Journal of Education and Learning, Issue: Vol.15, No.2

From Labels to Profiles: Using Discriminant Analysis to Deepen Post Hoc ANOVA Results

Tue, 11 Nov 2025 08:39:19 +0000

In educational research, the Analysis of Variance (ANOVA) is a cornerstone method for detecting differences among group means. Yet, post hoc test results are often reported superficially—merely identifying which groups differ without explaining how or why. This paper introduces discriminant analysis as a complementary multivariate technique that deepens the interpretation of post hoc ANOVA results by moving beyond group labels to develop rich, descriptive profiles of group characteristics. It provides a step-by-step guide for applying discriminant analysis to the homogeneous subsets identified in post hoc testing, including specific recommendations for accessible software options such as SPSS, Excel with add-ins, and the open-source R programming language. To illustrate this method, data are presented from a national study of Japanese nursing educators, in which initial ANOVA and post hoc tests revealed significant differences in teaching style across educational philosophy clusters. Applying discriminant analysis yielded detailed profiles that clarified the distinction between Teacher-Centered and Learner-Centered orientations, transforming the findings from basic group differences to actionable insights. This enhanced method bridges the gap between statistical significance and interpretability, offering clear benefits for educators, researchers, and policymakers. By integrating ANOVA, post hoc testing, and discriminant analysis, researchers can move from detecting group differences to fully describing them, enriching both methodological rigor and practical application across educational and social science research.

Integrative Analysis of ADDIE, ARCS, and ASSURE: Toward a Hybrid Framework for Technology-Enhanced Instructional Design

Tue, 11 Nov 2025 08:48:39 +0000

Through the perspective of technology integration, this research addresses the limited cross-model analysis that exists in the field of educational technology scholarship. The paper does so by methodically reviewing and comparing three notable instructional design models: ADDIE, ARCS, and ASSURE. In this review, a structured thematic synthesis is utilized to evaluate the affordances, limitations, and adaptability of each model for technology-enhanced learning in K–12, higher education, and professional development contexts. The review draws on studies that have been peer-reviewed and published between the years 2010 and 2024. These studies were retrieved from Web of Science, ERIC, and Google Scholar. According to the findings of the analysis, ADDIE provides comprehensive structural planning and iterative evaluation, but it requires a significant amount of time and resources. ARCS excels in maintaining learner motivation, but it does not have explicit sequencing for technology-rich curricula. ASSURE offers clear, technology-oriented procedural guidance, but it faces challenges in terms of scalability in settings with limited resources. For the purpose of strengthening both the theoretical and practical ability for equitable and scalable technology adoption, the research presents a hybrid framework that blends ADDIE’s systematic design, ARCS’s motivating methods, and ASSURE’s media integration processes. It offers implications that can be put into practice for the development of curricula, the preparation of teachers, and policy interventions that are aimed at fostering education that is both inclusive and enabled by technology.

Nonlinear Learning Trajectories From Natural to Decimal Numbers in Zambia Based on Process-Object Dualism

Tue, 11 Nov 2025 08:51:43 +0000

Understanding the transition from natural to decimal numbers is a central challenge in mathematics education, especially in developing countries. The present study investigates how Zambian primary students conceptualize decimal numbers and which cognitive difficulties they encounter, using Sfard’s process–object dualism as a theoretical framework. To capture children’s conception, I focused on the sub-item of conception, knowledge. Data were collected over two years from 204 sixth- and seventh-grade students through assessments and interviews. To capture students’ cognitive trajectories, a seven-stage learning trajectory was developed. From prior knowledge, the students moved from operational knowledge of natural numbers and decimals to pseudo-structural and structural knowledge. The results revealed that many students demonstrated computational fluency without a deep conceptual grasp and that pseudo-structural knowledge persisted. Typical misconceptions included overgeneralizing natural number rules (e.g., 0.8 ÷ 2 = 4) and misinterpreting place value. Importantly, the results showed that learning does not proceed linearly from one stage to the next. Rather, students often moved back and forth between stages, revisiting earlier forms of reasoning even after demonstrating higher-level understanding. This non-linear and dynamic nature of learning suggests that operational and structural knowledge interact in complex ways. The study proposes a classification system to diagnose students’ conceptual stages and provide targeted instructional strategies. By extending process–object dualism to primary-level learning and emphasizing the recursive, interactive nature of concept development, this research offers new insights into improving mathematics instruction and assessment in low-resource educational settings.

Integrating Virtual Reality Technology into Management Education Under EMI Context

Tue, 11 Nov 2025 08:55:35 +0000

Under the trend of Chinese enterprise ‘going global’, students with more solid foundation in the management area coupled with strong language skills are preferred by the enterprise. In the management education, virtual reality technology has been used in teaching process to enhance students’ learning effectiveness. This research aims at exploring the use of virtual reality technology in management education under EMI context. With students’ participation in the business communication WebVR platform, their learning effectiveness and perception of learning are evaluated respectively. What’s more, gender difference is analyzed to consider the applicability of this virtual reality platform. Suggestions relevant to education and technology application are provided to different sides to improve teaching and learning performance.

Development of Non-Formal Education Program Enhancing Media Literacy for Families

Tue, 11 Nov 2025 09:03:21 +0000

Media literacy has become an essential skill for all age groups in today’s complex digital environment. This study aimed to development of non-formal education program enhancing media literacy for families, based on a qualitative case study analysis in Thailand. Eight diverse families were selected and interviewed in-depth to examinevtheir media usage behaviors, experiences with misinformation or online scams, and family communication patterns regarding media. Thematic analysis of the interview data revealed several key factors contributing to media literacy at both personal and family levels. These included overreliance on a single familiar medium, lack of critical analysis and verification of information, overtrust in media content and endorsements, and insufficient communication within the family about media-related issues. Many family members who fell victim to media scams admitted that they did not cross-check information or discuss decisions with others beforehand. Based on these insights, a non-formal education program for families was designed. The program emphasizes collaborative learning among family members, covering core media literacy skills of access, analysis, and evaluation of media content. It consists of interactive learning activities that engage both parents and children in analyzing media messages, sharing experiences, and practicing safe media habits. The findings highlight that empowering families with media literacy and encouraging open intra-family communication can build a first line of defense against misinformation and fraud. The paper discusses how the family-based program can be implemented and offers recommendations for educators and policymakers to support and sustain media literacy education in the family context. All in all, this research contributes a practical family-focused approach to strengthening media literacy, which is critical for safe and informed media consumption in the digital age.

