Teachers face situations that are difficult to solve, which affect their practices in the classroom. Teachers´ ability to face problematic situations been related to educators' adaptive and metacognitive capacity. This study aimed to contrast the recent literature on classroom problems with reports from Chilean teachers regarding what they mean today as critical situations in the classroom. The major problems with the highest prevalence were categorized based on a literature review. Subsequently, teachers from three educational levels (pre-school, primary and secondary) were asked to relate situations in which they had experienced a crisis in their profession. After a filtering based on the relevance and textual richness present, the stories (n=145) were subjected to a thematic analysis and contrasted with the categories obtained from the reviewed literature. The results show a low proportion of problems associated with learning management in the classroom and, on the other hand, a high proportion of behavioral problems in students focused on situations of aggression towards the teacher. These conclusions are discussed to reconsider the concept of "classroom problem situations" and, based on this, questioning the role of teacher training in the development of skills for the management of authentic problem situations.

This study focused on teachers' awareness of students' learning situations during distance learning. It took place at the Nueva Ecija University of Science and Technology (NEUST) - Gabaldon Campus during the academic year 2021-2022. The study employed descriptive-comparative and descriptive-correlational designs. The 249 students were selected using a stratified sampling technique, whereas the 25 teachers were selected using a purposive sampling technique. Findings revealed that teachers are aware of their students' situations. The students believe that they faced learning challenges during distance learning. There is a significant difference between male and female teachers in terms of student learning environment awareness, but no statistically significant difference in the teacher's awareness of the student's learning situation across age groups, service years, and academic rank. There is a significant difference in the learning anxiety of male and female students but not in the learning environment and blended learning readiness. The learning environment and readiness for blended learning do not differ significantly across age groups of students, but anxiety does. A statistically significant difference in student readiness in blended learning was observed based on students' courses but not on the learning environment or anxiety. There is no significant difference in students' learning situations based on family income or parental educational attainment. There was no significant difference in student achievement based on the teachers' level of awareness. Achievement is positively correlated with learning environment and readiness but negatively associated with anxiety. In addition, the study discussed its theoretical and practical implications.  

The influence of COVID-19 has caused a sudden change in learning patterns. Therefore, this research studied the learning achievement modified by online learning patterns affected by COVID-19 at Rajabhat Maha Sarakham University. This research has three objectives. The first objective is to study the cluster of learning outcomes affected by COVID-19 at Rajabhat Maha Sarakham University. The second objective is to develop a predictive model using machine learning and data mining technique for clustering learning outcomes affected by COVID-19. The third objective is to evaluate the predictive model for clustering learning outcomes affected by COVID-19 at Rajabhat Maha Sarakham University. Data collection comprised 139 students from two courses selected by purposive sampling from the Faculty of Information Technology at the Rajabhat Maha Sarakham University during the academic year 2020-2021. Research tools include student educational information, machine learning model development, and data mining-based model performance testing. The research findings revealed the strengths of using educational data mining techniques for developing student relationships, which can effectively manage quality teaching and learning in online patterns. The model developed in the research has a high level of accuracy. Accordingly, the application of machine learning technology obviously supports and promotes learner quality development.

This research analyzes the effects of restricting face-to-face classes during the lockdown and students' preparation for face-to-face instruction. During the academic year 2021-2022 break, it was conducted at Nueva Ecija University of Science and Technology (NEUST)-Gabaldon Campus's College of Education. This study employed a descriptive correlational and descriptive comparative research design. The 151 education students who participated in this study were chosen using a stratified sampling method. According to the study, students received satisfactory to very satisfactory grades during the lockdown. The study also showed that after the lockdown and after the Commission on Higher Education recommended face-to-face classes, the majority of respondents agree that they are academically, socio-emotionally, and physically prepared to go through a face-to-face mode of learning. The majority of them prefer face-to-face classes to any other form of distance learning. The general weighted average of a student is a predictor of academic readiness in face-to-face classes. In addition, students' general weighted averages have direct link to their socio-emotional readiness. Students' profiles, on the other hand, have no impact on their physical readiness. There is no significant difference in student preparation in face-to-face classes when students are grouped by gender, year and section, and civil status. There is no association between the student profile and their preferred mode of learning. The theoretical and practical ramifications of the research were also addressed.

