Journal of Research, Innovation, and Strategies for Education (RISE)
Journal of Research, Innovation, and Strategies for Education (RISE) aims to enhance educational practices and understanding through the publication of quality research that expands both theoretical and practical perspectives. The editorial team invites submissions that explore innovative uses of educational strategies and methodologies, with a particular focus on their broad relevance and potential impact across various educational settings. This journal will be published monthly, totaling 6 issues per year. Journal of Research, Innovation, and Strategies for Education (RISE) bertujuan untuk meningkatkan amalan pendidikan dan pemahaman melalui penerbitan penyelidikan berkualiti yang memperkembangkan perspektif teoretikal dan praktikal. Pasukan editorial menjemput penghantaran manuskrip yang meneroka penggunaan inovatif, strategi dan metodologi pendidikan, dengan fokus khusus pada kepentingan dan potensi impak yang luas di pelbagai bidang pendidikan. Jurnal ini akan diterbitkan secara bulanan, iaitu sebanyak 6 terbitan setahun. Announcements ..................................................................................................................................................................... CALL FOR PAPERS FOR OCTOBER 2026 ISSUE Submission to First Decision (Median): 10 days Final Submission Date: 20th August 2026 (subject to the submission date) Acceptance Notification Date: 20th September 2026 (subject to the reviewer process) Early Access (Online First) Notification Date: 28th September 2026 (subject to the reviewer process) Online Publication (Issues & Volume) in the October2026 issue: 1st October 2026 This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. .....................................................................................................................................................................
Pertubuhan Teknologi dan Inovasi Pendidikan Malaysia
AI Integration in Differentiated English Language Learning: Conceptual Implications for Primary Education
The diversity of pupils’ language proficiency levels, cognitive abilities, interests and learning backgrounds has made differentiated learning increasingly important in primary school English classrooms. However, implementing it consistently through the manual preparation of instructional materials remains challenging. This paper aims to synthesise the capabilities of artificial intelligence (AI) in supporting differentiated learning, analyse its implementation conditions and challenges and develop an integrated conceptual framework for primary school English learning. An integrative conceptual literature review was conducted using sources published between 2019 and 2026 identified through Scopus, Web of Science, ERIC, SpringerLink and Google Scholar. A total of 43 substantive sources were purposively selected based on their relevance to the study objectives for conceptual synthesis. The literature was analysed through conceptual coding, cross-source comparison and mapping relationships among technological capabilities, pedagogical mechanisms, implementation factors and learning outcomes. The findings identified five major AI capabilities: adapting content and learning pathways; providing real-time feedback and language practice; enhancing engagement, confidence, and self-directed learning; improving teacher productivity and decision support; and promoting the sustainability of instructional materials. However, these benefits depend on teachers’ pedagogical judgement and AI competencies and are influenced by infrastructure, equitable digital access, data governance, cultural appropriateness and the balance between human interaction and technology. Based on this synthesis, a conceptual framework is proposed that connects classroom contexts, teachers’ pedagogical decisions, AI capabilities, differentiated learning mechanisms and learning outcomes. AI should support, rather than replace, teachers’ professional judgement and pupils’ social interactions.
Copyright (c) 2025 Nur Iliana Mohd Fouzi, Mohd Jasmy Abd Rahman (Author) https://creativecommons.org/licenses/by/4.0/
PRO-BIJAK BM Framework: The Potential of DigitalGamification and Techno-Entrepreneurship in Malay LanguageTeaching and Learning
This concept paper presents the PRO-BIJAK BM Conceptual Framework (Development-Gamification-Innovative Malay Language), a structural guide for educational technology application development that outlines the potential integration of digital gamification elements and technoentrepreneurial strategies in Malay language teaching and learning. Language structure components such as grammar and vocabulary risk being perceived as unengaging by digital generation students when delivered solely through conventional one-way approaches. To address this issue, the framework was constructed through a literature-based conceptual analysis synthesizing five core elements: (1) the Malay Language Curriculum and Assessment Standard Document (DSKP) as the content core; (2) Social Constructivism Theory as the interactive environment foundation; (3) Self-Determination Motivation Theory (SDT) and Cognitive Load Theory (CLT) as intrinsic motivators and cognitive regulators; and (4) the Input-Process-Output (IPO) Model as the software development guide structure. Specifically, this paper proposes the design specifications for the "Bijak BM" mobile application, incorporating structured game mechanics, digital storytelling, interactive UI/UX interfaces, and sustainable commercialization plans via Freemium models and Businessto-Business (B2B) marketing. The primary contribution of this framework lies in providing a comprehensive conceptual roadmap connecting language pedagogy theory with the realities of the local educational technology (EdTech) market.
Copyright (c) 2025 Nur Suhailin Putri Safaril, Mohd Jasmy Abd Rahman (Author) https://creativecommons.org/licenses/by/4.0/
Conceptual Framework for the Integration of Artificial Intelligence in Inquiry-Based Biology Learning in Secondary Schools
This conceptual paper explores strategic ways to effectively integrate Artificial Intelligence (AI) technology into biology teaching and learning processes, specifically to help students address the challenges of understanding scientific concepts that are microscopic and abstract The thematic analysis of the selected literature identified, this study examines how modern AI tools and personalized learning systems can function as cognitive assistants and catalysts that stimulate deep critical thinking among students. The findings reveal that the integration of this technology demands a holistic and balanced learning ecosystem. This environment combines the role of teachers as facilitators guiding ethical use, students as active researchers evaluating information critically, and technology as a provider of dynamic visual simulations. Through the display of interactive images, models, and biological process simulations, students are better equipped to visualize living structures more easily and effectively. However, this paper places strong emphasis on the importance of continuous fact-checking practices to mitigate the risks of misinformation, bias, or fabrications generated by digital systems. In conclusion, this study highlights the urgent need for a well-planned instructional framework. This step is vital to ensure that synergistic collaboration between humans and machines can strengthen students' scientific literacy, fully aligning with the aspirations of the Kurikulum Standard Sekolah Menengah (KSSM) and national digital literacy guidelines.