Professional Ethics of Students in Secondary Vocational School

Wed, 19 Nov 2025 02:59:29 +0000

In the education system, Chinese students are required to acquire professional ethics education criteria. However, it was found that graduates mainly fail in professional ethics education. This study aimed first to examine the current state of vocational ethics, second to investigate the problems in vocational ethics among students, and third to provide guidelines for enhancing vocational ethics among students at the secondary vocational school of Dazhou Vocational Senior High School. The samples are 186 teachers and 382 students. Questionnaires and interviews are used to collect data. Frequency, percentage and content analysis are conducted. The findings are as follows: First, family members lack a solid understanding of educational concepts, and second, the school’s moral education institutions are not entirely effective. The teacher’s professional moral education methods are insufficient for innovation; the timeliness is not stable and incompetent; third, in a working enterprise environment, students fail to meet its requirements. In addition, irrational teaching and learning are disconnected between the students and teachers. Students often neglect vocational morals, and the cultivation of vocational morals is low. Moreover, the guidelines for enhancing vocational ethics were declined due to the rapid development in China, but students’ public moral consciousness is slow to develop. Those factors affect the students’ correct views.

Teaching English Vocabulary for Specific Purposes: A Case Study of Arts Vocabulary

Wed, 19 Nov 2025 03:02:24 +0000

This research aimed at three objectives: first, to compare the effectiveness of direct and indirect teaching vocabulary; second, to examine the appropriateness of each instructional approach across varying levels of English language proficiency; and finally, to study the students’ satisfaction using these two methods. The students involved were Fine Arts majors studying English for Specific Purposes (ESP). Non-equivalent groups of 156 students enrolled in English for Careers in the 21st Century in an art academy in Bangkok, Thailand were recruited in the study. The research was a quasi-experimental design within a pretest-posttest framework. Several research instruments were utilized: 1) Fine Arts and Applied Arts Vocabulary Lists, 2) a 30-item 4-choice pretest and posttest, and finally, 3) a satisfaction survey. The results revealed no statistically significant difference between the direct and indirect instruction groups. However, direct vocabulary instruction was more effective than indirect instruction, particularly for learners with limited English proficiency. Furthermore, students from both groups reported high satisfaction levels with various aspects of the course, including the teaching methods, materials, activities, learning environment, and the vocabulary lists for fine arts and applied arts. These results support the potential of direct vocabulary teaching methods in enhancing student performance while fostering overall satisfaction in specialized language learning contexts.

Marabaixo in Amapá: Psychosocial and Educational Strategy Against Structural Racism

Fri, 21 Nov 2025 01:49:21 +0000

This article aims to review the literature on the impacts of racism on mental health and to explore Marabaixo as a cultural and educational practice that promotes resilience and strengthens identity among Afro-descendant communities in the state of Amapá, Brazil. A narrative literature review analyzed relevant qualitative and quantitative studies on the psychological effects of racism and the role of cultural interventions in the context of mental health. The data were analyzed using thematic analysis, identifying three main themes: the psychological impact of racism, Marabaixo as a resource for cultural and educational resilience, and the strengthening of Afro-Brazilian identity. The findings indicate that racism is a significant stressor that leads to negative mental health outcomes such as anxiety and low self-esteem, especially in children and adolescents. Marabaixo, in this context, is distinguished as a cultural and educational intervention that reinforces self-esteem and a sense of belonging, providing emotional support and community strengthening. The results suggest that Marabaixo is not just a cultural celebration, but a resource of resistance and social cohesion that contributes to the psychological well-being of the student. This study reinforces the importance of cultural and educational interventions in promoting mental health and highlights the need for public educational policies that value Afro-Brazilian cultural practices as tools for enhancing identity and promoting resilience.

Multidimensional Diagnostic Technique for Mathematical Proficiency with Automated Feedback Generation

Thu, 27 Nov 2025 08:35:20 +0000

This research addresses the critical gap in the automated assessment of open-ended mathematical responses by developing a novel diagnostic technique that integrates multidimensional item response theory with real-time analysis of misconceptions and adaptive feedback generation. Unlike existing automated assessment systems limited to multiple-choice formats or binary scoring, this study pioneers the automated evaluation of subjective mathematical work in geometry and algebra while simultaneously diagnosing specific misconception patterns. The research analyzed 517 seventh-grade students’ responses across four Thai regions to establish empirically grounded cutoff points for five proficiency levels in two dimensions: mathematical processes (-2.37, -0.16, 0.89, 1.06) and conceptual structures (-2.69, 0.24, 0.46, 1.03). The innovative contribution lies in categorizing misconceptions into four distinct types (overgeneralization, defective mathematical understanding, mistranslation, and limited conception) and linking each to five differentiated feedback modes, creating a pedagogically-driven automated response system. The multidimensional model demonstrated superior psychometric properties compared to unidimensional approaches, with reliability coefficients of 0.83 and 0.80 for the respective dimensions. Implementation within the eMAT-Testing platform enabled real-time diagnostic capability, processing subjective responses containing mathematical expressions, and providing targeted feedback based on identified misconception patterns. This breakthrough enables the use of a scalable formative assessment technique previously requiring human expertise, with system evaluation showing the highest appropriateness ratings for user interaction (x̄ = 5.00, SD = 0.00) and responsibility aspects (x̄ = 4.89, SD = 0.58). The technique’s novelty extends the application of construct modeling theory to automated assessment practice, demonstrating how sophisticated psychometric frameworks can maintain rigor while delivering immediate, pedagogically-meaningful diagnostic information for differentiated instruction.

An Innovative Leadership Model for School Administrators to Enhance Instructional Quality in Secondary Educational Service Area Offices in Northeast Thailand

Thu, 27 Nov 2025 08:34:36 +0000

This research aimed to develop an innovative leadership model for school administrators to enhance the quality of instructional management among teachers within Secondary Educational Service Area Offices in Northeast Thailand. The study employed a research and development (R&D) methodology conducted in two phases. Phase 1 investigated current conditions and components of innovative leadership for enhancing instructional management quality. Research instruments included a five-point Likert scale questionnaire and semi-structured interviews. The sample consisted of 478 school administrators and teachers selected through stratified random sampling, based on Krejcie and Morgan’s (1970) sample size determination table. Additionally, three school administrators recognized for exemplary practices were selected through purposive sampling for in-depth interviews. Data were analyzed using descriptive statistics (mean, percentage, and standard deviation), Exploratory Factor Analysis (EFA), and content analysis. Results showed that overall, innovative leadership was at a moderate level. EFA identified four components with initial eigenvalues greater than 1, explaining 79.67% of cumulative variance: (1) Creating an Innovative Vision, (2) Developing Leadership and Innovative Culture, (3) Creative Innovation Thinking, and (4) Utilizing Digital Technology for Innovative Instructional Management. Phase 2 involved developing the innovative leadership model to enhance instructional quality. Twelve experts validated the model through a peer review process. The model consisted of five key elements: principles, objectives, implementation methods (covering four dimensions: innovative vision, innovative organizational culture, creative innovation thinking, and digital technology utilization), model evaluation guidelines, and conditions for success. Overall suitability and feasibility of the model were rated at the highest level.