This study aims to investigate the perceptions of Generation Z students about ideal learning after the pandemic in Indonesia. This research uses a qualitative design with a phenomenological approach. There were 30 students from 6 different campuses in Serang City, Banten, Indonesia, who used a purposive sampling technique as research participants. Data collection was carried out using semi-structured interviews, which were then analyzed using thematic analysis techniques. The findings of this study state that there are four main themes regarding ideal post-pandemic learning, namely: (a) learning that is not monotonous, (b) equal portions of theory and practice, (c) ideal learning managed by an ideal lecturer, and (d) the need for the application of blended learning. This research contributes to the current literature on designing ideal learning on campus after the COVID-19 pandemic.

Private universities in Indonesia need to urgently enhance the lecturers' organizational citizenship behavior (OCB), especially in overcoming a transition period of learning patterns after the COVID-19 pandemic from online to offline. Therefore, this research explores employability, personality, and talent management affect OCB and proves job involvement mediates employability, personality, and talent management influences OCB. It was conducted through a survey using a Likert scale questionnaire with 230 participants of lecturers from Indonesian private universities. Path analysis supplemented by descriptive and correlational analysis was used as a data analysis technique. The results showed that employability, personality, talent management, and job involvement significantly affect OCB. In addition, job involvement mediates employability, personality, talent management influences OCB. Therefore, a new empirical model regarding employability, personality, and talent management affect OCB with job involvement mediation was developed. Accordingly, researchers and practitioners can utilize for the model in their future activities.

As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.

The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The research approach used in this paper belongs to the qualitative paradigm. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas.Ti software was used to analyze the data. The program created three categories: andragogical heterotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.

Active learning (AL) techniques invite students to participate actively, either physically or mentally, in the learning process so that they can change their behavior efficiently to achieve great achievement. Still, there is insufficient knowledge concerning the dimensions of AL techniques for business subjects of secondary school students in Malaysia. Thus, the research’s goal is to assist in the determination of the instruments’ reliability to measure the AL techniques measurement scale for business subjects’ students using exploratory factor analysis (EFA) as well as reliability analysis. Moreover, this research conducted a self-administered survey among secondary school students who have taken business subjects as their elective subjects. From secondary schools in Negeri Sembilan, Malaysia, 123 respondents were randomly chosen for the sample. To measure the AL constructs, the study retained 30 items developed because no items have been omitted since the factor loading turned out higher than the 0.50 cut-off point and was used as a tool for data collection. Essentially, this research empirically validates the dimension which helps lead to AL techniques in business subjects that are improved, and the findings are particularly beneficial to secondary school students in Malaysia.

This descriptive phenomenological study looks into the lived experiences of teacher education college students on what it is like to learn math online during the COVID-19 pandemic. Due to the pandemic, online math learning may pose even more significant challenges. Hence, the researchers conducted the study to better understand and support the students in these challenging times. They interviewed 16 college student participants, who consented to participate in the study, to share their actual experiences - the challenges, struggles, and opportunities – in learning math online during the pandemic. The interview transcripts were analyzed following Colaizzi's method. Results revealed the following themes: (a) The hurdles: poor internet connection, unconducive learning space, difficulty in understanding the topics, financial problems, and health problems; (b) The upper hands: ease of access to varied resources, staying at home, and flexibility of the teaching and learning process; (c) The key takeaways: improved time management, self-discipline, resourcefulness, and growth mindset. The researchers recommend that the management of educational institutions consider the students' demographic data, financial level, available resources, and mental and emotional health while designing and implementing online programs. Further, future research may be conducted on the teachers' concerns that may influence students' online learning experiences with Math and other disciplines.

