ABSTRACT Programming education is essential but remains challenging in secondary school contexts under traditional instructional approaches, which often struggle with the high cognitive load, debugging difficulties, and lack of personalised feedback. To address these, this study designed a GAI-supported programming teaching model for secondary school programming instruction, structured into four phases: introduction, knowledge presentation, coding practice, summary and reflection. Meanwhile, this model delineates the specific responsibilities of students, teachers, and GAI at every phase. To evaluate the effectiveness of this model, a quasi-experimental study was conducted in a high school in East China, involving 100 first-year students in a three-week Python course, where the experimental group adopted the GAI-supported programming teaching model (n = 52), and the control group followed the traditional programming teaching model (n = 48). Results showed that the experimental group achieved significantly higher programming performance, learning satisfaction, and programming self-efficacy, as well as improvements in computational thinking, particularly in algorithmic thinking and problem-solving. However, no significant improvement was found in creativity and critical thinking. The findings highlight the effectiveness of integrating GAI into secondary-level programming teaching and offer practical insights for educators to design GAI-enhanced learning environments that support personal ability development.

ABSTRACT Background of the study: Social media addiction is one of the common social problem in all over the world currently . It is also a serious threat to the mental health of adolescents. The purpose of this study is to assess the knowledge regarding problems of social media addiction among PU students in the selected college of Ankola, Karnataka. Objectives of the study are to:  To assess the knowledge regarding the side effect of social media addiction among students studying in selected college of Ankola.  To assess the effectiveness of structured teaching program on knowledge regarding social media addiction students studying in selected college..  To find out the association between knowledge of student regarding social media addiction with demographical variables.  To prevalence the social media addiction among students studying in selected college of Ankola. Methodology: Research approach: Evaluative approach. Research design: Pre-experimental one group pre-test post-test design. Research setting: Poorna Prajna PU College, Ankola. Population: PU students of Poorna Prajna PU College, Ankola. Sample size: 80 PU students. Sampling technique: Randomization sampling Tool: Structured knowledge questionnaire Results: The Chi-square test established at 0.05 level of significance denotes that the structured teaching programme was effective teaching method for creating awareness regarding problems of social media addiction and there is no Significant association between demographic variables and pre- test knowledge scores among PUC students regarding problems of social media addiction . Conclusion: The study revealed that the knowledge scores of students was less before the introduction of planned teaching programme. The planned teaching programme facilitates them to gain more knowledge regarding problems of social media addiction. Keywords: social media, Academic performance, social media use and Addiction, Mental health.

Being able to solve problems is a key part of learning math. Many students still haven't fully understood this skill, especially when it comes to Statistics. This happens because the teaching methods haven't fully supported students in being more involved, and technology isn't being used as effectively as it could be in the lessons. So, this study was done to look at how using the Discovery Learning method along with the Photomath app affects students' ability to solve math problems. The study took place at SMPN 2 Gondangwetan during the 2024/2025 school year. It used a quasi-experimental method with a nonequivalent control group setup. The study included two groups of eighth-grade students, with each group having 30 students. Class VIII-A was the control group, and Class VIII-B was the experimental group. Data was gathered using written exams given before and after the teaching program. The pretests showed that the data followed a normal distribution but had unequal variances, so the Mann–Whitney U test was chosen to check the hypothesis. The analysis found a significance level of 0.003, which is below 0.05, showing there was a true difference between the two groups. The biggest progress was seen in the experimental group, especially in the areas of evaluating and making conclusions, which went up from 3% to 81%. So, it's clear that using the Discovery Learning model along with the Photomath app has a big positive impact on helping students improve their math problem-solving skills.