AI-Driven Adaptive Learning Systems in Higher Education: A Systematic Review

Thu, 27 Nov 2025 08:36:55 +0000

This systematic review investigates the implementation and impact of AI-driven adaptive learning systems in higher education, based on an analysis of 15 empirical studies published between 2020 and 2024. Following the PRISMA 2020 guidelines, the review addresses four core questions: (1) research trends and geographic distribution; (2) types of AI technologies and system characteristics; (3) implementation strategies in educational contexts; and (4) effectiveness and challenges encountered. The findings indicate a substantial increase in publications after 2022, with 73% of the studies published in 2023–2024. Geographically, research contributions span 15 countries, with the United States, China, and Europe as leading contributors. The predominant AI technologies identified include machine learning (40%), natural language processing (33%), and hybrid systems (27%), supporting real-time personalization and adaptive feedback mechanisms. Implementation strategies were observed primarily in STEM fields, language learning, and hybrid learning environments, with applications ranging from intelligent tutoring systems to LMS-integrated AI assistants. Effectiveness outcomes reported academic performance gains of 15–25% and improved learner engagement by up to 40%. However, challenges persist, including insufficient technical infrastructure, faculty readiness, ethical concerns (e.g., data privacy, algorithmic bias), and the underrepresentation of non-STEM disciplines. This review highlights critical considerations for successful integration of AI-enhanced adaptive systems and provides strategic guidance for institutions aiming to enhance personalization, equity, and scalability in higher education.

A Program to Enhance Teachers’ Instructional Management for Developing Students’ Modern Technology Skills at the College of Agriculture and Technology under the Office of the Vocational Education Commission

Thu, 27 Nov 2025 08:39:20 +0000

The objectives of this research are to 1. Study the components, indicators, current conditions, desired conditions, essential needs, and guidelines for enhancing teachers' learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission. 2. Develop a program to enhance teachers' learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission. 3. Study the outcomes of using the program to enhance teachers' learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission.The sample group consists of school administrators and teachers. The sample size was determined according to Krejcie and Morgan’s table, totaling 140 participants, selected by multistage random sampling. The key informants include 7 experts, selected by purposive sampling. The instrument used was a questionnaire, with reliability coefficients of 0.91 for the current condition section and 0.95 for the desired condition section. Data were analyzed using percentage, mean, standard deviation, and Priority Need Index (PNI modified). Research findings revealed that: 1.The components of teachers’ learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission consist of 3 components and 12 indicators, including: 1.Curriculum aspect 2.Learning management aspect 3.Measurement and evaluation aspect The appropriateness evaluation result was at a good level. 2.The current condition of teachers’ learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission was generally at a good level, while the desired condition was at a very good level overall. When considering the needs by aspect, the highest priority was the learning management aspect, followed by the curriculum aspect, and then the measurement and evaluation aspect. 3.The guidelines for enhancing teachers’ learning management to develop modern technology skills of students at Agricultural and Technology Colleges under the Office of the Vocational Education Commission are based on the following development principles: 1.Learning from experience (70%) 2.Learning from others (20%) 3.Learning from curriculum (10%) The approaches to teacher development include: 1.Learning by doing 2.Self-directed learning 3.Mentoring 4.Knowledge exchange 5.Training workshops Implementing development according to these guidelines helps teachers continuously improve their skills, knowledge, and professional characteristics.

The Development of Virtual Online Classrooms in the Digital Age through the Application of the Metaverse Spatial Platform in the Teaching of Algorithms and Programming for First-Year Computer Studies Students

Fri, 28 Nov 2025 03:56:22 +0000

This research aimed to develop Virtual Online Classrooms (VOC) in the digital age using the Metaverse Spatial application (Metaverse Spatial) in the Algorithms and Programming subject for first-year computer studies students. The objectives were: (1) to evaluate the instructional efficiency based on the E1/E2 criteria of 80/80, (2) to compare students’ academic achievement before and after learning through VOC in the digital age, and (3) to assess students’ satisfaction with learning through VOC supported by Metaverse Spatial. The sample consisted of 46 first-year Computer Studies students who enrolled in the Algorithms and Programming subject during the second semester of the 2024 academic year. The sample was selected using cluster random sampling. The research instruments included a learning management plan, a 45-item achievement test, and a 25-item student satisfaction questionnaire. Data were analyzed using mean, percentage, and standard deviation. The results revealed that: (1) the instructional efficiency (E1/E2) met the criteria at 83/86.8, indicating improved learning outcomes; and (2) students’ academic achievement after instruction (x̅ = 39.05, S.D. = 1.49) was significantly higher than before instruction (x̅ = 21, S.D. = 2). This confirms the effectiveness of virtual classrooms using the Metaverse Spatial application in enhancing student learning.

Spiritual Identity Formation and Learning in Tibetan Buddhist Communities: A Qualitative Study on Group Rituals in the Nyingma Tradition

Fri, 28 Nov 2025 03:58:13 +0000

This study examines how spiritual identity is formed and transmitted through ritual-based learning within Tibetan Buddhist communities, with a specific focus on the Nyingma tradition. Drawing on qualitative data collected through semi-structured interviews with monastic and lay practitioners, the research explores how communal rituals—particularly Dharma assemblies—serve as informal educational spaces where participants engage in embodied practices, symbolic communication, and collective memory. Central to the study is the role of Dzogchen meditation and teacher-disciple interactions in facilitating spiritual transformation and reinforcing group identity. The findings reveal that these rituals foster a shared spiritual consciousness, cultivate a sense of belonging, and function as dynamic sites of cultural learning and identity formation. By framing these religious gatherings as educational processes, this study contributes to a deeper understanding of how spiritual communities sustain cohesion, transmit cultural values, and support lifelong learning beyond formal institutional settings.

Strategies on Movement for Welfare Provision Andemployment Networking with the Principles of Solidarity of informal Female Worker in Loei Province

Fri, 28 Nov 2025 03:59:55 +0000

This study aimed to develop strategies for building welfare and career development networks for informal female workers in Loei Province, Thailand, based on the Buddhist principle of Samakkhi Dhamma (unity). Many women in the informal sector face problems such as low welfare coverage, financial insecurity, lack of job skills, poor access to legal protection, and weak community cooperation. A mixed-methods research design was used. Quantitative data were collected through questionnaires from 372 participants, and qualitative data were gathered from focus group discussions with 30 women. The findings revealed six main areas for improvement: expanding welfare coverage, easing financial access, improving communication about benefits, raising service quality, supporting healthcare and compensation, and increasing social security participation.These strategies were designed as part of a non-formal, community-based education model grounded in local values. The Buddhist teaching of Samakkhi Dhamma was found to play a key role in encouraging cooperation, unity, and shared responsibility. The study contributes to the field of educational development by showing how cultural beliefs can enhance workforce learning and support social equity. However, the study was limited to one province, and broader national policies were not examined. Further studies are recommended to test the strategies in other regions and explore how religious and cultural values can be used in designing community education and welfare systems.

