase F of high school and test the level of validity, practicality, and effectiveness of the developed product. This research uses a Research and Development (R&D) approach with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects involved media experts, material experts, linguists, Geography teachers, and grade XI students of SMA Negeri 1 Padang Gelugur. Data collection techniques use observation, interviews, questionnaires, and learning outcome tests. The data was analyzed descriptively, qualitatively, and quantitatively. The results of the study showed that the interactive learning e-module developed had a validity rate of 89.33% with a very feasible category. The practicality test showed a very practical category, with a percentage of 92% of teachers and 89.6% of students. The effectiveness test through the N-Gain calculation obtained a value of 0.58 (58%) which is in the effective category, showing an increase in student learning outcomes after using the e-module. Thus, the interactive learning e-module developed is declared valid, practical, and effective and suitable for use as a Geography learning medium in high school, especially in Natural Resources Management and its influence on life.

Background/Objectives: Schools, as structured social environments, are important settings for shaping lifelong eating habits, and teachers play a mediating role in nutrition education. This study aimed to assess nutrition knowledge among public school teachers, examine their perceptions of the school food environment, and identify factors associated with knowledge scores. Methods: A stratified cross-sectional survey was conducted among 736 teachers from 12 public schools during the fall of 2025. A structured questionnaire based on the Knowledge-Attitudes-Practice model was used to evaluate nutrition knowledge, teaching practices, perceived school food environment, and teachers' observations of student food-related behaviors. Group differences were examined using t-tests and ANOVA, and multivariable logistic regression was applied to identify factors associated with low nutrition knowledge. Results: The mean knowledge score was 6.26 ± 2.64 out of 12, with 23.6% of teachers classified as having low knowledge, 59.9% satisfactory, and 16.4% good. Primary school teachers scored significantly higher than subject teachers (7.27 vs. 5.64; p < 0.001). Regular conduct of nutrition classes was associated with lower odds of low knowledge (adjusted OR 0.10, 95% CI 0.05-0.23, p < 0.001). A sensitivity analysis using continuous knowledge scores confirmed this pattern, with the absence of nutrition teaching predicting a 1.40-point reduction in scores (95% CI -1.86 to -0.94, p < 0.001). Teachers rated school meal quality moderately high, and frequently observed student refusal of canteen food and purchase of sweets or fast food outside school. Conclusions: This study found that public school teachers in Karaganda, Kazakhstan showed satisfactory overall nutrition knowledge, with gaps in applied understanding and common dietary myths. Primary teachers and those actively teaching nutrition had higher knowledge scores, indicating an association between pedagogical engagement and content knowledge. To help optimize the school food environment, educational policies would benefit from the development of cross-curricular instructional materials fitted specifically for secondary school subject teachers.

This paper explores how former CLIL pupils who have completed secondary school reflect on their experiences with Content and Language Integrated Learning (CLIL) through a survey with both open- and closed-ended questions. Data was gathered on former pupils’ initial expectations, their motivations, their evaluations of their teachers’ competence, and the perceived impact of CLIL on their language proficiency and content understanding. The sample consisted of 75 participants (ages 18–23) who had taken at least one CLIL subject in a Flemish secondary school. The results reveal that many pupils initially viewed CLIL primarily as a means of enhancing their language skills. This expectation was only partially fulfilled: while some reported increased proficiency and confidence, others were less certain of concrete linguistic gains. In terms of subject content, most pupils felt that learning in a second language had not negatively affected their content understanding. Teachers were mostly deemed competent as to subject knowledge, but language competence was more critically evaluated. Pupils who viewed their teachers’ language competence favorably were also more likely to report personal language improvement. Motivations for participating in CLIL included an interest in languages, a desire for an academic challenge, and perceived future benefits. These insights underscore the need for CLIL programmes to align expectations, teacher support, and target-language use with learners’ perceived experiences.

This study examines the position and strategic status of Geography as a secondary school subject in Indonesia and Malaysia, focusing on its compulsory or elective placement, curriculum depth, and contribution to students’ geopolitical understanding. The research aims to highlight the novelty of subject positioning analysis rather than pedagogy alone, addressing how curricular structures shape geopolitical literacy outcomes. Employing a qualitative descriptive comparative design, the study integrates curriculum document analysis, semi-structured stakeholder interviews, and SWOT analysis to identify similarities, differences, strengths, and challenges in both education systems. Data sources include Indonesia’s Merdeka Curriculum and Malaysia’s Kurikulum Standard Sekolah Menengah (KSSM), supported by relevant literature and educator perspectives. Key findings show that Geography holds a strategic role in both countries by fostering spatial and geospatial literacy, regional awareness, and understanding of national and global issues, yet its positioning differs: Indonesia emphasizes Geography within social science specialization with stronger geopolitical orientation, while Malaysia introduces it at lower secondary but shifts it to an elective subject at upper secondary with broader environmental and development themes. The study implies that strengthening Geography’s geopolitical contribution requires clearer curriculum integration, sustained subject continuity, enhanced teacher professional development, and wider use of geospatial technologies to better equip students for contemporary geopolitical challenges.

