International Education Studies, Issue: Vol.19, No.2

Development of Strategies for Sustainable Accounting Teachers’ Professional Competency in Higher Vocational Colleges in Shaanxi Province

839489755@qq.com (Zhang Xiuhua) — Sat, 21 Feb 2026 16:57:16 +0000

This paper focused on the sustainable development of the professional competency of accounting teachers in higher vocational colleges in Shaanxi Province, based on the requirements of “quality education” outlined in the United Nations Sustainable Development Goals and within the context of vocational education reform. The objectives of this research were: (1) to study the current and expected situation of the sustainable development of accounting teachers’ professional competency in higher vocational colleges; (2) to formulate strategies for the sustainable development of accounting teachers’ professional competency; and (3) to evaluate the adaptability and feasibility of the proposed strategies. The research sample consisted of 186 accounting teachers who participated in a questionnaire survey, 10 experts who were interviewed, and 5 experts who evaluated the strategies. The research tools include: (1) questionnaires, (2) structured interviews, (3) SWOT analysis, and (4) evaluation forms.

The results revealed that: (1) The current situation of accounting teachers’ professional competency encompasses four dimensions—theoretical knowledge, work skills, work attitude, and professional ethics, all of which were moderate. There is a gap between the current situation and expected situation. (2) The proposed sustainable development strategy comprises four domains and includes 45 specific measures. (3) Evaluation results indicate that the strategies are highly adaptable and feasible.

Enhancing Hybrid Teaching Competence through Strategic Intervention: A Faculty Development Study in Hubei, China

hannah_wenjuan25@outlook.com (Wenjuan Huang) — Sat, 21 Feb 2026 17:03:04 +0000

This study investigates the effectiveness of the “4S-PDCA Strategic Management Model” in enhancing faculty competencies in hybrid teaching environments. The research focuses on university lecturers at Hubei Engineering University, examining the impact of a structured professional development program that integrates the PDCA (Plan-Do-Check-Act) cycle and TPACK (Technological Pedagogical Content Knowledge) framework. A mixed-methods approach, combining quantitative pre- and post-test assessments with qualitative feedback, was employed to evaluate improvements in lecturers’ technological integration, instructional design, student interaction, and formative assessment. The results demonstrate significant improvements in all competency areas, with large effect sizes, particularly for faculty members with lower initial levels of technological proficiency. These findings highlight the importance of continuous professional development programs tailored to faculty needs and suggest that the 4S-PDCA model can serve as a scalable and effective intervention for enhancing teaching practices in hybrid learning environments. The study also discusses the implications for the broader application of this model in higher education institutions, emphasizing the need for adaptable, evidence-based strategies in faculty development. Limitations of the study, including the lack of a control group and the small sample size, are acknowledged, and recommendations for future research are provided.

An Instructional Framework Integrating Reflective and Collaborative Learning to Develop College Students’ Critical Thinking and Literary Appreciation

n20jann@hotmail.com (Nirat Jantharajit) — Sat, 21 Feb 2026 17:08:25 +0000

In modern higher education, fostering critical thinking and literary appreciation is essential. This study examines an instructional approach integrating reflective and collaborative learning to enhance these skills. Reflective learning cultivates self-evaluation and deep analysis, while collaborative learning promotes peer interaction and knowledge construction. Using an experimental design, the study involves second-year literature students at Lijiang Normal Junior College, dividing them into an experimental group (integrated learning) and a control group (traditional instruction). Pre- and post-tests assess students’ improvements in critical thinking and literary appreciation. Statistical analysis confirms that the integrated approach significantly enhances students’ analytical abilities and literary engagement. These findings suggest that combining reflective and collaborative strategies can be an effective pedagogical model for literature education.