The Learning Leadership of School Administrators to Enhance the Quality of Education in Ubon Ratchathani Primary Educational Service Area Office 3

Fri, 28 Nov 2025 04:01:25 +0000

This research examined learning leadership among school administrators for educational quality development in Ubon Ratchathani Primary Educational Service Area Office 3. The study aimed to: 1) assess learning leadership levels, 2) compare levels by position, work experience, and school size, and 3) identify development approaches. The sample included 323 administrators and teachers, with 6 participants selected for qualitative interviews through purposive sampling. A 5-point Likert scale questionnaire (reliability = .97) and structured interviews were used. Data analysis employed descriptive statistics, t-tests, F-tests, and Scheffe’s post-hoc tests. Findings indicated the learning leadership was at a high level overall. Significant differences (p < .01) were found across position, experience, and school size. Five development approaches were identified: 1) Team Learning—establishing shared objectives and promoting collaborative communication through technology; 2) Technology Utilization—developing technological skills and integrating technology in administration and learning management; 3) Creativity—fostering creative environments and supporting innovative teaching methods; 4) Learning-Conducive Environment—implementing participatory management, allocating resources, and developing safe learning spaces; and 5) Learning Innovation Development—promoting innovation application in learning processes and educational administration to enhance quality.

A Needs Analysis for Curriculum Development: Realigning Business English Pedagogy with 21st-Century Communication Demands in Thailand’s Hospitality Industry

Tue, 02 Dec 2025 03:19:17 +0000

As Thailand’s hotel industry navigates a post-pandemic recovery shaped by digital transformation, the communicative competence of university graduates has become a critical factor in workforce readiness. This study critically assesses this gap, reframing 21st-century skills as integral components of professional communicative competence. It particularly aims to diagnose specific deficiencies to guide a necessary pedagogical shift from isolated language instruction toward an integrated, interdisciplinary model. Adopting a quantitative needs analysis design, this study surveyed 257 employees in three- to five-star hotels across Thailand. A structured questionnaire, synthesizing global skills frameworks, was used to measure the disparity between current and expected competency levels across eleven domains, analyzed using the Priority Needs Index Modified (PNI Modified). The findings reveal that a critical deficiency lies not merely in “communication” as a standalone skill, but also in a broader set of integrated professional communication competencies. The most urgent needs were identified in ICT literacy (the ability to communicate via digital platforms), creativity (using language for innovative problem-solving), and strategic communication. This suggests that while graduates may possess foundational English skills, they lack the ability to apply them dynamically in technology-rich environments. This study calls for an urgent reform of Business English pedagogy in Thailand. Such an approach would embed language learning within authentic business contexts, fostering the adaptive, tech-savvy communicators required to drive value in a competitive global service economy. This transformation is essential for enhancing graduate employability and ensuring the continued relevance of higher education in meeting real-world industry demands.

Advancing Skills-Based Education: Designing and Validating a Constructivist Learning Environment Model to Foster Students’ Ill-Structured Problem-Solving and Industrial Competencies

Tue, 02 Dec 2025 03:21:00 +0000

The overarching aim of this study is to explore how the Constructivist Learning Environment Model enhances ill-structured problem-solving skills and psychomotor competencies among Thai students in skills-based and industrial programs. The research employed a Design and Development approach structured into two phases. Phase 1 involved model development based on literature review, contextual surveys, and theoretical synthesis. Phase 2 focused on model validation through internal expert assessments and external validation via pre-test and post-test with 30 first-year vocational students from Khon Kaen Technological Business College (K-BAC), selected through cluster random sampling. The developed model consists of seven interconnected components: (1) Problem-Based Learning Center, (2) Resource Center, (3) Cognitive Tool Center, (4) Collaboration Center, (5) Problem-Solving Enhancement Center, (6) Scaffolding Center, and (7) Coaching Center. Expert evaluations highlighted the model’s consistency with established theoretical principles, confirming its effectiveness in stimulating cognitive growth, collaborative learning, scaffolding, and problem-solving development. The pre- and post-test results demonstrated significant improvements in students’ problem-solving abilities, with mean scores increasing from 25.7 (SD = 2.85) to 45.27 (SD = 2.35), as indicated by a p-value of 0.000 (p<.05 level of significance). Additionally, the consistency questionnaire revealed 100% student agreement on the coherence of content, media, and design components, confirming the model’s integrated structure. This study contributes a practical, theory-aligned learning environment model for vocational education, emphasizing authentic problem-solving and skill development. Although Phases 1 and 2 findings are promising, further validation is required to confirm the model’s full effectiveness in enhancing vocational and industrial competencies.

The Educational and Cultural Value of Jiangjia Quan: A Study on Its Historical Transmission and Contemporary Relevance

Wed, 10 Dec 2025 03:53:06 +0000

This study investigates the historical evolution, technical system, and contemporary significance of Jiangjia Quan, a traditional Chinese martial art. The research aims to: (1) explore the historical origins and development trajectory of Jiangjia Quan; (2) analyze its technical framework and master-apprentice transmission mechanism; and (3) examine its physical, cultural, and educational value in modern society. A qualitative methodology was employed, combining literature review, expert interviews, field investigations in regions such as Luohe (Henan Province), and logical analysis of collected data. The findings indicate that Jiangjia Quan is believed to have originated in the late Sui and early Tang dynasties, attributed to the folk martial artist Jiang Yong, and was gradually refined by his descendants. Due to strict inheritance customs—such as the “five no-transmissions” rule—the style has remained relatively obscure, now primarily preserved through the lineage of Sun Shuxiu. The transmission model, rooted in oral instruction and moral cultivation, exemplifies the traditional master-disciple system. In contemporary contexts, Jiangjia Quan demonstrates diverse value: it enhances physical fitness and coordination, serves self-defense and security functions, embodies aesthetic and performative qualities, and promotes moral education and cultural identity. The study highlights Jiangjia Quan as a living cultural heritage with enduring relevance in modern society.