The article substantiates the didactic potential of the computational practicum as a means of developing algorithmic thinking in the context of STEM-oriented programming education. The author's model of the practicum is presented, integrating the use of mathematical environments (Maple, GeoGebra) and spreadsheet processors, which is aimed at the formation of high-level cognitive structures: algorithmic, analytical, visual, and reflective. The theoretical foundation of the development lies in the ideas of integrating computer science and mathematics into a unified educational environment, in which programming serves not only as a learning object but also as a tool for constructing models, analyzing functions, and studying dynamic systems. The specifics of implementing a computational practicum that combines analytical, symbolic, and graphical tasks are considered. Task examples include algorithm construction in Maple, creation of dynamic applets in GeoGebra, and analysis of functional dependencies in a spreadsheet processor. Typical difficulties faced by students are identified: fragmented understanding of loop structures, insufficient ability to interpret graphical results, and challenges in transferring task logic between environments. Taking these factors into account, the practicum content was modified: tasks for reflection, code analysis, explanation of results, and step-by-step model construction were added. In the discussion section, the research results are compared with the positions of contemporary domestic and foreign authors regarding STEM education, programming, and mathematical modeling. It is shown that the proposed approach not only improves the quality of programming acquisition but also develops a systemic way of thinking close to the professional algorithmic type. Such a practicum can be adapted for courses in computer science, applied mathematics, teaching methodology, and educational projects in secondary schools and higher education institutions.

This study examined how pedagogical strategies can support student-coaches’ (SCs) empowerment and promote preservice teachers’ (PSTs) professional learning within Sport Education (SE) seasons. Sixty-seven tenth-grade students (aged 15–18) participated in SE units taught by three PSTs (two males, one female, aged 22–25) enrolled in a master’s degree program in Teaching of Physical Education in Primary and Secondary Education in northern Portugal. Data were collected through participant observation, informal and focus group interviews, and PSTs’ reflective diaries within a Collaborative Action Research (CAR) framework and analyzed thematically. Three CAR cycles addressed key challenges: (1) encouraging SCs to assume responsibility for their role, (2) fostering inclusive and supportive team interactions, (3) strengthening SCs’ sport-specific and instructional knowledge. Guided by a facilitator, PSTs implemented strategies including pre-lesson meetings, structured communication routines, task-modification and feedback cards, accountability systems, and visual identification of SCs. Findings suggest that SCs’ empowerment was progressively constructed through interconnected psychological, relational and pedagogical processes, supported by structured mediation and iterative reflection. Simultaneously, engagement in CAR cycles enabled PSTs to develop adaptive instructional decision-making and mediation strategies. The study highlights how empowerment in SE is shaped through relational and pedagogical conditions and illustrates how CAR can foster reciprocal learning between SCs and PSTs in authentic teacher education contexts.

Amid the rapid expansion of English-medium instruction (EMI) programs in non-Anglophone countries, empirical studies have increasingly explored their link with students’ English skill development. However, research focusing on EMI in the K12 sector remains scarce. This study employs data from 163 Grade 11 Chinese high school students to compare English reading comprehension, oral production quality and English learning attitudes (ELA) between those attending an EMI program and peers in traditional English as Foreign Language (EFL) program. Multiple regression analysis reveals that the non-EMI group significantly outperformed the EMI group in reading comprehension, whereas the EMI group showed better performance in several microstructural aspects of oral production. In addition, participation in the EMI program did not foster more positive English learning attitudes. Follow-up interviews offer qualitative insights into the quantitative findings and reveal the complex factors shaping secondary school students’ ELA across different instructional contexts.

Computational thinking (CT) is increasingly being integrated into educational curricula alongside mathematical thinking (MT) within science, technology, engineering, and mathematics (STEM) education. Physical computing devices now support low-code programming approaches aligned with Sustainable Development Goal 4 (Quality Education) by helping to create engaging and inclusive learning environments for learners, particularly P–12 students and their teachers. However, the use of such devices for low-code programming remains underexplored and insufficiently evaluated. This study investigates the application of low-code programming using a specific physical computing device, the micro:bit, within a gamified context to foster perceive readiness for CT in sustainable mathematics education for P–12 students, while also considering the perspectives of pre-service teachers (PSTs). PSTs often lack adequate preparation to teach related concepts and to manage the affective dimensions that influence learning. Findings indicate that positive emotions increased and negative emotions decreased, except for frustration and boredom, following the intervention. Additionally, interest in and engagement with the development perceive readiness for CT and MT improved among PSTs within a sustainable (STEA)Mathematics education framework. These results suggest that the proposed approach helps address existing gaps and may be adapted across diverse academic and professional domains, supporting continuous knowledge acquisition under both predictable and uncertain conditions.

