Tạp chí của Viện Khoa học Giáo dục Việt Nam
Exploring the Intersection of Skin Health Rights and Educational Access for Learners with Albinism in Nemamwa Growth Point, Zimbabwe
This study explores the skin health rights of learners with albinism in Nemamwa Growth Point, Zimbabwe, focusing on the challenges they face and potential solutions to enhance their access to skincare and health services. Every Zimbabwean, including learners with albinism, has the right to health as enshrined in the Constitution of Zimbabwe, Section 76 (1). In this qualitative study, we employed a content analysis method. The research was conducted in two rural schools in Nemamwa Growth Point. Participants included four learners with albinism, reflecting gender balance and allowing for an exploration of gender-specific experiences. Additionally, two community leaders, two teachers, two parents (one male and one female), and representatives from two non-governmental organizations (one male and one female) were included. These participants were aged between 12 and 45, with some having albinism and others not. All participants resided in the Nemamwa area. Data were generated through focus group discussions. Ethical considerations, such as informed consent and parental permission, were observed. One key finding revealed that learners with albinism experience heightened vulnerability due to the lack of accessible skin health resources. Based on this finding, the study recommends the implementation of targeted health education programs that address the specific skin needs of learners with albinism.
Factors Influencing Burnout during the Pandemic: A Case of Vietnamese Teachers
Online teaching has become the new norm both during and beyond the pandemic, with teachers at the center of enacting this change. Although COVID-19 has passed, many lessons and insights can still be drawn to inform school leaders and policymakers on how to better support teachers through such transitions, as well as to prepare them for any future pandemics. This study investigates factors contributing to teacher burnout in Vietnam during the COVID-19 period by re-examining existing survey data on educators’ perceptions of online teaching and its impacts. Guided by relevant literature, selected survey items were used to approximate perceived burnout, and regression analysis was conducted to explore four potential contributing factors. Strong statistical evidence was found for work overload and the perceived negative impact of COVID-19 on life in predicting Vietnamese teachers’ burnout. Weak statistical support was found for the effectiveness of online teaching and learning, while no evidence was found for perceived social support. This paper takes a novel approach by reanalyzing data collected from a previously published study to generate new understandings and insights. It also serves as a preliminary study, highlighting areas that future research on teacher burnout may consider in theoretical models.
Culturally Responsive Teaching in Vietnam’s International Higher Education: Where Do We Stand?
This study investigates the implementation of culturally responsive teaching (CRT) across thirteen internationalized programs, utilizing data from in-depth interviews with twenty-six faculty members at eight universities in Vietnam. The qualitative data were systematically analyzed using NVIVO software. Inductive coding and thematic analysis yielded five key dimensions of CRT practice: (i) adaptation of internationalized curriculum, syllabi and lesson plan to align with students’ learning preferences; (ii) contextualization of instructional contents to reflect Vietnam’s culture and societal context; (iii) modification of pedagogical approaches to address students’ diverse needs and backgrounds; (iv) creation of a culturally responsive and supportive environment; (v) promotion of students’ self-transformation through engagement with internationalized programs. The study concludes by discussing the implications for faculty professional development, emphasizing the importance of equipping educators with responsive pedagogical competencies to meet the challenges of an increasingly internationalized higher education landscape in Vietnam.
Addressing Misconceptions in Photosynthesis and Genetics through Interactive Video Lessons in Bhutanese Secondary Biology Classrooms
Misconceptions in Biology present persistent challenges to effective Biology education, limiting students’ acquisition of accurate knowledge and scientific literacy. This study investigated the effectiveness of interactive video lessons in addressing and correcting biological misconceptions of photosynthesis, genes and chromosomes among high school students in Bhutan. Employing a quasi-experimental design, the study engaged 228 students who participated in pre-tests, interventions, post-tests, and postretention tests. The prevalence of misconceptions prior to the intervention highlighted the urgent need for more effective instructional strategies. Statistical analyses indicated significant improvement t(114) = -8.451, p < .001) in the experimental group’s performance compared to the control group. Moreover, the sustained nature of this improvement was evident from the minimal differences observed between post-test and post-retention scores t(114) = .139, p > .05) within the treatment group. This suggests that the interactive video lessons were not only effective in correcting misconceptions but also in promoting long-term understanding and retention of fundamental biological concepts. The findings underscore the importance of integrating evidence-based instructional tools, such as interactive videos, to enhance conceptual clarity and student engagement. The study provides actionable recommendations to help improve Biology teaching and reduce persistent misconceptions among students through effective classroom and policy-level interventions.