Many education and learning experts currently recommend the flipped classroom model as an alternative to learning after the COVID-19 pandemic. This study aims to explore the impact of the flipped classroom model on social skills and problem-solving skills for cadets. This research used a sequential mix method involving 50 maritime students in semester 7 of the Engineering Study Program at the Maritime Sciences Polytechnic Makassar, South Sulawesi, Indonesia. Researchers used two main instruments, namely problem-solving skill tests and interviews. Furthermore, in the quantitative analysis, the researcher ran paired sample t-tests and one-way Multivariate Analysis of Covariance (MANCOVA) using the SPSS 25.00 program. In addition, researchers also analysed qualitative data from interviews using thematic analysis techniques. The results showed that the flipped classroom model proved to have a positive effect on the problem-solving skills of maritime students. Other findings state that the cadets also respond positively to the flipped classroom model. Researchers recommend that teachers use the flipped classroom model, especially in dealing with learning in the post-pandemic era, like today.

Education systems worldwide have been significantly disrupted due to the COVID-19 pandemic, creating an immediate need for a revamp of conventional teaching and learning techniques. To explore how this has affected the educational landscape, a scoping review was conducted. This scoping review aimed to examine the changes that occurred in the education field and to explore how it has transformed the educational landscape review. Using Arksey and O'Malley's methodology, 51 articles were selected for analysis from two leading databases: Scopus and Web of Science. All chosen articles were then subjected to thematic analysis. Three main aspects impacted by this global event were uncovered, which are technological advancements and digital transformation, changes in pedagogy and teaching methods, and mental health and well-being issues. This scoping review provides valuable insights into one of the most critical sectors affected by COVID-19, which can assist with planning future strategies for similar crises.

Pre-service science teachers need to be aware of eco-literacy and biotechnology as they will teach science subjects to students from the perspectives of 21st-century skills. This study aimed to develop a web-based module on biotechnology and examine preservice science teachers’ eco-literacy skills after using the developed module. The study used a research and development design adopting Molenda’s product development model (Analysis, Design, Development, Implementation, and Evaluation/ADDIE). There were 60 students majoring in science education as the research participants. The data were collected using a needs analysis questionnaire, a curriculum analysis form, a validation sheet, tests, and a response questionnaire. The obtained quantitative data were analyzed using IBM SPSS 25 with descriptive statistical tests with Swanson’s quantifications. Results showed that the web-based module on biotechnology could be developed through ADDIE stages with experts’ high validity results (M = 4.59, valid with revision). The module significantly improved the teachers’ eco-literacy skills on biotechnology topics (F = 14.053, p = .000, N = 60). This result implies that the web-based module on biotechnology can assist preservice science teachers in improving their eco-literacy skills.

This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam’s unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study’s focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.

Evaluation of child-friendly school (CFS) policies is essential to determine the achievements of school efforts in reducing violence cases. This research aims to proving the reliability and validity of CFS policy evaluation instruments in elementary schools with different locations. This investigation uses the Context Input Process Product (CIPP) evaluation model to confirm the factor structure or dimensions of several observed variables (items) to evaluate the reliability and validity of the CFS policy evaluation tool in elementary schools. The validity and reliability of previously created instruments are evaluated quantitatively, but this study utilises different subjects and study sites. There were 320 respondents, with 145 school principals and 175 teachers taken randomly. Confirmatory factors analysis (CFA) results show goodness of fit (GOF), and the model is acceptable. The CFS evaluation instrument can be accepted after eliminating several question items and modifying them. All items of the teal instrument meet the goodness of fit criteria in terms of chi-square and root mean square error of approximation (RMSEA). The instrument for evaluating CFS policies in primary schools using the CIPP model has met a valid and reliable psychometric property test so that it can be applied.