Academic stress among adolescents is a growing concern, impacting their mental health and academic performance. It can lead to adverse outcomes such as anxiety, depression, sleep disturbances, and diminished motivation. The objective is to assess the effectiveness of a Structured Teaching Program (STP) in enhancing knowledge regarding the prevention of academic stress among adolescent boys and girls in Bengaluru. A single-group pre-test and post-test experimental design was adopted. Fifty adolescent students aged 12–16 years from selected schools in Bengaluru were recruited through simple random sampling. A validated, self-administered questionnaire was used to evaluate their knowledge of academic stress. Following the pre-test, a structured teaching program was implemented, and a post-test was conducted one week later. The results indicated a statistically significant improvement in knowledge following the intervention. The mean pretest score was 14.40 ± 4.53, which increased to 21.38 ± 2.69 in the post-test. A paired t-test revealed a significant difference (t = 9.839, df = 49; p < 0.001), demonstrating the effectiveness of the structured teaching program in enhancing awareness regarding academic stress prevention. The structured educational program significantly improved adolescents’ knowledge of academic stress prevention. The findings highlight the utility of school-based interventions in promoting mental health awareness among students. Major Findings: The study found a statistically significant improvement in knowledge regarding academic stress prevention after the structured teaching program. The mean knowledge score increased from 14.40 (pre-test) to 21.38 (post-test). The paired t-test results (t = 9.839, p < 0.001) confirmed the program’s effectiveness.

Civilizing the workplace: Does ethical leadership foster desirable workplace behaviors?

A study to assess effectiveness of structured teaching programme on knowledge regarding postnatal exercise among antenatal mothers at C.H.C, U.P.

An innovative Socratic method-based artificial intelligence platform for healthcare education: A quasi-experimental study.

Against the backdrop of the digital transformation of education and the education reform oriented to core competencies, lesson plan design serves as a pivotal carrier connecting educational theory and practice, and its scientificity is of paramount importance. However, current relevant research in China is plagued by such problems as fragmented application of theories, the disconnection between research outcomes and teaching practice, and the lack of effective transformation paths, which make it difficult to meet the practical demands of teaching. Based on the theoretical system of educational practice and guided by three core theories including Constructivism, Cognitive Load Theory and Multiple Intelligences Theory, this study adopts a combined approach of literature research, theoretical construction and case analysis to systematically sort out the theoretical logic and practical key points of lesson plan design, and constructs an optimized lesson plan design model of the Integration of the Three Core Theories. Meanwhile, the practical transformation of the research outcomes is achieved through the development of WeChat Mini Programs. From four dimensions—technical architecture, development paradigm, performance optimization and security mechanism—the study, by combining the principles of front-end development technology with the demands of educational practice, expounds on the technical implementation path of WeChat Mini Programs as a carrier for the transformation of educational academic achievements. It also puts forward the core value, teaching approaches and solutions to learning difficulties of WeChat Mini Programs in front-end development teaching based on practical educational experience. The study finds that the organic integration of the three core theories effectively addresses the dilemma of the disconnection between theory and practice in lesson plan design and optimizes the core links of teaching. By virtue of its advantages such as light weight and ease of use, WeChat Mini Programs translate abstract educational theories into practical operational tools and provide teachers with full-process guidance for lesson plan design. The study demonstrates that this lesson plan design model boasts both academic value and practical feasibility, and its technical transformation path furnishes a new paradigm for the implementation of educational practice outcomes. It can not only improve teachers' lesson plan design capabilities and underpin teacher qualification certification and actual teaching practice, but also provide a solid theoretical foundation and practical example for front-end technology teaching and the transformation of academic achievements in the context of educational digitalization.