Copyright (c) 2025 Izzati Nur Md.Dom, Mohd Jasmy Abd Rahman (Author) https://creativecommons.org/licenses/by/4.0/
An Adaptive Mechanism Framework For Integrating Digital Game-Based Learning In Secondary Mathematics Education (Miad-M)
Digital transformation in Mathematics education demands innovative and sustainable pedagogical integration, in line with the aspirations of the national Digital Education Policy (DPD). However, implementing Digital Game-Based Learning (DGBL) in classrooms often faces multidimensional constraints, including students' extraneous cognitive load, teachers' pedagogical competency and time limitations, and unstable school digital infrastructure. Therefore, this concept paper aims to propose the Framework of Adaptive Mechanism for DGBL-Mathematics Integration (MIAD-M) as a holistic conceptual framework to empower secondary school Mathematics teaching and learning in the digital era. The framework was developed using a narrative literature analysis approach and conceptual synthesis of global empirical studies published between 2022 and 2026. Structurally, MIAD-M integrates four Pedagogical-Game Integration Cores: Serious Educational Games (SEGs), Immersive Learning Environments (AR/VR), Gamification, and Constructionist Gaming, functionally mapped to secondary school Mathematics topics. The primary novelty of this framework lies in its Multidimensional Adaptation and Support System component, which encompasses three key elements: a cognitive mitigation protocol for managing challenge-skill balance, pedagogical mitigation via a modular "TPACK-Lite" 10–15 minutes approach, and technical mitigation based on fallback architecture. The development of the MIAD-M framework makes a significant theoretical contribution by synthesizing various digital learning theories. Furthermore, it provides sustainable, scalable, and cost-effective practical guidelines for educators, EdTech developers, and policymakers to drive a more inclusive and dynamic digital transformation.
Copyright (c) 2025 Norshah Rozaifah Mohamad, Mohd Jasmy Abd Rahman (Author) https://creativecommons.org/licenses/by/4.0/
A Conceptual Framework Of Artificial Intelligence And The Metaverse In Future Education
The rapid development of the Fourth Industrial Revolution (IR 4.0) and Web3 has catalyzed digital transformation in the education sector through the convergence of Artificial Intelligence (AI) and the metaverse. However, most existing initiatives remain isolated and passive, lacking adaptive learning capabilities. These initiatives also face cross-platform interoperability constraints, cybersickness, gaps in educator readiness, and ethical concerns regarding biometric data privacy. In view of this, this study was conducted with the objective of constructing an integrated conceptual framework, Edu-AIMeta, that links technological dimensions with learning theories, critically analyzing implementation challenges, and proposing sustainable cyber-governance strategies. To achieve these goals, this study employs a conceptual-integrated literature review design by critically analyzing and synthesizing theoretical perspectives from 22 articles published between 2022 and 2026 across the Scopus and Web of Science (WoS) databases. The research findings outline three primary dimensions of integration success: the AI cognitive engine, the spatial metaverse environment, and user adoption and competence, particularly among Generation Z students and educators. Moving forward, this paper recommends the development of an inclusive meta-governance framework through the implementation of open-source standards, the formulation of ethical guidelines for biometric data protection, and the provision of structured immersive pedagogical training programs to ensure an equitable, secure, and sustainable future educational ecosystem.
Copyright (c) 2025 MOHD FADZLI BIN ISHAK, Mohd Jasmy Abd Rahman (Author) https://creativecommons.org/licenses/by/4.0/
GEMA-ADHD: The Potential of Gemini in Designing Edutainment Materials for Students with ADHD
This concept paper presents the GEMA-ADHD Framework (Gemini–Edutainment–Multimodal–Adaptive for ADHD), a conceptual framework that explains the potential of Google DeepMind’s Gemini generative artificial intelligence model to support special education teachers in designing appropriate edutainment materials for students with special educational needs (SEN) who have Attention-Deficit/Hyperactivity Disorder (ADHD). Students in this category experience various cognitive, emotional, and behavioural challenges that may hinder their active engagement in conventional learning environments. The framework integrates four main components: Universal Design for Learning as the foundation for accessibility and flexibility; Cognitive Load Theory as a guide for managing stimuli and information processing; Self-Determination Theory as the basis for motivation; and Gemini’s multimodal capabilities as a content-generation support tool. Specifically, this paper describes several practical applications of Gemini, including the development of Differentiated Learning Daily Lesson Plans, the preparation of Individualised Education Plans incorporating edutainment-based interventions, the generation of social stories using Gems Storybook, the design of visual materials and educational game applications through Gemini Canvas, the production of various teaching and learning materials through NotebookLM integration, and the development of assessment materials such as quizzes and edutainment-based assignments. Practical implications and directions for future research are also discussed.
Copyright (c) 2025 Siti Ainulmursyida Shamsudin, Mohd Jasmy Abd Rahman (Author) https://creativecommons.org/licenses/by/4.0/
Exploring the Impact of the Benue Herder-Farmer Crisis on Basic Mathematics Education: Parents’ and Teachers’ Experiences
The Benue herders-farmers crisis is an enduring conflict primarily between nomadic Fulani herders and indigenous farming communities over access to land and water resources. Rising competition, environmental pressures, and inadequate conflict resolution mechanisms have intensified violence, resulting in displacement, loss of lives, and property destruction. This crisis has significantly disrupted livelihoods, social cohesion, and access to essential services, particularly education. Existing research on the crisis has largely focused on socio-economic indicators, often overlooking the direct impact on education. The scale and complexity of the crisis demand a more holistic research approach to understand its effects on school enrollment and the lived experiences of displaced parents, pupils, and teachers. This study employed document analysis and phenomenology within a qualitative research framework, guided by an interpretivist approach and post-positivist philosophy, to examine the experiences of internally displaced parents and public primary school teachers regarding school closures caused by the ongoing herders-farmers conflict in Benue State, Nigeria. Using thematic analysis to interpret interview transcripts and documents, five major themes emerged: psychological trauma, economic hardship, social upheaval, educational delay, and health challenges. These themes highlight the critical ways the crisis has affected basic mathematics education in the region. The study offers recommendations for targeted interventions and psychosocial support for affected pupils, teachers, and parents, particularly addressing issues such as forced early marriage and child labor. By combining document analysis with phenomenology, this research uncovers dimensions often overlooked in recent studies on the Benue herders-farmers crisis. The firsthand accounts of public primary school teachers and parents provide nuanced insights that should not be generalized or overlooked in scholarly discussion.