Computational thinking (CT) is widely recognized as a key 21st-century competence, yet its integration across disciplines remains unclear for many educators. This study explores how prospective teachers identify and express CT through scripts representing computational processes in school subjects of their choice. The challenge of integrating CT in teacher preparation programs in non-STEM-related fields is also addressed. Using a mixed-methods approach, we analyze projects and accompanying reflective analyses from 375 prospective teachers who created Scratch-based scripts aligned with computational processes in STEM and non-STEM subjects. Data analysis yielded a taxonomy of pedagogical strategies reflecting diverse instructional approaches. The study underscores the value of guided, discipline-specific CT activities in teacher preparation programs and highlights how script development of computational processes fosters both subject-matter understanding and computational thinking. The results suggest holistic lens in evaluating CT integration and offer evidence-based insights for embedding CT meaning-fully into teacher preparation programs across disciplines.

This research is motivated by the fact that the learning media used is still limited to modules, package books, and jobsheets in the form of prints that are at risk of being easily damaged, and students are less interested in these media. The purpose of this research is to develop e-module media for making sauce; determine the feasibility of e-module media for making sauce; and find out the response of students to the use of e-module media for making sauce. The type of research used is Research and Development (R&amp;D) with a four-D (4D) development model. The subject of the study was 36 students of class XI Culinary at SMK Negeri 1 Sewon Bantul. The data analysis technique uses quantitative descriptive analysis. The results of the research obtained were to produce sauce making e-module media in the form of links that can be accessed via smartphones or laptops; the feasibility of sauce making e-module media was declared very feasible with a percentage of 91.9% by material experts and 96.7% media experts; students' response to the use of sauce making e-module media It was stated based on the results of a small-scale trial with 6 student respondents obtaining a percentage of 85% with the category of very understanding, and the results of a limited scale trial with 30 student respondents obtaining a percentage of 92.08% with the category of very understanding. This shows that the e-module media for making sauce in food processing and serving is suitable for use in the learning process.

This study examines the role of practical laboratory work in stimulating students' motivation and perceived learning effectiveness in natural science subjects in lower secondary schools in the Republic of Kosovo. Using quantitative research design, data were collected through structured questionnaires administered to 168 science teachers and 183 seventh grade students across 24 public lower secondary schools. The study focuses on the implementation of laboratory work, the availability and quality of laboratory equipment, and students' perceptions of learning in Biology, Chemistry, and Physics, within the framework of the national curriculum. Descriptive statistics and chi-square tests were used to examine associations between laboratory practices, instructional conditions, and student motivation. The findings show that participation in laboratory activities is positively associated with higher levels of student motivation and perceived learning effectiveness, with statistically significant differences across subjects. Chemistry demonstrates the strongest perceived benefits when laboratory conditions are adequate, whereas limitations in equipment and infrastructure constrain effective implementation in Physics and Biology. Overall, the results underline the pedagogical value of practical laboratory work while highlighting structural inequalities in access to laboratory resources. The study offers evidence-based recommendations for curriculum implementation, teacher professional development, and institutional investment to support more equitable laboratory-based science education in lower secondary schools.

The purpose of this study is to analyze the context of local content curricula in vocational health schools with a religious dimension. A qualitative approach was chosen to examine this study through case studies at eight vocational health schools located in three provinces in Sumatra: West Sumatra, Riau, and Jambi. The study was conducted from 2023 to 2024. Data collection was conducted through interviews with nine informants, including school principals and vice principals, and through questionnaires completed by 27 respondents, comprising vocational, general, and religious subject teachers. Qualitative analysis was conducted by organizing data based on the implementation of local subjects in vocational health schools. The selected data were presented as visualized themes using a project map from NVivo 12 and a Google form chart diagram completed by teachers. This study found that the first step in developing a local subject is to conduct a curriculum context analysis, which includes education providers and user communities. The implications of this study can be used as a framework for developing a religious local subject in educational institutions.