The South African school mathematics curricula does not emphasize the big ideas, these are only briefly mentioned and there is no elaboration on the benefits of teaching according to the big ideas. Additionally, professional development for school teachers in South Africa does not focus on teaching according to the big ideas in mathematics. Hence, the principal intention of this research was to ascertain how to enhance mathematics teachers’ self-directed learning, by developing knowledge of big ideas in mathematics. Within a blended learning professional development programme, the study conceptualizes teachers’ engagement with the big ideas in mathematics, utilizing self-directed learning as the guiding framework. This basic qualitative empirical study purposively selected all the Senior Phase and Further Education and Training mathematics teachers at a school (n = 5). Data was generated from an initial and concluding focus-group interview and activity submissions from a blended learning professional development programme. The study’s findings suggested it was effective in developing the participants’ self-directed learning characteristics, collaboration, lifelong learning and increased motivation. Simultaneously, the acquisition of big ideas knowledge resulted in improved curriculum continuity, initiated teachers to relook at the way that they teach mathematics to promote a more coherent and integrated learning experience, highlighted the real-world relevance and encouraged them to self-direct their learning in the future. Consequently, this study has the potential to close the identified gap in literature and to form the basis for designing and creating in-service professional development programmes and possibly even pre-service training programmes for mathematics teachers in the future.

Introduction. Improving the quality of science education is a priority for the Russian education system. Success in achieving this goal is largely determined by the subject competence of science teachers. The aim of the study is to conduct a comparative assessment of chemistry teachers’ subject competence in groups with different qualifications, work experience and structure of the teaching load. Materials and Methods. The research methodology is based on a comprehensive approach to assessing teachers’ professional competencies. The study uses questionnaires, testing, and comparative analysis to solve the research tasks. The sample included 265 chemistry teachers from different regions of the Siberian Federal District (the Russian Federation) Results. The study found that more than half of the chemistry teachers experience subject-specific difficulties of varying levels, with the severity of deficiencies being virtually independent of the length of teaching experience. A contradiction was revealed between the positive influence of in-depth knowledge of mathematics and physics on the development of chemistry teachers’ subject competence and the actual absence of physical and mathematical disciplines in the curricula for chemistry education degrees in pedagogical universities. Conclusions. The study concludes that further improvement of professional development programmes for chemistry teachers is necessary; including strengthened subject-specific preparation in Chemistry, Physics, and Mathematics within the curriculum.

The use of digital technology has significantly transformed traditional pedagogical practice for pronunciation instruction. Numerous studies have explored the positive and negative impact of digital tools in pronunciation instruction, yet only a limited number of studies emphasize the pedagogical challenges and opportunities of digital devices in pronunciation instruction, particularly within Indonesian higher education level. To fill this gap, this qualitative study investigates the pedagogical challenges and opportunities of pronunciation instruction in digital EFL programs at Indonesian university. Data collection was conducted through semi-structured interviews and class observations involving 29 participants, including 2 EFL lecturers and 27 university students. Findings reveal that while digital platforms such as mobile apps, websites, YouTube, LMS, and AI-powered platforms facilitate increased learner autonomy and provide authentic pronunciation models, barriers persist in the form of limited digital literacy among lecturers, inadequate institutional support, and infrastructural constraints. Despite these challenges, lecturers and students generally hold positive attitudes toward technology integration, recognizing its potential to enhance the process of pronunciation teaching and learning. The study underscores the need for targeted professional development and greater institutional investment to fully leverage digital technologies in pronunciation instruction. Implications for policy and pedagogy in similar developing contexts are discussed.

Racism constitutes a structural phenomenon that is also reproduced within higher education institutions, where students are among the groups most frequently affected. However, students do not always recognize that their own practices—or the aggressions they experience—are part of the broader spectrum of racist manifestations. The purpose of this study was to identify and render visible such expressions within the student community to develop intervention strategies grounded in an intercultural approach. Using an action research methodology, participatory workshops were conducted between 2024 and 2025 with undergraduate students in the Pedagogy program at Universidad Veracruzana (Xalapa campus), drawing on materials from the Initiative for the Eradication of Racism in Higher Education. The findings indicate that throughout their educational trajectories, participants have encountered racist situations both at the university level and in earlier stages of schooling. In addition, they identify related issues such as violence, discrimination, and class-based prejudice.