Copyright (c) 2025 Dr. Joshua Abah ABAH, Dr Terungwa James Age, Ms. Dorathy Ngozi Nonyelum, Prof. Masilo France Machaba, Dr. Taurayi Willard Chinaka (Author) https://creativecommons.org/licenses/by/4.0/
The Influence of Socio-Educational Participation Towards Educational Well-being among Secondary School Children in Sri Lanka
This study investigates the influence of socio-educational participation on the educational well-being of secondary school students in Sri Lanka. Student well-being, encompassing academic, social, and emotional dimensions, is crucial for success. However, the relationship between socio-educational participation, including parental involvement and student engagement in classroom and extracurricular activities, and student well-being in Sri Lanka remains under-explored. A quantitative approach was employed, surveying 1,350 students across diverse regions of Sri Lanka using a structured questionnaire. Descriptive statistics, Inferential statistics, specifically multiple regression analysis, were employed to explore the predictive relationship between socio-educational participation and educational well-being. The findings reveal that student participation in lesson activities is the most significant factor associated to educational well-being (34.9%) of the variance (ΔR² = 0.349), followed by parental involvement (6.1%) of the variance (ΔR² = 0.061), and participation in school activities (0.2%) (ΔR² = 0.002). These results demonstrate that active socio-educational participation, particularly student engagement in lessons, plays a vital role in enhancing student access to resources, skill development, and overall well-being. The study concludes that targeted educational policies and practices should prioritise fostering both parental involvement and, most importantly, student engagement to improve educational outcomes and well-being within the Sri Lankan context.
Copyright (c) 2025 Careemdeen Jalal Deen (Author) https://creativecommons.org/licenses/by/4.0/
A Longitudinal Qualitative Study of International Students’ Motivation to Study in China
This study identified international students’ motivation profiles to study in China, focusing on how their motivation develops over time. Although China has become a major destination for international students, existing studies have paid limited attention to how their motivation changes longitudinally, particularly through a qualitative approach. Addressing this gap, the study contributes to research on international students’ motivation and mobility by exploring their motivation profiles. A longitudinal qualitative design tracked 20 master’s students and one PhD student at a university in Northeast China. Data were collected across two waves of semi-structured interviews, conducted six months apart, following a theory-guided qualitative approach. The data were analysed using grounded theory coding procedures in NVivo 15. Findings revealed four dynamic and multidimensional motivation profiles: intrinsic motivation, identified regulation, introjected regulation, and external regulation. International students’ motivation moved from external motives, expectations, and curiosity towards internalised personal and academic goals, reinforced by intercultural competence, coping strategies, and environmental adaptation. However, language barriers, academic pressure, environmental conditions, and culture shock continued to shape their day-to-day experiences. The study highlights the need for stronger language support, academic guidance, social integration, and policy interventions to improve international students’ adaptation in China.
Copyright (c) 2025 Mussa Awadhi Mussa, Chun Cao (Author) https://creativecommons.org/licenses/by/4.0/
Exploring institutional capacity building and training initiatives for curriculum responsiveness in Tanzanian universities. A qualitative inquiry
This study explored the capacity-building and training initiatives for responsive curriculum development in Tanzanian universities. This is because, although there has been a growing scholarly focus on curriculum responsiveness, little research has explored how institutional capacity-building and training initiatives facilitate responsive curriculum development, especially in resource-limited university environments. Guided by Institutional Theory and Communities of Practice Theory, the study used a qualitative descriptive design and conducted in-depth interviews with 19 participants, including four quality assurance directors, four department heads, and eleven academic staff from two public and two private universities. Following the three-stage analysis model by Ary, Jacobs, Sorensen, and Razavieh, the study revealed three themes: training on curriculum development; variation and access to training; and the focus of training content. Generally, capacity-building efforts were unstructured, top-down, and inconsistently delivered, with minimal follow-up or peer learning. The study shows that coercive isomorphism pressure is associated with formal compliance without the capacity to deliver, and the lack of active Communities of Practice hinders the reflection of training in actual curriculum practices. The study extends global literature on curriculum implementation in developing countries by conceptualising capacity building as influenced by institutional pressures and social learning frameworks, rather than solely by personal skill deficits. The study recommends engaging curriculum developers more extensively throughout the entire process and exploring expert-led training options and sustained capacity-building models. It also highlights the importance of increasing both the frequency and flexibility of training sessions. Additionally, the findings offer valuable insights for higher education institutions in comparable resource-limited contexts seeking to enhance curriculum responsiveness.
Copyright (c) 2025 Ibrahim Mtweve, Dr. Ignasia Mligo (Author) https://creativecommons.org/licenses/by/4.0/
Digital Divide and Educational Inequality in Asia: A Cross-Country Secondary Data Analysis of Connectivity, Access, and Student Achievement
The increasing reliance on digital technologies in education has intensified concerns regarding unequal access to digital resources across countries, particularly in developing regions. While digital connectivity has the potential to enhance learning opportunities, disparities in internet access and technological infrastructure may contribute to unequal educational outcomes. This study examines the relationship between the digital divide and educational inequality in Asia through a cross-country secondary data analysis of connectivity, access, and student achievement. Using publicly available datasets from the World Bank, the Organisation for Economic Co-operation and Development (OECD), and the International Telecommunication Union (ITU), the study analyzes key indicators of internet access, digital infrastructure, student achievement, and educational inequality across selected Asian countries. Descriptive statistics, correlation analysis, and multiple regression models were employed to examine structural associations among variables. The results indicate that internet access is positively associated with student achievement and negatively associated with educational inequality. Digital infrastructure also demonstrates positive associations with educational performance and lower levels of inequality. In contrast, rural population is negatively associated with student achievement and positively associated with educational inequality. Overall, the findings highlight the importance of digital connectivity and technological capacity in shaping both the quality and equity dimensions of education systems across diverse national contexts.