Theoretical and Conceptual Insights: Integrating Cultural Diversity in International Curriculum Development

oktavianmantiri@burmanu.ca (Oktavian Mantiri) — Sun, 22 Mar 2026 10:05:09 +0000

Curriculum planning represents a cooperative initiative designed to address the needs of learners while integrating various cultural perspectives. This article delves into how cultural elements shape curriculum development and highlights the importance of being culturally aware and inclusive in teaching methods. The manuscript emphasizes curriculum development’s iterative and reflective characteristics, the importance of fostering competency-based education and implementing culturally responsive pedagogical strategies within effective curriculum design. Empirical case studies and practical examples elucidate these principles and highlight exemplary practices for incorporating cultural diversity within curriculum planning frameworks. The merits and challenges of integrating culture into educational programs are also examined. Key benefits of adopting culturally responsive educational strategies include promoting self-confidence, improving critical analysis skills, enhancing student engagement, and preparing learners for global citizenship. Addressing obstacles, such as ensuring inclusive practices and cultivating supportive learning environments, requires ongoing professional development and a steadfast commitment. The article evaluates methodologies for embedding cultural considerations within the curriculum development process. To bolster the relevance and efficacy of curricula, collaboration with individuals from diverse cultural backgrounds promotes cultural sensitivity. It establishes a framework for early contextual analysis in curriculum development, aligning with stakeholders’ expectations. Involving stakeholders and professionals with cultural expertise can significantly enrich the cultural relevance and effectiveness of the curriculum. In conclusion, the manuscript advocates for a curriculum development approach that honors diversity, champions equity, and equips students for participation in a multifaceted global society.

What Happens Before Learning Happens? Psychological Readiness as the Missing Foundation of Informal Intercultural Learning

dechsiri.n@ku.th (Teavakorn Khumsat) — Sun, 22 Mar 2026 10:10:36 +0000

Informal intercultural learning is frequently assumed to emerge naturally once formal assessment is removed. However, little attention has been paid to what must occur before learners are able to participate meaningfully in informal contexts. This qualitative study interrogates the pre-learning phase of an informal intercultural activity to theorize psychological readiness as a foundational condition for participation. Drawing on interviews, participant observation, and written reflections from international university students engaged in a non-assessed, board-game-based cultural activity, the study examines how learners transition from assessment-oriented identities to informal learning roles. Findings reveal that learners initially entered the informal setting as “assessed subjects,” carrying internalized evaluative logics—particularly linguistic anxiety—that constrained participation despite the absence of formal grading. Psychological readiness did not emerge through reassurance alone, but through deliberate facilitation practices that visibly suspended evaluative authority and allowed learners to experience non-judgment in action. This process enabled a shift from performance-based self-monitoring to participatory engagement. The study reconceptualizes psychological readiness not as motivation or confidence, but as an epistemic and identity-based condition that permits engagement without self-protection. By foregrounding what happens before learning begins, the study offers a temporal reordering of informal and intercultural learning theory and highlights the critical role of pre-learning design in enabling meaningful participation.

The Impact of a Professional Development Program Based on Revised Bloom’s Taxonomy on Science Teachers’ Perceived Competencies and Actual Competencies

erkan.cer@gmail.com (Özgü Yalçın Çer) — Sun, 22 Mar 2026 10:24:33 +0000

This study examined the effect of a professional development program on science teachers’ perceived and actual competencies in implementing revised Bloom’s Taxonomy. The study employed a single-group pretest-posttest design. The sample included 14 science teachers who varied in terms of gender, age, years of experience, and educational qualifications. The teachers worked in schools administered by the Turkish Ministry of National Education in the central district of Amasya and were selected through maximum variation sampling. Prior to and following implementation of the program, teachers completed the Perception of Competence Scale for Implementation of Revised Bloom’s Taxonomy and an achievement test with open-ended questions about implementation competencies in the revised taxonomy. The results revealed that the professional development program improved teachers’ perceived and actual competencies in applying the revised taxonomy. These results demonstrate the positive impact of professional development training on improving instructional practices.

Coaching Skills Development Model of Primary School Administrators under the Office of the Basic Education Commission