An Occupational Stress Management Program for Physical Education Teachers in Rural Primary Schools: Implementation and Evaluation in Guangxi Province

Fri, 12 Dec 2025 04:19:26 +0000

Physical education teachers in rural primary schools experience significant occupational stress that impacts their well-being, job satisfaction, and teaching effectiveness. The rapid implementation of China’s “health first” educational policy has intensified demands on rural physical education teachers, while existing support systems remain inadequate. This research aimed to: (1) investigate occupational stressors that affect physical education teachers in rural primary schools in Guangxi Province, (2) assess current and desired states of occupational stress management support systems, and (3) develop a comprehensive occupational stress management program based on contemporary adult learning theory. A three-phase sequential mixed-methods design was employed. Phase 1 validated five occupational stressor categories through expert consultation (n=5). Phase 2 assessed current and desired states using surveys with 378 stakeholders from rural primary schools. Phase 3 developed and validated a stress management program incorporating experiential learning (70%), peer learning (20%), and formal training (10%). Five primary stressor categories were identified: student situations, work situations, parent situations, interpersonal relationships, and occupational demands. Significant gaps existed between current support levels (X̅=1.92, low level) and desired support levels (X̅=4.01, high level), with improvement gaps ranging from 1.97 to 2.17 points across all stressor categories. Expert validation confirmed high program suitability (X̅=4.65) and feasibility (X̅=4.20). This study provides the first comprehensive framework for addressing occupational stress among rural physical education teachers in China. The developed program offers a systematic, evidence-based approach combining theory and practice with demonstrated high suitability and feasibility for implementation.

Exploring Emotional Discourse and Identity Construction of Chinese Overseas Students on Xiaohongshu

Tue, 16 Dec 2025 02:13:45 +0000

With the relaxed COVID-19 policies, China remains the largest source of international students, while social media profoundly reshapes their information acquisition and social patterns. This study adopts a multimodal discourse analysis framework, selecting 100 posts by Chinese overseas students on Xiaohongshu (2021-2025) across English-speaking countries (UK, US, Australia), non-English-speaking European nations (Germany, Sweden, Italy), and East Asian states (Japan, South Korea). It explores how students use multimodal content (text, images, videos) to express emotions, construct cross-cultural identities, and foster cultural and emotional resonance.

Findings reveal Xiaohongshu as a key platform for cross-cultural identity construction. Students employ diverse strategies: humorous self-mockery to bridge language barriers, visual contrast to demonstrate cultural differences, and cultural proximity to alleviate academic and life pressures. They transform overseas predicaments into cross-cultural narratives, promoting integration and forming a hybrid identity combining critical thinking and cultural belonging.

The study expands the theoretical framework of cross-cultural identity construction in the digital age, highlighting multimodal discourse’s role in harmonizing individual emotional expression and collective cultural identity. Practically, it provides references for educators, counselors, and policymakers to optimize international student support systems.

The Development of a Teaching Guidebook for Tenor Singing of Puccini’s Opera for Chinese Undergraduate Students in Xi’an Conservatory of Music, China

Fri, 12 Dec 2025 04:23:17 +0000

This study aimed to examine the current context of tenor singing in Puccini’s operas, develop a targeted teaching guidebook, and evaluate its effectiveness for Chinese undergraduate students. The research was conducted in three phases. First, six voice instructors from leading Chinese conservatories were interviewed to ascertain current practices in teaching Puccini arias. In Phase 2, the guidebook was developed based on input from five vocal experts from China and South Korea, incorporating both technical and interpretive strategies. In Phase 3, the guidebook’s content validity, accuracy, and practicality were evaluated through expert reviews and feedback from 16 undergraduate students at Xi’an Conservatory of Music. The findings revealed that although Chinese tenor students show strong interest in Puccini’s arias, participation remains limited due to the technical demands of the repertoire, emphasizing the need for a solid vocal foundation. Accordingly, the finalized guidebook features six carefully selected arias, integrated core vocal fundamentals, strategic technical exercises, performance training, and a structured study plan. After eight weeks of learning cycles, students reported high levels of satisfaction, noticeable improvement in vocal ability, and greater clarity in approaching Puccini’s music. These results affirm the guidebook’s value as an effective instructional resource for enhancing Puccini aria education in Chinese undergraduate vocal programs.

An Optimization Model for Spatial Allocation of Compulsory Education Resources in Guangxi Townships

Fri, 12 Dec 2025 04:25:01 +0000

The spatial allocation of compulsory education resources in rural townships faces significant challenges that affect educational equity, quality, and accessibility. China’s rapid urbanization and rural revitalization strategies have intensified demands for optimized educational resource distribution while existing allocation systems remain inadequate. This research aimed to: (1) identify and validate essential components of spatial allocation of compulsory education resources in Guangxi townships, (2) assess current and desired states of resource allocation across seven key components, and (3) develop a comprehensive optimization model based on educational equity principles and systematic resource management. A three-phase sequential mixed-methods design was employed. Phase 1 validated seven resource allocation components through expert consultation (n=5). Phase 2 assessed current and desired states using surveys with 438 stakeholders from township schools. Phase 3 developed and validated an optimization model incorporating systematic needs analysis, strategic allocation planning, and continuous productivity monitoring. Seven primary resource components were identified: Material Resources, Financial Resources, Human Resources, Policy Support and Management Systems, Curriculum Resources, Social and Community Resources, and Technological and Informational Resources. Significant gaps existed between current allocation levels (X̅=3.48, medium level) and desired allocation levels (X̅=4.55, very high level), with priority needs index ranging from 0.207 to 0.254 across all resource components. Expert validation confirmed very high model suitability (X̅=4.65) and feasibility (X̅=4.20). This study provides the first comprehensive framework for optimizing spatial allocation of compulsory education resources in Chinese rural townships. The developed model offers a systematic, evidence-based approach combining equity principles with practical implementation strategies, demonstrating high suitability and feasibility for policy implementation.

Adaptive Mechanisms for Addressing Coastal Erosion Through Environmental Education: A Case Study of Samut Sakhon Province, Thailand

Mon, 15 Dec 2025 09:15:43 +0000

Coastal erosion poses a severe and growing threat to shoreline communities in Thailand, particularly in Samut Sakhon Province, where socioeconomic vulnerability and environmental degradation intersect. In this study we employ a mixed-methods approach to examine the mechanisms of community-based adaptation through the lens of the environmental education process (EEP). The approach integrates qualitative interviews (n = 85), quantitative surveys (n = 364), and spatial vulnerability mapping. The findings reveal significant economic insecurity, low levels of community participation in environmental organizations, and limited knowledge and preventive behavior regarding coastal erosion. Statistical analysis indicates a strong correlation between adaptive behavior and various factors, including knowledge, attitudes, community participation, access to information, and land use. Knowledge emerges as the strongest predictor of adaptive behavior (β = .389, p < .001). These insights form the basis of a participatory adaptation model that connects local knowledge systems with nature-based solutions and environmental learning frameworks. The study emphasizes the significance of integrating education, participatory governance, and ecosystem restoration to enhance coastal resilience. The proposed model serves as a scalable foundation for policy innovation and sustainable shoreline management in vulnerable coastal regions.