Copyright (c) 2025 Mhel Cedric D. Bendo, Dr. Domar C. Alviar (Author) https://creativecommons.org/licenses/by/4.0/
Instructional Challenges in Teaching English Reading Comprehension in Tanzanian Public Primary Schools
This study explored the status of teaching and learning English reading comprehension skills in public primary schools in Tanzania, focusing on instructional approaches, teachers’ preparedness, and assessment practices. A mixed-methods case study design was employed. Data were collected from ten public primary schools in Morogoro Municipality. Participants included 10 English subject teachers who participated in semi-structured interviews, a cohort of 1,324 Standard Six pupils who completed reading comprehension tests, and a subset of 100 pupils who participated in focus group discussions (10 pupils per school). Qualitative data were analysed thematically following Braun and Clarke's six-phase process, while test scores were analysed using descriptive statistics (means, standard deviations) via SPSS version 25. Pupils demonstrated low reading comprehension ability, with mean test scores ranging from 3.56 to 4.15 out of 10 across all ten schools. No school achieved a mean score above 4.15, indicating consistently poor performance. Qualitative findings revealed three major thematic challenges: (1) persistent use of teacher-centred, passive instructional approaches with minimal pupil interaction; (2) limited teachers’ pedagogical preparedness and lack of regular in-service professional development opportunities; and (3) significant difficulties among teachers in designing and implementing effective reading comprehension assessments. Current instructional practices are insufficient for developing foundational reading comprehension skills among Tanzanian public primary pupils. Regular school-based in-service training focused on learner-centred strategies and authentic assessment design is urgently needed. The study contributes empirical evidence from a previously under-researched region to the growing literature on reading instruction in East African public primary schools.
Copyright (c) 2025 Ms. Alpha Kavishe, Dr. Kulwa Matalu, Dr. Andwele Mwakasege (Author) https://creativecommons.org/licenses/by/4.0/
Reading Internship Evaluations Across Liberal Arts Programs: A Comparative Qualitative Case Study
Internships have become a central feature of undergraduate education, yet the evaluative documents produced at their close remain under-examined as data in their own right. This qualitative comparative case study analyses the site supervisor narratives written on internship evaluation forms across three liberal arts degree programs at a single Philippine higher education institution: the Bachelor of Science in Psychology (BSP), the Bachelor of Arts in Political Science (ABPOLSCI), and the Bachelor of Arts in Communication (BACOMM). The unit of analysis is the individual supervisor narrative entry, a single free-text evaluative comment written by one site supervisor about one intern. A total of 230 narrative entries (BSP, n = 100; ABPOLSCI, n = 70; BACOMM, n = 60), extracted from completed internship evaluation forms across five academic years, were analysed using reflexive thematic analysis within and across cases to examine what supervisors foreground when they write about emerging practitioners. Findings reveal a thin shared vocabulary of generic employability themes, such as work ethic, willingness to learn, team collaboration, and communication, beneath which three distinct evaluative registers operate: an ethical–dispositional register in BSP, an institutional–trajectorial register in ABPOLSCI, and a creative–portfolio register in BACOMM. Extending Shulman’s concept of signature pedagogies, the study proposes that professions possess signature assessments: discipline-specific evaluative genres through which fields articulate competent practice. The findings caution against standardized evaluation templates and support discipline-sensitive designs that preserve narrative specificity while identifying legitimate bases for cross-program comparability.
Copyright (c) 2025 Natalia Nizel S. Briñas, Jeconiah Dreisbach (Author) https://creativecommons.org/licenses/by/4.0/
Improving High School Students’ Alignment of Qualitative Research Questions, Designs, and Data Sources Through a Feedback-Rich Web-Based Intervention
Students who are new to qualitative research often learn the labels of common designs without yet being able to align a research question with an appropriate qualitative approach and a suitable source of information. This classroom intervention study examined whether a feedback-rich web-based tool could improve that alignment skill in an introductory Grade 11 qualitative research course. The intervention was implemented with one intact class in a Philippine public secondary school using a one-group pretest-posttest design. Across both administrations, 54 response files were generated. Because the tool used student-created participant codes rather than named accounts, only records with complete and matchable pretest-posttest codes were retained for the primary analysis, resulting in 26 complete paired cases. The primary outcome was overall alignment score on parallel 10-item forms, each requiring students to select both a qualitative design and a source of information. Mean overall score increased from 7.62 to 12.85 out of 20, for a mean gain of 5.23 points (95% CI [2.96, 7.50], p < .001, d = 1.123). Twenty-three of 26 students improved, one remained unchanged, and two declined. Supporting analyses showed gains in both design selection (3.88 to 6.50 out of 10) and source selection (3.73 to 6.12 out of 10). Brief post-intervention interviews with eight students suggested that improvement was associated with a shift from guess-based responding to cue-based reasoning supported by immediate explanatory feedback. The findings suggest that a lightweight, feedback-rich digital practice environment may support short-term gains in methodological alignment in introductory qualitative research instruction. However, the results should be interpreted cautiously because the study used a single-group, single-class design, an immediate posttest, and a reduced matched analytic sample.