64300601112@udru.ac.th (Watsaphon Saengyochan) — Tue, 24 Mar 2026 08:57:20 +0000

This study aimed to develop and evaluate the effectiveness of a coaching skills development model for primary school administrators under the Office of the Basic Education Commission. The study employed a Research and Development (R&D) approach and was conducted in three phases: (1) an investigation of the current state, desired state, and priority needs related to coaching skills; (2) the development of the model; and (3) the evaluation of the model. Research instruments included questionnaires, interview forms, model evaluation forms, and connoisseurship seminar record forms. Data were analyzed using the modified Priority Needs Index (PNI_modified), mean, standard deviation, and dependent samples t-test. The findings revealed that the developed model consisted of five components: (1) creating a learning exchange space to build trust and establish shared goals, (2) establishing experiential learning cycles to support innovative school administrators, (3) sharing, analyzing, and engaging in caring conversations, (4) testing prototype solutions and evaluating outcomes through change agents, and (5) using an online coaching platform to support continuous professional development. The evaluation results indicated that the model was rated at a high to highest level in terms of usefulness and feasibility. In addition, the post-training knowledge scores of the participating administrators were significantly higher than the pre-training scores at the 0.01 level.

Model of School Administration in Multicultural Society for Phetchaburi Primary Educational Service Area Office 1

benjaporn@watgud.ac.th (Benjaporn Meewasana) — Tue, 24 Mar 2026 09:04:20 +0000

This research aimed to 1) investigate the current conditions of schools located in multicultural communities, 2) develop a model for school administration in a multicultural society, and 3) evaluate the proposed school administration model in a multicultural society. The process was carried out in 3 phases as follows: Phase 1: Investigate the current conditions of schools located in multicultural communities by asking the target group that consisted of 15 participants, comprising 5 school administrators, 5 teachers, and 5 community leaders within the jurisdiction of Phetchaburi Primary Educational Service Area Office 1. Participants were selected through purposive sampling. Data collection methods included semi-structured interviews. Phase 2: Develop a model for school administration in a multicultural society by using content analysis from the data of phase 1. In addition, phase 3: Evaluate the proposed school administration model in a multicultural society by interviewing expert reviews through connoisseurship seminars involving 10 experts. Data analysis was conducted using mean and standard deviation. The findings were as follows: The investigation into the current conditions of schools located in multicultural communities revealed 10 aspects. The development of the school administration model for a multicultural society resulted in six components: 1) Achievable policy 2) Participation 3) Educational resources 4) Attitude of people 5) Curriculum development and 6) Equal learning activities. Moreover, the evaluation of the model focused on the accuracy, usefulness, feasibility, and appropriateness of the overall model, which were at the strong agree level.

The Development Model of Instructional Leadership for Administrators of Small-Sized Primary Schools under the Office of the Basic Education Commission in Northeast Thailand

pataramassri2517@gmail.com (Pattaramas Pawasirikul) — Tue, 24 Mar 2026 09:11:02 +0000

The objective of this research was to develop a model of instructional leadership for principals of small-sized primary schools under the Office of the Basic Education Commission in Northeastern Thailand. The research employed a Research and Development (R&D) methodology, consisting of four phases: (1) synthesis of relevant literature and previous research; (2) analysis of needs for the development of instructional leadership among school principals; (3) development of the instructional leadership development model; and (4) implementation and evaluation of the model. The research instruments included: (1) a questionnaire assessing current and desired conditions of instructional leadership in competency-based learning management; (2) pre-test and post-test for workshop participants; and (3) an instructional leadership behavior assessment form. The statistical methods used were percentage, mean, standard deviation, PNI Modified, Wilcoxon Signed-Rank Test, and One Sample t-test. The findings were as follows: The synthesized components of instructional leadership consisted of seven elements: (1) setting vision, mission, and learning goals; (2) curriculum and instructional management; (3) fostering learning environments and providing learning resources; (4) staff development; (5) supervision, monitoring, and evaluation; (6) student development; and (7) ethics and professional code of conduct. The component with the highest priority need index was staff development (PNI Modified = 0.145), followed by student development (PNI Modified = 0.132), and vision, mission, and learning goals (PNI Modified = 0.130). The developed model consisted of the following components: guidelines for implementation, rationale and significance, model principles, objectives, content, development processes, learning materials and resources, and monitoring and evaluation methods. The comparison between pre-training and post-training scores showed a statistically significant difference at the .05 level, with post-training scores being higher. The assessment of instructional leadership behavior using One Sample t-test (with a benchmark mean of 3.51) revealed that the post-training scores were significantly higher than the benchmark at the .05 level.