Needs Assessment for Enhancing Servant Leadership Among Private Educational Institution Administrators Under the Office of the Private Education Commission, Northeastern Region

Mon, 15 Dec 2025 09:18:03 +0000

This research aimed to study the current conditions, desired conditions, and development needs for enhancing servant leadership of private school administrators under the Office of the Private Education Commission. The study employed quantitative research methodology. The research sample comprises 259 private school administrators from the Office of the Private Education Commission in the academic year 2024, selected through a multi-stage sampling process. The sample size was determined using Krejcie and Morgan’s table. The research tool was a questionnaire examining current and desired conditions using a 5-level rating scale. The statistics used for data analysis included frequency, percentage, arithmetic mean, standard deviation, and the Priority Needs Index (PNI_modified). The research findings revealed that:

1) The current condition was at a moderate level, while the desired condition of school administrators’ leadership overall was at the highest level. 2) The overall (PNI_modified) value was 1.54, indicating a moderate level of necessary needs requiring development. In order of priority, people development had the highest development need (PNI_modified = 2.05), followed by active listening (PNI_modified = 1.92), caring for others (PNI_modified = 1.11), and having vision (PNI_modified = 1.07), respectively. Therefore, enhancing servant leadership among private school administrators under the Office of the Private Education Commission should incorporate the development of these characteristics in training curricula.

Strategies for Developing the Teacher Innovator in Secondary School

Mon, 15 Dec 2025 09:21:16 +0000

The research project aims to develop and assess strategic methods for fostering teacher innovation in secondary schools within the jurisdiction of the Chaiyaphum Provincial Administrative Organization. The field advances through this study’s identification of a structured framework that encompasses five vital innovation components—initiative, questioning, observation, experimentation, and networking skills—alongside specific development strategies. A mixed-methods approach was applied across three phases: The research process started with synthesizing the components alongside expert validation, followed by a needs assessment through a stratified survey involving 242 participants, which then led to the formulation of a strategic framework. The quantitative analysis indicated that current capacities across all components were moderate, while questioning and experimental skills stood out as the most critical areas needing improvement. Expert panels verified that the research identified five primary strategies and nine secondary strategies, which included 30 actionable methods with high feasibility. The study’s results establish a research-informed basis for systematic professional development programs that strengthen teachers’ innovative skills. The study’s outcomes present important considerations for educational policy development in environments working toward matching teaching methods with modern educational objectives. The results of this research can be used to determine teacher development policies and human resource development plans at the provincial/national level.

Integrating Environmental Education into Collaborative Governance for Municipal Solid Waste Management in Peri-Urban Communities

Tue, 23 Dec 2025 02:44:14 +0000

In this study we explore the pressing issue of solid waste management in peri-urban communities, where urban expansion and rural traditions intersect. Focusing on Wang Taku Subdistrict in Nakhon Pathom Province, we employed a mixed-methods approach, combining quantitative surveys (n = 380) with qualitative interviews of local leaders and community workshops that represented 12 occupational groups. The findings reveal a consistently high level of waste-related issues, particularly in disposal inefficiency (= 4.22). Lack of waste separation ( = 4.10) resulted in an overall problem severity rated at = 3.69, SD = 0.49. While community interest in participating was notable (= 3.52), actual involvement in planning, monitoring and decision-making remained low, contributing to an overall moderate participation level ( = 2.52, SD = 0.25). In response, we introduced a multilateral waste management model grounded in joint decision-making approaches and reinforced by education focused on environmental awareness. The model emphasised source separation, stakeholder coordination and behavioural change through localised training and practical demonstrations. Post-intervention assessments showed statistically significant improvements in waste management knowledge (t = 18.71, p < 0.01), environmental awareness (t = 19.09, p < 0.01) and self-reported practices (t = 18.15, p < 0.01). These results highlight the model’s ability to promote sustainable behavioural change and community ownership, aligning effectively with Sustainable Development Goal 12 on responsible consumption and production. The model presented here offers a realistic, replicable framework for addressing solid waste challenges in similarly situated communities, especially where institutional support is limited but local networks are strong.

The Development of the Chinese Music Education History Course in the Curriculum of Normal Universities in the People’s Republic of China

Tue, 23 Dec 2025 02:47:31 +0000

This research aims to investigate the significance and background of the Chinese Music Education History course in normal universities in the People’s Republic of China, develop the course curriculum for these universities, and implement and evaluate the developed curriculum within their academic context. Employing a mixed-methods approach, the study utilized field data collection and expert interviews to explore the current state and institutional context of the course. Based on these findings, a curriculum was designed and subsequently implemented, after which a questionnaire survey of 15 students was conducted to collect feedback and identify necessary revisions. Five experts were then invited to evaluate the curriculum’s structure and content. Data collection instruments included interviews, the draft curriculum document, and evaluation questionnaires. The research confirmed the significance and background of the course through policy analysis, interviews, and surveys, highlighting its importance in music teacher education while identifying practical challenges and proposing solutions. In response to these issues, a structured curriculum was developed, incorporating key components such as course nature, credits, class hours, scheduling, description, objectives, content modules, assessment methods, learning outcome evaluation, and recommended teaching materials. After implementation and evaluation, data from the pilot phase were used to refine the final version, which now serves as a reference for offering the course as an elective in undergraduate music education programs at normal universities.

Sustainability Mindset Development Model for Secondary School Administrators in Thailand

Tue, 23 Dec 2025 02:49:58 +0000

The objectives of this research were to create and evaluate a sustainability mindset development model for secondary school administrators in Thailand. The research methodology was mixed-methods research using a multi-phase design, divided into three phases. Phase I involved document analysis, expert interviews, and content analysis. Phase II checked the congruence of sustainability mindset indicators with empirical data. The sample included 400 secondary school administrators and teachers. A questionnaire with a reliability score of 0.915 was utilized. Exploratory factor analysis was performed on a sample of 400 participants, while confirmatory factor analysis was conducted on a sample of 800 participants. Phase III involved creating and evaluating the sustainability mindset development model. A draft model was validated using the connoisseurship technique by 9 experts and evaluated by 11 experts. The findings revealed that 1) the sustainability mindset of secondary school administrators in Thailand consist of 16 indicators, categorized into four factors: ecological worldview (4 indicators), systems perspective (6 indicators), spiritual intelligence (3 indicators), and emotional intelligence (3 indicators); 2) the confirmatory factor analysis indicated that the developed model and its indicators were consistent with empirical data, with χ² = 83.52, df = 65, P-value = 0.0606, CFI = 0.999, TLI = 0.997, RMSEA = 0.027, and SRMR = 0.007, when considering the component weight values, it was found that the component with the highest standardized score was ecological worldview, emotional intelligence, and systems perspective, respectively; and 3) a sustainability mindset development model consists of the model’s name, objectives, principles, concepts, key components, success goals, development methods, and driving mechanisms, and its evaluation in terms of propriety, feasibility, and utility was rated at the highest level.