From Criteria to Challenges: Unpacking Hiring Practices in Vietnamese English Language Centers
This study critically analyzes the employment practices of English language schools in Vietnam, including their selection criteria, recruitment processes, and the challenges they present, as well as their impact on educational quality. According to statistics from 18 centers nationwide, the findings are that all the centers require candidates to possess IELTS or TESOL certification, 75% prefer candidates with at least a Bachelor’s degree, and 85% prefer native English speakers. Formal interviews (used by 90% of the centers), teaching demonstrations (70%), and written examinations (50%) are standard tools used for selection. Large-scale concerns identified during the recruitment process include difficulties in recruiting highly qualified native speakers (90%), evaluating teaching capability effectively (65%), and navigating complex visa requirements (85%). Statistical methods, such as ANOVA, Chi-square tests, and Pearson correlation, were employed to determine the relationships between institution size, location, and program type, as well as recruitment preferences and issues. Findings show that centers with higher staff are more likely to prefer in-house speakers, city centers experience more visa-related problems, and programs that offer special studies are more selective in their hiring practices. The study emphasizes the need for tighter regulatory directions and more equitable recruitment processes to ensure improved English language teaching (ELT) quality in Vietnam. The study also recommends future research on the connection between recruitment policies and pedagogical quality.
Relationship between Teacher Interpersonal Behaviour and Students’ Learning Motivation in Geography
This study examined the attitudes of Class 10 students in western Bhutan regarding the interpersonal behavior of their Geography teachers and the correlation between these perceptions and their motivation to learn the subject. A convergent parallel mixed-methods approach was employed, integrating survey questions, semi-structured interviews, and focus group discussions. The study was conducted at 22 secondary schools across five Dzongkhags, involving 303 students and 26 Geography instructors. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were examined using thematic analysis. Students generally rated their instructors positively, with the highest average scores for leadership (M = 4.35), understanding (M = 4.34), and helpfulness/ friendliness (M = 4.16). Uncertainty (M = 1.55) and dissatisfaction (M = 1.83) received the lowest ratings, resulting in an overall teacher behavior score of 3.07. Students were highly motivated to learn Geography (M = 3.80, SD = .52), with grade motivation being the highest (M = 4.11). A statistically significant and moderate correlation was found between perceived teacher behavior and student motivation (r = .472, p = .015). The study suggests that Geography teacher training should emphasize active listening and emotional awareness to enhance classroom interactions and boost student motivation.
Challenges and Best Practices in Implementing AUN-QA Standards in Higher Education Institutions
The implementation of quality assurance mechanisms in higher education institutions is crucial for providing high-quality education and meeting societal needs. The ASEAN University Network-Quality Assurance (AUN-QA) framework is instrumental in promoting quality enhancement and international recognition for higher education programs in ASEAN member countries. This study analyzes information from 20 scholarly articles published in Scopus and Google Scholar indexed journals, focusing on AUN-QA-related content. The findings partially elucidate the reasons for higher education institutions’ adoption of AUN-QA and shed light on the challenges they face during its implementation. Additionally, the research provides insights into the key preparations universities need to undertake to effectively implement AUNQA standards. The results suggest that while universities adopt AUN-QA to improve their academic programs and enhance international collaboration, they encounter significant administrative and cultural challenges. Despite these obstacles, the AUN-QA framework fosters a culture of continuous improvement and student-centered learning, contributing to higher educational quality and international competitiveness. This study provides valuable insights for universities preparing to implement AUN-QA standards, emphasizing the critical role of strategic planning and stakeholder engagement in addressing implementation challenges and optimizing.
The Use of GeoGebra Software in Learning Quadratic Function Graph to Improve Mathematics Learning Outcomes of First-Year High school Students
GeoGebra’s interactive and dynamic nature is a valuable tool for enhancing mathematics learning outcomes by improving students’ understanding, engagement, and mathematical abilities, particularly in quadratic functions. By integrating algebraic and graphical representations and supporting exploration and problem-solving, GeoGebra helps make abstract mathematical concepts more concrete and accessible to learners. This research aims to determine the impact of GeoGebra as a learning medium on student learning outcomes related to quadratic function graph material. A quantitative research method was used, with first-year students from Al-Falah Islamic High School as participants. The instrument consists of validated test questions to measure student learning outcomes. The research design used is a One-Shot Case Study, a type of pre-experimental design. Based on data analysis, the t-test results show that the calculated t-value (11.571) is greater than the tabulated t-value (2.074). Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted, indicating that using GeoGebra as a learning medium for quadratic functions helps students achieve proficiency in their mathematics learning outcomes.