A Teacher Development Model Through the Integration of Phenomenon-Based Learning and Digital Technology

ajpichamon@gmail.com (Pichamon Sureeyaphan) — Tue, 24 Mar 2026 09:15:37 +0000

This study aimed to develop and evaluate a teacher development model that integrates phenomenon-based learning with digital technology to enhance student learning outcomes. The research employed a mixed-methods design and was conducted in three phases. Phase one involved a needs analysis with 550 teachers using structured questionnaires to identify challenges and instructional needs and the model was constructed and validated by seven educational experts through a model evaluation form. Phase two tested the model with 20 volunteer teachers, using pre- and post-tests, classroom observations, and satisfaction surveys. In phase three, reflective feedback was gathered via interviews and assessment tools, with results analyzed using descriptive statistics. The developed model comprises six key components: principles, objectives, development process, support systems, success conditions, and evaluation. Results showed that teachers significantly improved in pedagogical understanding and instructional practice. Satisfaction levels were highest, and stakeholders rated the model as highly feasible and beneficial. The study concluded that the model provides a practical and effective framework for enhancing teacher competencies and fostering the integration of digital technology in phenomenon-based learning environments. This model supports ongoing educational innovation and contributes to improving student learning quality in the context of 21st-century education.

Mapping the Landscape of Entrepreneurial STEM Education: Pedagogies, Practices, and Possibilities

pattarawat.j@ku.th (Pattarawat Jeerapattanatorn) — Thu, 26 Mar 2026 08:49:00 +0000

Entrepreneurial STEM Education has emerged over the past decade as a dynamic interdisciplinary approach that integrates entrepreneurship education with science, technology, engineering, and mathematics (STEM) learning. This article presents a comprehensive scoping review of literature from 2010 to 2025 to map the conceptual foundations, pedagogical models, practical implementations, and future possibilities of Entrepreneurial STEM Education worldwide. The review first clarifies key definitions – positioning Entrepreneurial STEM Education as a fusion of STEM knowledge with entrepreneurial mindsets aimed at fostering innovation and value creation. It then synthesizes pedagogical approaches across primary, secondary, and higher education contexts, highlighting student-centered and experiential strategies (e.g., project-based learning, design thinking, inquiry) that cultivate entrepreneurial competencies alongside STEM skills. Practical examples from diverse international settings illustrate how entrepreneurial STEM programs have been implemented in classrooms, extracurricular initiatives, and teacher education, with evidence of positive impacts on student creativity, problem-solving, and career intentions. Emerging trends – including the integration of sustainability and social entrepreneurship in STEM curricula, the expansion of maker spaces and incubator programs, and increased emphasis on teacher training and policy support – are identified as promising directions. The article concludes by outlining future research needs and innovation opportunities to advance the field. By mapping this landscape, the review provides scholars, educators, and policymakers with a structured understanding of Entrepreneurial STEM Education’s current state and its potential to empower learners as innovative thinkers and entrepreneurs in an evolving global economy.

Enhancing Teachers’ Learning to Develop Students’ 21st-Century Skills

kru.oue@gmail.com (Supatta Om-On) — Thu, 26 Mar 2026 08:58:40 +0000

This research focuses on creating a practical educational innovation designed to meet specific criteria for a defined population, facilitating broader dissemination of its results. The innovation takes the form of an online self-training program that includes two key projects: first, a self-development initiative aimed at helping teachers deepen their understanding of students’ 21st-century skills; second, a project designed to enhance teachers’ learning outcomes, ultimately enabling them to better cultivate these skills in their students. Employing a five-step Research and Development methodology, the study concluded with experimental research that utilized a group Pretest-Posttest design conducted in a school environment. The experimental group consisted of 14 teachers and 124 students. Results indicated that the newly developed educational innovation, titled “Online Self-Training Program for Enhancing Teachers’ Learning to Develop Students’ 21st-Century Skills,” successfully met the quality standards proposed in the research hypothesis. These findings suggest that the educational innovation holds significant potential for nationwide implementation in schools within the targeted demographic, promoting improved teaching strategies and student outcomes across a wider educational landscape.