Information and Communication Technology (ICT) brings modern learning approaches, forms and methods to education, and with them new opportunities for learning and teaching. The use of ICT in the classroom motivates students, enables them to participate, provides individualisation and differentiation, interactivity, and encourages creativity and critical thinking. Teachers play a very important role in this, as they are the ones who can provide students with a stimulating learning environment, including through the use of ICT. As Slovene (first language) is the subject with the most teaching hours in public primary schools in the Republic of Slovenia, we conducted an empirical study on the views of general and subject teachers of Slovene (N = 190) on the integration of information and communication technology in teaching. Teachers’ opinions were investigated through quantitative research. We found that teachers frequently use ICT in Slovene lessons, namely for repeating and consolidating learning material and for presenting new learning material, and that ICT is used most often in frontal forms of learning. Teachers mostly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings and videos. We also found that teachers are moderately satisfied with the available ICT equipment and e-materials, and that they feel moderately competent when it comes to using ICT in Slovene lessons. Teachers also used ICT during the COVID-19 epidemic. We also found that there are no statistically significant differences in the use of ICT between teachers teaching Slovene according to their teaching level, age and years of service.

This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.

This paper explores information related to misconceptions and conceptual change during the last thirty years 1992-2022 to be used as a preliminary study in science education. This study used bibliometric analysis with the help of the Scopus database. This paper used a bibliometric analysis study with the Scopus database and the help of MS Excel, VosViewer, and Rpackage software to visualize the data obtained. The results of this research found that Indonesian researchers have contributed the most in terms of the number of documents published in Australia and the United States. Additionally, research on these two topics has decreased since 2019 due to the Covid-19 pandemic. In addition, these findings present trends in the areas of misconceptions and conceptual change that can be used as baseline data for future research. Studies related to misconceptions will continue to develop because they cannot be separated from the inside of education, whether at any level of elementary school, middle school, or college. This is an opportunity that must be taken advantage of by institutions and policies in an effort to improve and create quality of education, teacher resources, and students.

The computing and creative skills of students in Indonesia are still low since the government has not focused on student creativity and computational empowerment programs. This research aims to develop a science, technology, engineering, art, mathematics, and reflection (STEAMER) hybrid learning project model for teachers' creative and computational thinking abilities, as well as analyze elementary school teacher candidates' perceptions of the use of STEAMER hybrid learning model to improve teachers' creative and computational thinking abilities. This research is development research with an analysis, design, development, implementation, and evaluation (ADDIE) model. The instruments used in this study were questionnaires and interviews with experts, lecturers, and elementary school teacher candidates. The research was conducted at eight universities in Indonesia with a total sample of 100 elementary school teacher candidates. Through quantitative and qualitative data analysis, the research results have developed the STEAMER hybrid learning project model based on learning theory, syntax, social systems, support systems, and the instructional impact of learning models. The results of the validation show that the developed learning model is feasible in terms of model, material, media, and language experts. The model is suitable for elementary school teacher education. Furthermore, based on the perceptions of the teacher candidates, it is stated that the STEAMER hybrid learning project can develop the ability of the teacher candidates to think creatively and computationally.

Teachers’ access to technology in this day and age could have a positive effect on the teaching and learning of English first additional language (EFAL). This qualitative interpretive case study explored how limited access to technology resources affects the teaching practices of Intermediate Phase EFAL teachers in rural schools in Limpopo, South Africa. This study, underpinned by the Technology Acceptance Model (TAM), conducted semi-structured interviews to collect data from ten EFAL teachers who were purposively sampled. Thematic analysis was used to analyse the data. The study revealed that three of the ten EFAL teachers sampled integrated technology into their teaching despite challenges such as insufficient projectors, lack of learners’ smartphones and data bundles, and Internet connectivity. However, the other seven sampled participants did not use technology, citing a lack of digital tools and knowledge as a contributing factor. The study concludes that the lack of resources contributed to limited or no use of technology and the motivation to integrate technology into their lessons. Based on these findings, it is recommended that technological resources that can help EFAL teachers with digital teaching be made available so that they can integrate them to assist learners in developing language skills. Furthermore, in-service training and ongoing support should be provided to EFAL teachers to give them knowledge and skill to use available technology resources effectively.