Copyright (c) 2025 Samuel John Parreño, Joe Faith Bernardino (Author) https://creativecommons.org/licenses/by/4.0/
Learning Management Systems and Self-Regulated Learning Among Postgraduate Teacher-Students in Open and Distance Learning in the Sri Lankan Context
Learning Management Systems (LMS) have become vital tools in open and distance learning (ODL), playing a central role in supporting teaching and learning. However, their contribution to promoting self-regulated learning (SRL) among postgraduate teacher-students remains insufficiently examined in multilingual contexts. This study investigated LMS-supported SRL among postgraduate teacher-students enrolled in a Postgraduate Diploma in Education programme at a leading ODL university in Sri Lanka. Using a quantitative survey design, data were collected from 344 teacher-students selected through stratified sampling from a population of 2,849 teacher-students enrolled across the regional and study centres of the University. A structured questionnaire measuring seven SRL components; goal setting, environment structuring, task strategies, time management, help-seeking, self-evaluation, and motivation, was administered. Findings revealed moderate to high levels of LMS-supported SRL. Environment structuring and motivation received the highest ratings, while help-seeking and time management emerged as weaker areas. Multivariate analysis demonstrated that medium of instruction and registered centre significantly influenced multiple SRL components. Medium of instruction most strongly affected motivation and task strategies, whereas registered centre had the greatest influence on environment structuring and help-seeking. Gender and age showed no statistically significant differences. Assignments, lessons, and quizzes were the most widely available and pedagogically impactful LMS features. Students highlighted challenges including expired content links, inadequate bilingual support, poor content organisation, and connectivity limitations as barriers to SRL engagement. These findings underscore the need for linguistically responsive and pedagogically purposeful LMS design. The study offers actionable recommendations to enhance LMS effectiveness in supporting diverse postgraduate teacher-students across multilingual settings.
Copyright (c) 2025 Nawastheen Fareed Mohamed, N.G.L.S.J. Liyanage , K.S.P. Sisindra, W.M.A.P.S. Fernando, K.A.D. Sandamali (Author) https://creativecommons.org/licenses/by/4.0/
A Systematic Review of Music Education, Acoustics, and STEAM Integration in South African Primary and Lower Secondary Schools
This systematic review investigates the integration of music education with science, technology, engineering, arts, and mathematics (STEAM) in South African basic schools. The study explores how music instruction can enhance scientific and technological literacy, particularly through acoustics concepts and ICT-enabled digital tools. Peer-reviewed journal articles, policy documents, and case studies published between 2000 and 2025 were systematically analysed following established review guidelines, with 19 studies meeting the inclusion criteria. The findings reveal that although music is formally embedded within the national curriculum, its interdisciplinary potential for STEAM integration remains underutilised. Key challenges include limited teacher professional development, inadequate ICT infrastructure, curriculum constraints, and insufficient emphasis on scientific principles such as sound waves, frequency, resonance, and vibration. However, innovative practices including digital composition software, virtual acoustics simulations, music-mathematics integration activities, and collaborative cross-disciplinary projects demonstrate positive effects on learner engagement, conceptual understanding, creativity, and problem-solving skills. The review further indicates that structured integration of digital music skills can support inclusive participation and foster critical thinking across artistic and scientific domains. The study concludes that embedding scientific and technological concepts within music education can contribute significantly to holistic learner development and interdisciplinary competence. These findings have implications for curriculum design, teacher training programmes, resource allocation, and education policy, supporting the advancement of contextually responsive STEAM education in South African primary and lower secondary schools.
Copyright (c) 2025 Sakhiseni Joseph Yende (Author) https://creativecommons.org/licenses/by/4.0/
How Grade 11 Students Match Audio to Function Graphs: Distractor Patterns and Error Pathways
Multiple-choice responses can reveal which graph features guide students’ choices, not only whether an answer is correct. This study examined distractor patterns and pretest-to-posttest error pathways in audio-to-graph matching among 194 Grade 11 students from seven classes in a Philippine public secondary school. Parallel nine-item forms used level-coded audio, in which pitch tracked graph value, and rate-coded audio, in which pitch tracked local change. Responses were classified by correctness, graph family, mapping mismatch, and mathematical error category. Mean scores increased from 2.12 (SD = 1.32) to 3.64 (SD = 1.72) out of 9, W = 1972, p < .001, r = .601. Level-coded tasks showed marked movement from rate-coded lures to correct responses. Rate-coded tasks retained broader patterns of graph-level fallback, constant-versus-changing-rate confusion, concavity confusion, and nonlinear-rate confusion. Across 1,746 paired item attempts, 31.0% moved from incorrect to correct and 28.8% shifted between different incorrect categories. The study contributes a diagnostic pathway approach that identifies which distinctions in graph level, slope, concavity, and changing rate stabilized after instruction and which remained unsettled.
Copyright (c) 2025 Samuel John Parreño, Alleander Kate Gicale (Author) https://creativecommons.org/licenses/by/4.0/
Exploring Intervention Strategies for Effective Integration of Indigenous Games in Teaching Market Structures in Economics Class in Thabo-Mofutsanyane Education District, Free State, South Africa
The teaching of market structures is often hindered by learners’ difficulty in understanding abstract concepts, and while indigenous games offer a culturally relevant, experiential approach, their classroom use remains inconsistent. This study addresses this gap by exploring context-specific intervention strategies for effectively integrating indigenous games in rural Economics classrooms. Guided by the interpretivist paradigm and a qualitative case study design, data were generated through semi-structured interviews with six purposively selected Economics teachers from three rural schools in the Thabo-Mofutsanyane Education District. Thematic analysis was employed to analyse participants’ narratives. The findings revealed that although teachers value indigenous games such as Morabaraba, Kgati, and Diketo for promoting learner engagement and contextual understanding, their implementation is constrained by systemic challenges. Two key intervention needs emerged: the development of structured teaching guidelines and the provision of targeted professional development. Teachers highlighted the absence of curriculum-aligned frameworks, lesson exemplars, and assessment tools, resulting in fragmented pedagogical practices. Additionally, limited training restricted their ability to translate gameplay into structured economic instruction. The study concludes that institutionalising indigenous game-based pedagogy requires curriculum integration, policy recognition, and sustained teacher capacity-building initiatives. This study contributes to existing literature by moving beyond descriptive accounts of indigenous games to provide empirically grounded, context-specific intervention strategies for their structured integration in rural Economics classrooms.