Psychosocial Factors and Cultural Systems Mediating Students’ Academic Resilience and Well-Being Post-COVID-19

Emethilm@unisa.ac.za (Lina Mmakgabo Methi) — Sat, 28 Mar 2026 11:29:20 +0000

This paper investigates how psychosocial and cultural systems improve academic resilience and well-being among historically Black university (HBU) students’ post-COVID-19. I used a narrative review of secondary sources to investigate the integration of these components. The study uses a conceptual framework to explore how psychosocial and cultural factors affect HBU students’ academic resilience and well-being. The report emphasises the importance of protective variables in generating engagement, motivation, and empowerment for student achievement. According to the findings, individual psychological features, social support networks, cultural values, and identity contribute to students’ ability to overcome obstacles and prosper academically in HBUs. The study proposes a study on community engagement and partnerships between universities and local communities in supporting student resilience and well-being. Future practice should prioritise culturally responsive mental health services, social support networks, and digital well-being tools. Thus, longitudinal research must investigate how resilience differs across demographic groups (e.g., race, socioeconomic status, first-generation college students) to tailor interventions more effectively.

Integrating Traditional Music into Education: A Study on the Duxianqin Transmission in Jing Ethnic Schools in Guangxi

65012061003.msu@gmail.com (Awirut Thotham) — Sat, 28 Mar 2026 11:32:01 +0000

In the context of rapid modernization and globalization, the preservation of intangible cultural heritage has become an urgent concern, particularly for ethnic minority groups in China. The objective is to investigate the integration of the traditional Duxianqin instrument into formal school education among the Jing ethnic group in Guangxi, China. Employing a mixed-methods approach, the research was conducted in three Jing ethnic schools and involved semi-structured interviews with five key informants, including music teachers, cultural bureau representatives, and traditional musicians. Additional data were gathered through field observations, document analysis, and surveys distributed to 300 students and teachers. Thematic coding and descriptive statistical analysis were used to triangulate findings. Results reveal that while Duxianqin instruction is still in the early stages of curricular integration, notable progress has been made through elective classes, cultural festivals, and performance-based learning. However, challenges such as a shortage of qualified teachers, limited teaching materials, and insufficient institutional support remain. The study highlights the value of culturally responsive education and recommends strengthened school-community partnerships, digital learning tools, and targeted curriculum development to ensure sustainable transmission. These findings contribute to broader discourses on ethnic education, music pedagogy, and heritage preservation in multicultural settings.

Research on the Project-Based Teaching Mode Based on 3D Cloud Design Platform in Higher Vocational Interior Design Courses to Develop Students’ Academic Performance and Practical Skills

kanokrat.jir@mail.pbru.ac.th (Kanokrat Jirasatjanukul) — Sat, 28 Mar 2026 11:34:36 +0000

The purpose of this study was to explore the impact of the project-based teaching mode based on 3D cloud design platform on students’ academic performance and practical skills in interior design courses in vocational colleges. The objectives of the research were to (1) Compare the students’ academic performance before and after the project-based teaching mode based on the 3D cloud design platform, (2) Compare students’ interior design practical skills after the project-based teaching mode based on the 3D cloud design platform and criteria 70 percent. Through the introduction of advanced cloud design tools and technologies, we will optimize teaching methods, improve students’ professional ability and innovative thinking, and cultivate more high-quality technical and skilled talents for the society. The front-back research method was adopted, and 37 students were randomly selected from the architecture and interior design major of Chongqing Telecom Vocational College. Through the traditional teaching mode and the project-based teaching mode based on the 3D cloud design platform, the performance data of the front side and the back side and the actual operation results of the participating projects were collected, and the impact of different teaching modes on students’ performance and practical skills was evaluated by statistical analysis methods, The data were analyzed using the mean, standard deviation and t-test. The results show that the project-based teaching mode based on the 3D cloud design platform significantly improves the students’ theoretical knowledge mastery level and practical operation ability. The project-based teaching mode based on the 3D cloud design platform not only improves the test scores, but also performs well in the creativity of the design scheme and the spirit of teamwork. Therefore, it is suggested that higher vocational colleges should promote this new teaching mode in interior design and related professional courses to improve the quality of teaching.

Reviewer Acknowledgements for International Education Studies, Vol. 19, No. 2

ies@ccsenet.org (Chris Lee) — Sat, 28 Mar 2026 11:36:42 +0000

Reviewer acknowledgements for International Education Studies, Vol. 19, No. 2, 2026.