Using Output Tasks to Improve 11th Graders’ English Vocabulary: An Action Research Project
The study adopted an action research design to investigate the effectiveness of output tasks in increasing vocabulary for grade-11 students at a high school in Vinh Phuc Province, Vietnam. The study was conducted for 40 participants whose English proficiency was assessed at the levels of A2 or B1. In the study, several output tasks, mostly creative ones that involved prompting students to actively use their vocabulary in spoken or written production, were incorporated into the lessons using the textbook Tiếng Anh 11- Global Success. To assess the impact of the output tasks, the researcher employed multiple data collection tools. Pre-and post-study tests assessed improvement in the students’ vocabulary knowledge, while questionnaires mainly explored their attitudes towards the implemented activities and vocabulary learning. The teacher’s observation also helped provide valuable insights into students’ engagement and learning progress. After the two action research cycles, the results revealed that the students made satisfactory progress in their English vocabulary. The results also indicated that the students held positive attitudes towards the output activities in particular and vocabulary learning in general. This study, therefore, has pedagogical implications for the use of output tasks in facilitating English-as-a-foreign-language (EFL) vocabulary acquisition.
Effectiveness of 7E Instructional Model in Teaching Factors Affecting Rate of Chemical Reaction for Grade Nine Chemistry
This study was designed to explore the effectiveness of the 7E instructional model in teaching the concept of factors affecting the rate of chemical reaction to ninth-grade chemistry students in one of the schools in Bhutan. The research design was quasi-experimental, and the study was conducted over a month. Quantitative data was collected from 62 students using convenience sampling, with 31 students each in the experimental and control groups. In addition, a purposeful sampling method was used to gather qualitative data from six students specifically chosen from the experimental group. Quantitative data for the study was obtained using the test and survey questionnaires, whereas qualitative data was collected using semistructured interviews. The test scores underwent descriptive and inferential analysis, while the survey questionnaires were subjected to mean and standard deviation calculations. Thematic analysis was used to analyze the semi-structured interviews. The study found a significant mean difference in the academic scores of students in chemistry when taught using the 7E instructional model compared to the lecture method. Likewise, the study found students exhibited positive attitudes toward chemistry when exposed to the 7E instructional model. Moreover, the study revealed a significant strong correlation between students’ attitudes and test scores. The findings suggest that the 7E instructional model enhances students’ academic performance and fosters a more positive attitude toward learning chemistry. The researchers recommend adopting the 7E instructional model, as it offers a more engaging learning experience that enhances students’ understanding and application of scientific concepts.
Enhancing Students’ Competency-Based Question Handling Skills through Problem-Based Learning: Action Research
This action research investigated the effectiveness of Problembased learning (PBL) in enhancing students’ competency-based question handling skills in the unique context of Yebilaptsa Middle Secondary School. This study employed a quasi-experiment mixed-methods design, incorporating pre-tests, post-tests, and student interviews to examine the impact of PBL on students’ abilities to comprehend and respond to competency-based questions. A total of 48 grade ten students participated in this study, with 24 students assigned to the experimental group (EG) and 24 to the control group (CG). The findings revealed that despite an initial lack of significant differences in pre-test scores (p = .679) between the CG and EG, the PBL strategy can led to statistically significant (p = .001) improvements in the EG. Similarly, the qualitative findings also supported quantitative findings, highlighting the value of PBL in encouraging greater comprehension, teamwork, and long-term memory of information. While the study provides valuable information into the potential of PBL in addressing students’ challenges with competency-based questions, the study admits its limitations, including the small sample size and single-site focus. Nevertheless, the study adds to the discourse on studentcentered learning strategies and provides foundations for continued further research on PBL in a range of educational contexts. This AR concludes with implications and recommendations for future studies.
Fostering Intercultural Communication Competencies through a CALL Global Citizenship Course, as Perceived by EFL Teachers
Global citizenship and competences certificate was a course provided by Education New Zealand to improve EFL teachers’ understanding and awareness of intercultural communication competencies (ICC). The course was conducted and delivered online both asynchronously and synchronously with the support of platforms, computers, and the Internet. This present article aimed to investigate how that course could enhance or hinder EFL teachers’ intercultural communication competences (ICC) from their perspectives. A total of 29 EFL teachers who came from four different countries (i.e., Vietnam, New Zealand, Thailand, and Japan) participated in the semi-structured interviews to share their perceptions regarding ICC. The interview data was analyzed thematically. As a result, the findings revealed that the teachers had unforgetable experience in terms of ICC. They had much better awareness and understanding of ICC and its components. Besides, they believed that what had been vague about ICC before was clarified when they had chances to read materials, watch videos, and more importantly discuss issues with the facilitators and the international and national peers. More interestingly, what they highly valued from the course was the informal discussions about different personal, academic, and professional issues among people from different cultures. Moreover, the EFL teachers confirmed that the CALL course was an effective way for them to learn cultures, connect with the world, and develop learning communities. Finally, those teachers hoped to integrate the content learnt from the course and the way the course was delivered into their own EFL teaching although they identified several challenges such as their learners’ proficiency, the packed schedule from the curriculum, and the facilities.