Copyright (c) 2025 Habasisa Molise, Moketla Mamabolo, Ngoako Modiba (Author) https://creativecommons.org/licenses/by/4.0/
Reframing Engineering Education for the Age of AI-Integrated Digital Twins: A Conceptual Framework for Practice-Oriented Learning
The growing intersection of artificial intelligence (AI) and digital twins (DTs) is transforming the design, operation, and management of engineering infrastructure by enabling data-driven modelling, monitoring, prediction, and decision-making, while integrating engineering processes that have traditionally operated in isolation. However, engineering education has not evolved in parallel with these rapid technological advances, often treating AI and DTs as individual tools rather than inputting them within pedagogical models that promote systems thinking and real-world engineering practice. This gap has created a significant disconnect between conventional engineering education and the evolving competencies required by modern industry. This study proposes a conceptual framework for reframing engineering education through AI-integrated DTs as engineering learning platforms rather than instructional technologies alone. The framework was developed through a structured conceptual synthesis of recent literature, examining the limitations of existing educational approaches and identifying opportunities to strengthen systems thinking, uncertainty management, decision-making, and ethical reasoning within engineering curricula. Based on this synthesis, the proposed framework positions DTs as educational infrastructure that supports continuous student engagement with realistic engineering scenarios. Also, it facilitates practice-oriented learning and strengthens the combination of academic learning with engineering practice and industrial applications. The study contributes a structured theoretical framework to guide curriculum transformation and provides practical implementation pathways for integrating AI-enabled DTs into future engineering education.
Copyright (c) 2025 Abiola Ayopo Abiodun (Author) https://creativecommons.org/licenses/by/4.0/
Learning Analytics for Predicting Student Performance in Online Learning Environments
The fast‑growing numbers of the online learning space have led to the storage of huge amounts of student interaction data in Learning Management Systems (LMS). However, educational institutions often lack systematic systems to use such data to help identify students who are at risk of future academic failure. This paper fills this gap by building and testing predictive models to predict academic performance of students through learning analytics. Using a quantitative research design, we studied the interaction logs, assessment data, and recorded engagement of 384 university students taking a semester‑long online course through Moodle. The most essential behavioral variables, such as the number of logins, the timeliness of assignment submissions, discussion forum activity, and video lecture viewing, were extracted and were used to train and compare various machine learning models, namely, Logistic Regression, Decision Tree [added: now includes Decision Tree as in results], Random Forest, and Support Vector Machine. Accuracy, precision, recall, F1‑score, and ROC‑AUC were used to measure model performance. Findings indicate that the highest predictive accuracy was achieved by Random Forest (87.0%), with an ROC‑AUC of 0.91, and the assignment submission pattern and regular login frequency were the most potent predictors of ultimate academic achievement. These findings highlight the possibility of learning analytics to support early warning systems based on data, enabling timely pedagogical interventions. This paper contributes to the literature on educational data mining through empirical evidence of the relationships between behavioral indicators derived from conventional LMS logs and their strong predictive abilities for student results, providing practical implications for instructors, instructional designers, and institutional policymakers seeking to enhance student learning and tailor support in online learning settings.
Copyright (c) 2025 Sayed Mahbub Hasan Amiri (Author) https://creativecommons.org/licenses/by/4.0/
From Classroom to Microlearning: Comparing Learner Perceptions of Traditional and Innovative Approaches in Lifelong and Adult Education in Tanzania
Access to quality adult education remains a significant challenge in many developing countries due to low technology adoption, inadequate teaching materials, and adult family responsibilities. Traditional educational models often fail to address the diverse needs of learners, highlighting the need to adopt innovative approaches. This study examined challenges of traditional classroom learning, compared learners’ perceptions of its effectiveness to blended and microlearning, and assessed differences in perceived effectiveness among the approaches. Using quantitative survey design combining both descriptive and analytic components, a total of 227 graduate and ongoing adult learners were studied. Data were analyzed using means, frequencies, thematic analysis, the Relative Importance Index (RII), and one-way ANOVA. Time constraints and lack of flexibility (RII= 0.86) was the most significant challenge of traditional face-to-face learning. Mean scores indicated that blended learning and microlearning were perceived as more effective than traditional learning. Furthermore, ANOVA results demonstrated that blended learning and microlearning were associated with significantly higher effectiveness scores compared to traditional face-to-face learning. Based on the findings, this study offers practical insights in improving accessibility, engagement, and learning effectiveness among adult learners.
Copyright (c) 2025 Mustapha Almasi (Author) https://creativecommons.org/licenses/by/4.0/
Digital Inequality and Social Stratification in Contemporary Societies: A Hybrid Systematic Literature Review and Bibliometric Analysis
This study integrates a Systematic Literature Review (SLR) and bibliometric analysis to examine global research on digital inequality within the broader context of social stratification. Data were retrieved from the Scopus database on 14 February 2026, initially identifying 408 publications between 2001 and 2026. Following a rigorous screening process based on the PRISMA 2020 guidelines, 225 peer-reviewed journal articles were selected for final analysis. Bibliometric mapping and visualization were conducted using VOSviewer to identify publication trends, thematic clusters, and intellectual structures. The findings indicate substantial growth in scholarship over time, with research heavily concentrated in Western nations, particularly the United States and the United Kingdom. The dominant thematic domains include digital access and skills, social and economic inequality, educational stratification, and digital inclusion. Collectively, these themes demonstrate that digital inequality is a multidimensional, structural condition that actively reproduces unequal life chances across social groups rather than a mere technological gap. Based on these insights, this study proposes an integrative conceptual model structured across input (socio-structural conditions and digital resources), process (differentiated digital engagement), and output (stratified social, economic, and civic outcomes) dimensions. This framework extends existing literature by positioning digital exclusion as a core mechanism of contemporary social reproduction. Overall, this study provides a comprehensive mapping of global publication patterns and intellectual directions in the field. The findings highlight the need for future research to expand data sources beyond a single database and incorporate diverse regional, non-Western contexts to foster a more inclusive and globally representative understanding of digital stratification.