Development of a Zero-Waste Management Model in Educational Institutions under Khon Kaen Municipality

Tue, 23 Dec 2025 02:51:44 +0000

This study aimed to develop and evaluate a zero-waste management model for educational institutions under Khon Kaen Municipality. The research was conducted in three phases. The first phase investigated the current situation, desired condition, and essential needs related to zero-waste management using a needs assessment survey administered to 242 administrators and teachers. Results revealed a clear gap between current and desired practices, with the highest development needs identified in the areas of Reuse and Avoid. In the second phase, a zero-waste management model was designed through expert interviews and focus group discussions. The model was then validated by five experts and rated at the highest level for appropriateness, usefulness, and feasibility. In the third phase, the model was implemented on a trial basis and evaluated by 24 stakeholders, who also rated its practicality and suitability at the highest level. The findings highlight the necessity of a structured approach to zero-waste management in schools and demonstrate that the developed model is both contextually appropriate and operationally feasible. The study contributes a practical framework that can inform educational policy and promote environmental sustainability within the school system. Recommendations are provided for future research to explore broader applications and for educational stakeholders to integrate the model into institutional practice.

Development of the “DriveSafe60+” Application to Enhance Driving Competence and Learning among Older Adults

Tue, 23 Dec 2025 03:35:42 +0000

The rapid growth of the global aging population presents a significant challenge to road safety, as older drivers face unique risk factors that lead to disproportionately higher rates of traffic-related injuries and fatalities when adjusted for distance traveled. One major contributor to this elevated risk is age-related physical decline. This study aimed to develop and evaluate the effectiveness of DriveSafe60+, a mobile application designed to enhance driving competence and learning among older adults. The application comprises five core components: Driving Ability Test, Health & Alert System, Driving Tips & Training, Safe Driving Report, and Emergency Support (SOS), which were developed based on the competency assessment frameworks of AAMVA, WHO road safety guidelines, Connected Health principles, and Adult Learning Theory. A one-group time-series design was employed with 100 licensed older drivers who used the application for 4 weeks. Driving competence, specifically confidence and decision-making, was assessed before, during, and after application use. Results from a One-way Repeated Measures ANOVA indicated statistically significant improvements in driving competence across all measurement points (F = 1599.932, p < .001). These findings demonstrate that DriveSafe60+ effectively enhanced older adults’ self-awareness and confidence in driving-related decision-making by supporting self-regulated learning and adaptive driving behaviors. The study suggests that mobile technology is a feasible and practical approach to promoting safer, longer driving among older adults in an aging society.

The Reconstruction Path and Practical Strategies of Classroom Teaching Blackboard Writing for the “Fundamentals of Electrical Engineering” Course in the Information Age

Mon, 29 Dec 2025 06:15:02 +0000

Against the backdrop of educational digital transformation, the value of traditional blackboard teaching in Electrical Engineering Fundamentals courses at military academies and training institutions warrants reassessment. This discipline emphasises logical deduction and engineering modelling; overreliance on multimedia risks trapping students in a ‘understand but cannot apply’ predicament. This paper analyses current issues such as formalism and fragmentation in blackboard writing, proposing eight strategies: ‘Anchoring Objectives, Leveraging Strengths, Gauging Proportion, Systematic Planning, Standardised Presentation, Activating Generation, Aligning Characteristics, and Integrating Intelligence’. The author recommends that chalkboard writing should evolve from experiential notation into structured cognitive scaffolding, rather than remaining a technical appendage. Practice demonstrates that scientifically reconstructed chalkboard writing can both underpin knowledge construction in circuit analysis and safety protocols, and integrate the cultivation of ‘extreme responsibility and meticulous rigour’ in maintenance personnel. This provides a low-cost, high-benefit teaching pathway for nurturing military engineering talent in the new era.

Development of Educational Technology for Holistic Water Information Repository to Support Community Decision Making in Water Resource Management

Tue, 06 Jan 2026 02:31:36 +0000

Effective community-based water resource management requires integrated, accurate, and accessible information to support evidence-based decision making. However, in many local contexts, water-related data remain fragmented across multiple agencies and are rarely designed to support community learning or participatory planning. This study aimed to (1) conduct a systematic review and bibliometric analysis of research related to holistic water information systems for community decision making, (2) design an educational technology–based holistic water information repository, and (3) evaluate the performance and effectiveness of the developed system in a real-world community context. The study followed the PRISMA 2020 framework and employed bibliometric analysis using data retrieved from the Scopus database, resulting in 175 eligible studies for synthesis. Insights from the review informed the design of a holistic system architecture integrating data management, knowledge management, learning management, and decision-support functions. The system was developed following the System Development Life Cycle (SDLC) framework and implemented in Chachoengsao Province, Thailand. System evaluation involved expert assessment, a quasi-experimental design using pre-test and post-test measures, and user satisfaction surveys. The results indicated that the system architecture achieved the highest level of suitability (Mean = 4.61, S.D. = 0.48). Participants’ learning achievement significantly improved after system use (t = 7.21, p < .01), and user satisfaction was high across all evaluated dimensions. These findings demonstrate that integrating educational technology into a holistic water information repository enhances digital competencies, learning outcomes, and participatory community decision making in water resource management. This study contributes empirical evidence on how educationally grounded information systems can strengthen community capacity and support sustainable water governance.

Exploration of Internationalized Teaching Reform in University Philosophy Courses

Wed, 14 Jan 2026 03:11:55 +0000

Facing the globalization of ethical issues and the diversification of values, the teaching of philosophy in universities urgently requires innovation and breakthroughs. This study takes “Selected Readings in Classic Ethical Works” as a pilot course to innovate the teaching model of philosophy courses. By introducing an internationalized seminar-based teaching model and cross-cultural comparative teaching methods, the aim is to deepen students’ theoretical and analytical abilities and cultivate well-rounded talents in the humanities and social sciences with global perspectives, cross-cultural understanding, and critical thinking. Through the internationalized teaching reform of philosophy courses, the curriculum serves cross-cultural value communication and the shared development of human spiritual civilization more effectively.