Curriculum Reform and Teacher Motivation: The Case of Bangladesh
The Bangladesh education system is undergoing a transformational phase with the introduction of the National Curriculum 2022 (NC 2022). This research investigated teachers’ motivation to implement the NC 2022 in Dhaka city, focusing on its alignment with student development, suitability for the Bangladeshi context, and implementation challenges. This study used semi-structured interviews with fourteen grade 6 and 7 teachers from public and private secondary schools in Dhaka city, each having over five years of teaching experience and training in the new curriculum. The research explored teacher views through the lens of Everett Roger’s Diffusion of Innovation and Hertzberg’s two-factor theory, considering motivator and hygiene factors influencing implementation. Teachers recognized the curriculum’s potential for skill development and global adaptation but highlighted practical challenges, including resource constraints, heavy workload, and classroom environment issues. They also expressed concerns about the implementation procedures and economic struggles affecting their motivation. Despite perceived positive impacts on student involvement and analytical thinking, challenges such as large class sizes hindered willingness to contribute. Teachers emphasized the importance of school readiness and infrastructural improvements for successful implementation of the new curriculum. This study emphasizes the need for policy and administrative adaptations to ensure the effective implementation of NC 2022.
Modernizing Education in Research4Life Countries: Integrating STEM and Developing the Model Design Process for Secondary Education in Vietnam
Integrated education models, particularly the integration of STEM into secondary education programs, have a positive impact on students’ critical thinking. This study emphasizes significant changes in the education systems of many countries, specifically those within the Research4Life group. By integrating STEM into secondary education, the study shows improvements in students’ knowledge, skills, and attitudes. Enhancing STEM knowledge, developing creative thinking and problem-solving skills, and boosting learning spirit and confidence are key findings. The study also focuses on developing a comprehensive 6-step process from idea generation to STEM model design for secondary education. The goal of this process is to create STEM models that students from elementary to high school levels can use to solve real-life problems. To expand the research, the next step involves testing and evaluating the STEM model design process in actual secondary schools to determine its effectiveness and feasibility. The study also needs to continue exploring education policies and support measures to promote the integration of STEM into secondary education, especially in developing countries. This will help raise awareness and support from policy decisions and the education community.
Improving the Reading for Pleasure Habit of Students of Samtse College of Education
Reading for pleasure is essential for the students of Samtse College of Education as it helps enhance communication skills, upgrade knowledge, and serve as a role model to inspire students. However, it was found that the reading-for-pleasure habit among students at Samtse College of Education (SCE) is poor. This action research investigated improving the reading-forpleasure habit of the students at SCE. The participants in the action research comprised 16 classes, including students from M.Ed, B.Ed, and BA in Social Work programs. Data for the study were gathered using questionnaires and interviews. A total of 325 students responded to the questionnaire, and 57 students participated in the interview, both in the pre- and post-intervention data collection phases. The baseline and post-intervention data were analyzed using the statistical mean for the questionnaire data and thematic analysis for the interview data. Following the analysis of the baseline data, three intervention strategies-Our Time To Enjoy Reading (OTTER), Self-Indulgence Reading, and Raffle Draw-were used in all 16 classes for eight weeks. The analysis of the two sets of data showed that the intervention strategies were effective in promoting the reading-for-pleasure habits of the students. The findings indicated that, of the three intervention strategies, OTTER was the most effective. The study recommends the continuation of the reading program to further enhance the reading-for-pleasure habits of the students.