Copyright (c) 2025 Mahmuda Aulia, Khairul Musrizal (Author) https://creativecommons.org/licenses/by/4.0/
Learning Challenges in Secondary Private High Schools in Bangladesh: From Business Studies Students’ Perspective
Secondary business education is an essential stream in the general education system of Bangladesh. Quality education is often hampered by the learning challenges faced by learners worldwide, especially in the area of business studies at the secondary level. Business learners are comparatively deprived of different learning opportunities and facilities. Although Education Policy 2010 and the National Curriculum 2012 emphasize on quality of learning for secondary business education students. The purpose of this study is to explore the fundamental learning challenges faced by secondary business studies students in private high schools in Bangladesh, including differences between urban and rural students. The study examines the difficulties students encounter while studying business studies in the secondary private high schools. This research applies both quantitative and qualitative methods, where five rural and five urban private high schools of Chattogram district were selected purposively, and ten students in grades 9 and 10 were chosen from each school randomly for collecting data. Therefore, 100 participants were the sample of this investigation. A survey questionnaire and semi-structured interviews were utilized as tools in collecting data. The key findings indicate that some challenges faced by business students are curriculum-related issues, teacher competence and teaching method, insufficient access to resources, infrastructural facilities, rural-urban disparities, teaching-learning environment, socio-economic and communication barriers. The results reveal that this study will contribute to teachers, educators, policy makers, educational leaders, and the government to address the challenges so that sustainable quality education can be ensured and suggest to improve the curriculum and teaching-learning activities.
Copyright (c) 2025 Md. Kabir Hossain (Author) https://creativecommons.org/licenses/by/4.0/
Exploring the effects of Artificial Intelligence on Student Learning and Instruction in Educational Training Providers (ETPS) in Botswana
The integration of Artificial Intelligence (AI) in higher education has gained global attention; however, its application in Botswana’s Educational Training Providers (ETPs) remains underexplored. This study investigates the effects of AI, particularly ChatGPT, on student learning and instructional practices. A PRISMA-guided systematic literature review was employed, using Boolean operators to retrieve 53 articles from Google Scholar, from which a sample of 9 highly relevant studies was selected for detailed analysis. Findings reveal that AI enhances personalised learning, improves instructional efficiency, supports research skills, and increases student engagement. However, challenges such as academic integrity risks, cognitive dependency, data privacy concerns, and infrastructural limitations persist. The study concludes that AI presents both opportunities and risks for Botswana’s higher education sector. It recommends the development of ethical frameworks, investment in digital infrastructure, and capacity building to ensure effective and responsible AI integration aligned with evolving educational demands.
Copyright (c) 2025 Tapiwa Oliver Nyamutswa, David Mhlanga, Emmanuel Ndhlovu (Author) https://creativecommons.org/licenses/by/4.0/
Integrating Arts into STEM: A Systematic Review of STEAM Education Practices in Southeast Asia
STEAM (Science, Technology, Engineering, Arts, and Mathematics) education has gained increasing attention as an interdisciplinary approach for developing creativity, critical thinking, collaboration, and problem-solving skills essential for the 21st century. Despite its growing adoption across Southeast Asia, evidence regarding implementation practices, challenges, and future directions remains fragmented. This study aims to systematically review STEAM education practices in five Southeast Asian countries, namely Malaysia, Indonesia, Thailand, Vietnam, and the Philippines. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, 49 studies published between 2016 and 2025 were retrieved from Scopus and Web of Science databases and analyzed using thematic synthesis. The findings indicate that project-based learning, technology integration, culturally responsive pedagogy, and sustainability-oriented approaches are the predominant practices implemented across the region. However, several barriers continue to hinder effective implementation, including inadequate teacher readiness, limited infrastructure and resources, policy inconsistencies, and challenges in assessing higher-order skills. The review further identifies opportunities to strengthen STEAM education through sustained professional development, pedagogically driven technology adoption, localized curriculum design, improved assessment frameworks, and stronger policy and leadership support. This study contributes to a comprehensive understanding of the current landscape of STEAM education in Southeast Asia and provides evidence-based recommendations to support future educational practices, policymaking, and research in the region.
Copyright (c) 2025 Krisantini Vinayagan, Nina Diana Nawi, Nor Farahwahidah Abdul Rahman (Author) https://creativecommons.org/licenses/by/4.0/
From Pedagogy to Heutagogy: Leveraging Double-Loop Learning to Foster Metacognition in Secondary Social Science Education in Bangladesh
Double loop learning and heutagogy have an impact on students' critical thinking and self-assessment. There are three methods of learning: heutagogy, andragogy, and pedagogy. Heutagogy goes in the opposite direction and finds answers to questions like why to solve this problem, whereas students currently only find answers to questions like how to solve this problem due to the completion of learning through pedagogical methods. So, learning starts by asking students why they will solve a topic before studying it, and if the teacher teaches a topic in the classroom, the student can begin learning through their own thinking and evaluation. At this stage, the student's metacognition is triggered, allowing him to critically assess the subject and learning strategy, guaranteeing double loop learning. The 2012 Curriculum Framework, an objective-based curriculum, is used to guide students' learning in Bangladesh's present educational system. By motivating students to memorize particular concepts using Bloom's Taxonomy, their learning was completed. Students are consequently unable to improve their own abilities in self-evaluation. Students are not able to become proficient in this subject even when pedagogical approaches are used to teach them how to overcome problems during the learning process. In the context of social science education, this study investigates how to broaden the heuristic learning path by implementing double loop learning and metacognition in the classroom.