Listening skills form a foundational component of early English language learning, supporting classroom participation and subsequent language development. Despite their importance, classroom-based evidence documenting listening skill development in early primary contexts remains limited, particularly where standardized assessment tools are impractical. This study examined observed changes in listening skills among Grade 1 learners participating in a structured multisensory English Language Teaching (ELT) programme. A quasi-experimental pre–post design was employed with a sample of 93 learners assigned to experimental and control groups. Listening performance was assessed using classroom-based observational rubrics encompassing auditory attention, sound discrimination, instruction following, and meaning response. Descriptive statistical analyses were used to examine patterns of listening performance across the instructional period. Results indicated incremental improvements in total listening scores for both groups. The experimental group demonstrated higher baseline listening performance and slightly greater consistency at post-test. Indicator-level analysis showed modest increases in auditory attention and meaning response, while instruction following remained stable and sound discrimination exhibited minimal variation. The magnitude of numerical change was constrained by high baseline scores and a compressed scoring scale. Rather than establishing causal effects, the findings provide descriptive evidence of listening skill stability and gradual development within a multisensory ELT context. The study highlights the feasibility of observational assessment for documenting early listening behaviours and offers pedagogically relevant insights for early primary English instruction.

Purpose: This longitudinal study aimed to monitor changes in heart rate (HR) variables during the dance-specific aerobic fitness test (DAFT) in contemporary dance and dance teacher students across their first, second, and third academic year. A secondary objective was to examine the influence of sex (female/male) and educational program (dance or dance teacher) on these changes. Methods: Between 2016 and 2024, a total of 408 students from a contemporary dance or dance teacher program completed the DAFT twice per year across their first, second, and third year of study. Peak heart rate (HRpeak) was determined at the end of the DAFT and heart rate recovery (HRR) was determined after 1 minute of rest. Repeated measures ANOVAs were used to assess within-subject changes in HRpeak and HRR over time. Between-subjects main effects of sex and educational program were analyzed, along with interactions between time and these factors. Results: The repeated measures ANOVA showed a significant effect of time for HRpeak (P < .001, ŋp2 = 0.293). Pairwise comparisons showed that each subsequent measurement of HRpeak was significantly different from the first 2 measurements (September and February, year 1). HRpeak was significantly higher for females than for males at all 6 measurements (P = .003, ŋp2 = 0.234). A significant interaction effect between time and educational program (P = .023, ŋp2 = 0.085) was found. There was no significant effect of time for HRR (P = .159). Conclusion: HRpeak at the end of the DAFT test decreased over the course of 3 academic years. This decrease was more pronounced in dance students compared to dance teacher students, indicating that training intensity and curriculum structure influence aerobic adaptations. HRR remained stable over time, suggesting that additional targeted training may be needed to increase recovery capacity when required.

ABSTRACT This article revisits David Hargreaves’ 1996 influential critique of educational research as fragmented, arguing that while fragmentation has diminished, a new form of institutional constraint has emerged. His central claim concerned the absence of a national machinery to coordinate research priorities, a gap that contributed to fragmentation and limited circulation between research and practice. Drawing on Bernstein’s concepts of symbolic control and the recontextualisation field, the paper analyses how justice-oriented research, centred on themes such as equity, decolonisation, and sustainability, has subsequently been absorbed into academic and policy infrastructures through genres marked by procedural defensibility and institutional alignment. I explore how citation economies, funding regimes, and audit logics reward a stylised criticality that is symbolically potent yet analytically constrained. Revisiting the legacy of initiatives such as the UK’s Teaching and Learning Research Programme (TLRP) and later, England’s Educational Endowment Foundation (EEF), and situating recent trends within broader regimes of epistemic governance, I argue for a reinvigoration of structural critique and epistemic pluralism in the constitution of educational research. Justice, I contend, must function as a site of inquiry rather than a genre of institutional performance.

This study examined differences in student academic performance, self-efficacy, and learning engagement in the context of differentiated instruction (DI) in a cross-grade after-school science program, a setting promoted by China’s "Double Reduction Policy". Using a quasi-experimental design, 129 primary students were assigned to DI (experimental) or conventional instruction (control) groups, with a pretest confirming equivalent baselines. The results showed that the DI group showed higher academic achievement (particularly in higher-order cognitive achievements) and learning engagement compared to the control group. Furthermore, although the post-test self-efficacy scores showed no significant differences, the student interviews revealed a contrasting pattern. Overall, the findings provide evidence on how DI operates in complex classroom settings and provide practical implications for teaching.