Research on the Curriculum Model of Medical Advanced Mathematics Under the Dual-Driven Framework of Engineering Accreditation and Core Socialist Values

Sat, 24 Jan 2026 08:21:45 +0000

Under the backdrop of integrating engineering accreditation standards with medical humanities, this study addresses the issues of mechanical embedding of ideological-political elements and insufficient value guidance in medical-engineering education within medical mathematics courses. We propose a “dual-driven framework” combining engineering accreditation standards and Socialist Core Values, establishing a tripartite synergistic system integrating knowledge, skills, and values. From the engineering perspective, we align with the 12 graduate attributes of the Washington Accord to design quantitative indicators, while the core values dimension constructs a three-tiered mapping model (national, societal, and individual levels). By leveraging medical-specific resources-such as systematic thinking in differential equations for epidemic control and scientific rigor in probability statistics for clinical decision-making-we developed case studies like the Logistic model for pandemic prediction, achieving deep integration of mathematical tools with medical ethics. Key innovations include: (1) developing a dual-wheel collaborative mechanism to overcome the limitations of one-way indoctrination; (2) building a 7-module, 23-scenario ideological-political matrix tailored to medical contexts; and (3) creating a dynamic evaluation model blending quantitative attainment metrics (e.g., ethical decision-making criteria) and qualitative assessments. Practical outcomes demonstrate a statistically significant improvement in the achievement of ideological-political education objectives (t(319) = 4.52, p = 0.003, d = 0.25; see Table 3 for detailed results) in the achievement of ideological-political education objectives, with medical ethics decision-making qualification rates rising from 67% to 89%. This framework provides a “standard-value-closed-loop” paradigm for medical-engineering courses, advancing the development of “New Medical Science” and the cultivation of outstanding medical professionals with both technical expertise and humanistic values. This study integrates the 12 graduate attributes of the Washington Accord with a three-tiered mapping model of socialist core values, achieving a closed-loop synergy between technical and ethical education.

The Development of the Teaching Manual of Li Qingzhao’s Ancient Poetry Art Songs, China

Sat, 24 Jan 2026 08:23:35 +0000

This study aimed to examine Li Qingzhao’s literary status and the historical and cultural context that shaped her poetic works, to explore pedagogical approaches related to ancient poetry art songs based on her poetry, and to develop and evaluate a corresponding teaching manual. Using qualitative research methods, data were collected through semi-structured interviews with two professional singers, three vocal teachers, and five university students. Content analysis revealed that Li Qingzhao holds a significant literary position as a renowned poet of the Song Dynasty, with her works having a lasting influence on Chinese poetry and music. The investigation into pedagogical approaches emphasized the integration of literary interpretation, musical analysis, and expressive singing, while also identifying challenges such as poetic comprehension, emotional expression, and vocal technique. The resulting teaching manual, developed through document review, sample selection, interviews, and field observations, was refined through expert validation and acknowledged as a systematic, professional, and practical instructional tool. It includes modules on vocal exercises, textual and musical analysis, singing techniques, and performance preparation. Experts affirmed its value in improving instructional quality and enhancing performance outcomes in Chinese vocal music education. Overall, this study contributes to the preservation and pedagogical advancement of classical Chinese art songs, offering a foundational resource for future vocal instruction grounded in Li Qingzhao’s poetic artistry.

Management Strategies for Effective Online Instructional Settings to Enhance the Educational Quality of Jiangsu College of Finance & Accounting in Lianyungang City, China

Sat, 24 Jan 2026 08:25:36 +0000

This study employed a mixed-methods research design with the following objectives: 1) To investigate the opinions of teachers and students towards the problems of the online instructional setting. A questionnaire was designed based on four components: Course Introduction, Feedback and Learning Outcomes, Online Learning Organization, and Learning Support. Data were collected from a total of 310 teachers and administrators and 381 students, selected using Taro Yamane’s formula and the simple random sampling technique. 2) To develop management strategies for effective online instructional settings to enhance educational quality. In-depth data were gathered through a focus group discussion involving seven experts, who provided insights and validation for the proposed strategies, and 3) To evaluate the effectiveness of the management strategies for effective online instructional settings in improving educational quality. An evaluation instrument was developed to assess four dimensions of the strategies: Suitability Standards, Usefulness Standards, Feasibility Standards, and Accuracy Standards. Evaluations were conducted by the same panel of seven experts. All research instruments underwent content validation using the Index of Item–Objective Congruence (IOC) and reliability testing using Cronbach’s alpha coefficient. Quantitative data were analyzed using mean values (X̄, μ), standard deviations (S.D., σ), and correlation coefficients (Chi-square), while qualitative data were analyzed through both inductive and deductive approaches. Research results were as follows:

1) Teachers’ and Students’ Opinions on Online Instructional Settings. The results revealed that teachers reported greater concerns about online instruction than students did. The teachers’ mean score was 3.90 with a standard deviation of 1.02, while the students’ mean score was 3.77 with a standard deviation of 0.89. The correlation coefficients of opinions across all aspects were higher than 0.30, showing statistical significance at the 0.05 level.

2) Management Strategies for Effective Online Instructional Settings. The developed management strategies comprised four key strategies: Environmental Survey, Strategy Formulation, Strategy Implementation, Evaluation and Control.

3) Evaluation of the Management Strategy Standards. The evaluation results showed that all strategy standards were rated at the highest level, with a mean score of 4.55 and a standard deviation of 0.55.

The Study OBE Talent Management Model of a Training Program Management on the Project-Based Teaching-Learning Method for Students at Hubei Engineering University, China

Wed, 18 Mar 2026 02:26:44 +0000

Adapting teaching methods to meet contemporary industry demands while fostering the competencies of landscape design students has become a critical educational challenge. This thesis integrates Outcome-Based Education (OBE) with Training Program Management through a Project-Based Teaching–Learning (PBTL) approach. The study investigates the relationships among curriculum outcomes, instructional strategies, and assessment practices aligned with expected learning outcomes across two selected cohorts of students. The objective is to enhance the quality and effectiveness of landscape design education.

A comparative analysis employing t-tests and achievement evaluations, as well as cross-semester correlations, was conducted to examine the impact of the proposed model. The findings reveal that the integration of OBE and PBTL clarifies educational objectives, strengthens student-centered learning, and supports the development of assessment systems that align with the targeted competencies. Overall, the study proposes a comprehensive framework for advancing landscape design education through OBE principles, providing both theoretical insights and practical recommendations for curriculum development and instructional improvement within related professional disciplines.

Reviewer Acknowledgements for Journal of Education and Learning, Vol. 15, No. 2

Tue, 31 Mar 2026 06:04:31 +0000

Reviewer Acknowledgements for Journal of Education and Learning, Vol. 15, No. 2, 2026