Copyright (c) 2025 Arpa Barua (Author) https://creativecommons.org/licenses/by/4.0/
Attention Fragmentation in Digital Learning Environments: Micro-Procrastination, Cognitive Load, and Deep Work Across Educational Levels
Maintaining sustained attention has become increasingly challenging in digitally saturated learning environments, where frequent notifications and habitual task switching are normalized. Although digital distraction has been widely examined, limited research has focused on digital micro-procrastination—brief, repetitive digital interruptions—and its cognitive consequences across educational levels. This study examined the relationships among Digital Micro-Procrastination (DMP), Perceived Cognitive Load (PCL), and Deep Work (DW) among junior high school, senior high school, and college students. Using a quantitative descriptive-comparative design, survey data were collected from 45 students equally distributed across three academic levels. All measures demonstrated acceptable internal consistency following reliability refinement. Data were analyzed using descriptive statistics, Spearman’s rank-order correlation, and Kruskal–Wallis tests. Results revealed a significant positive association between digital micro-procrastination and perceived cognitive load, indicating that frequent short digital interruptions are linked to heightened mental strain and attention fragmentation. Significant cross-level differences were observed, with college students reporting the highest levels of digital micro-procrastination and cognitive load. Findings related to deep work suggest a more nuanced relationship, wherein sustained focus may coexist with elevated cognitive effort rather than reduced task demands. Overall, the study underscores the cognitive implications of everyday digital practices and highlights the need for instructional and self-regulatory strategies that mitigate attention fragmentation in contemporary educational contexts.
Copyright (c) 2025 Mhel Cedric D. Bendo (Author) https://creativecommons.org/licenses/by/4.0/
Kahoot and the Classroom: Exploring Faculty Beliefs, Practices, and Active Learning
This study analyzed survey data from 48 higher education faculty members at a public university in the south-central United States to examine the relationship between Kahoot usage, active learning beliefs, and teaching practices. Grounded in Technology Acceptance Model and the scholarship of teaching and learning, the study used a modified version of the 2023 Teaching Practices Survey and items adapted from prior Kahoot research to explore differences in pedagogical beliefs, course structure, and student engagement strategies between Kahoot users and non-users. Independent samples t-tests and Pearson correlations assessed group differences and associations across 3 domains: teaching practices, course structure, and instructional beliefs. Kahoot users were significantly more likely to endorse active learning as effective (g .79), structure courses around group work (g .89), and discuss well-being topics in class (g= .68). Composite analyses revealed a significant difference in instructional beliefs between users and non-users (d = .71), but not in overall teaching practices or course structure. A moderate positive correlation was found between belief in active learning and Kahoot adoption (r = .42, p < .05). These findings suggest that technology adoption is more closely aligned with underlying pedagogical beliefs than with broad structural changes in course design, contributing to research on instructional technology and evidence-based teaching.
Copyright (c) 2025 Kathryn Weinland, Jennifer Glenn, Courtney Abernathy, Jennifer Fisher (Author) https://creativecommons.org/licenses/by/4.0/
Arabic Langguage Teacher’s Skill Level in The Preparation and Use of Teaching Aids in Sekolah Integrasi Rendah Agama JAWI
Current educational transformation encourages and demands educators to extensively integrate digital technology during classroom teaching. However, the application skills of digital Teaching Aids (BBM) among Arabic language teachers are still found to be suboptimal compared to the use of conventional teaching aids. Therefore, this study aims to analyze the level skills of teachers in the preparation and using Teaching Aids (BBM) in learning and facilitatiom (PdPc) for the Arabic language subject at Sekolah Integrasi Rendah Agama Jawi (JAWI). In this study, the researcher focuses on analyzing the level of teacher’s skills in the preparation and use of BBM in PdPc for the Arabic language subject at SIRAJ. This study is a survey study involving 53 teachers was teach Arabic language from 5 SIRAJ school.The study instrument was developed by the researcher. The data was analyzed using IBM Statistical Package for the Social Sciences (SPSS) version 30.0 and reported in the form of descriptive statistics that are frequency, percentage and mean. The main result of this study found that the level of teacher’s skills related to BBM is at High level with a mean value reading M=3.95. The overall study shows that the level of teacher’s skills related to BBM in teaching the Arabic language subject is at a high level.
Copyright (c) 2025 Nina Nazliana Zolkapli, Siti Suhaila Ihwani Ihwani, Abdul Basit Abdur Rahim Nasution (Author) https://creativecommons.org/licenses/by/4.0/
Mobile Game Addiction and Academic Achievement among Senior High School Students: A Convergent Mixed-Methods Study in a Philippine Public School
This study employed a Convergent Mixed-Methods Design to examine how mobile gaming influences students’ behaviour, study habits, physical well-being, and academic obligations within a senior high school educational context. The quantitative component involved 58 Grade 11 students from Section X in the Philippines who answered a 10-item Likert-scale survey assessing gaming habits, academic distractions, sleep problems, physical symptoms, and coping strategies. Data were analyzed using weighted means, frequency distributions, and Pearson’s correlations. The qualitative component consisted of semi-structured interviews with ten purposively selected participants. The thematic analysis revealed three major themes: (1) gaming for enjoyment and escape, (2) physical discomfort and sleep loss, and (3) difficulty managing academic responsibilities alongside failed attempts at self-regulation. Findings indicated that greater gaming involvement was associated with reduced focus, sleep deprivation, decreased motivation, and neglect of academic tasks. Quantitative results revealed a moderate negative relationship between mobile game addiction and academic performance (r = −.52, p < .001). Qualitative narratives further explained how sleep loss, cognitive fatigue, and reinforcement-driven habits contributed to academic disengagement despite students’ awareness of negative consequences. The study highlights the importance of digital literacy programs, structured guidance interventions, and school-based strategies that promote responsible gaming habits and academic self-regulation among learners.