EFL Students’ Views on MOOCs’ Usability in the North of Vietnam: A Qualitative Study
The primary aim of this study was to explore the usability of Language Massive Open Online Courses (LMOOCs) from the perspective of Vietnamese learners of English as a Foreign Language (EFL). To achieve this, the research utilized a qualitative questionnaire to gather data from a purposively selected group of 12 EFL learners. These participants were drawn from five different universities in the north of Vietnam. The outcomes of the study encompass a wide array of positive and negative facets pertaining to LMOOCs. Based on the findings of content analysis, it can be observed that learners exhibit consensus regarding the favorable attributes of LMOOCs. These attributes encompass the learning environment, the applicability of LMOOCs in language acquisition, the inclusive nature of educational technology employed, and the existence of parental involvement. However, the attitudes of the learners exhibited inconsistency when it came to affective variables and feedback in the context of LMOOCs. Ultimately, it was posited that contextual considerations serve as impediments to the adoption of LMOOCs. The study posits that it would be beneficial for EFL authorities in Vietnam and similar contexts to increase the provision of teacher education and professional development courses. This would help EFL instructors to acquire the necessary skills and knowledge to effectively implement teaching methodologies utilizing LMOOCs.
Impact of Students’ Reading Habits on Academic Performance in English of Bhutanese Higher Secondary School Students
This study investigates the impact of reading habits on English academic performance among Bhutanese higher secondary students using a mixed methods approach. Quantitative data were collected from 378 participants, while qualitative data were gathered from 16 interviewees and one focus group discussion involving teachers, parents, and students from higher secondary schools. Descriptive and inferential statistical analyses were employed for quantitative data, while qualitative data were analyzed thematically. The findings revealed that students’ reading habits positively influence academic performance in English. Moreover, the study highlighted the crucial roles of teachers and parents in fostering these habits. However, it underscored that modern challenges such as the pervasive use of information and communication technology threaten to diminish students’ reading habits. The study also identified barriers to regular reading, including difficulty comprehending texts, time constraints, inadequate guidance, unsupportive environments, limited resources, and restricted library access. Consequently, the study recommends collaborative efforts among parents, teachers, and schools to adopt diverse strategies and methods to promote and sustain reading habits among students.
The Education Compass: Navigating Beyond the North of PISA, TIMSS, and PIRLS
Global learning measurement systems such as Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and Programme for International Student Assessment (PISA) have been widely used to compare the educational performance of different countries. However, these systems have some limitations that need to be considered. After analyzing 1,265 research articles on such measurement agendas, this article highlights blind spots and blackspots surrounding largescale metrics’ development, measurement, and implications. This commentary article emphasizes that essential factors about culture and diversity have yet to be included in such metrics, leading to monochrome paintings of the global education landscape rather than mosaics. Overall, we advocate for a strategic shift in developing and adopting such global measurement agendas.
The Effect of Games and Simulations in Learning Mathematics: A Quasi-Experimental Study
This study aimed to investigate the effect of games and simulations on the academic achievement of secondary school students in mathematics. Employing a quasi-experimental design, the study utilized both an experimental group (EG) and a control group (CG) to assess the effectiveness of games and simulations in learning mathematics. A total of 62 grade nine students participated. The EG was exposed to quiz games, problem-solving games, polyprod games, and PhET simulations for teaching polynomials, while the CG followed traditional teaching methods. Data were collected using mathematics achievement test scores and a survey questionnaire. Descriptive and inferential statistics were used to analyze the data. The findings indicated that students had positive perceptions of using games and simulations in learning mathematics, with an overall mean score (M = 4.18, SD = 0.71). The EG showed significantly higher mathematics achievement than the CG, demonstrating the effectiveness of games and simulations in learning (p<0.05). Additionally, a strong positive correlation (r = 0.96) was found between students’ perceptions of games and simulations and their mathematics achievement. The study concludes with implications and recommendations for future research.
Students’ Creative Thinking Ability Using Project-Based Learning based on Augmented Reality (AR)
Education aims to enhance students’ mathematical abilities in alignment with the demands of the 21st century. Essential to these contemporary skills are the 4C competencies, among which is the capacity for creative thinking - a fundamental skill enabling students to critically analyze problems and devise various innovative solutions. This study endeavors to assess whether the application of Project-Based Learning (PjBL) combined with Augmented Reality (AR) enhances creative thinking abilities more effectively than PjBL alone. Employing a quasi-experimental research design, two distinct classes were subjected to different instructional treatments. The study participants comprised eighth-grade junior high school students, with each class consisting of 140 students, divided into control and experimental groups. The research instrument utilized was a test assessing mathematical creative thinking abilities. Data analysis commenced with prerequisite tests for normality and homogeneity, followed by hypothesis testing using the t-test, facilitated by SPSS 21 software. The findings revealed that that there is an influence on students’ creative thinking abilities in using PjBL using AR than PjBL without AR. This underscores the efficacy of Augmented Reality (AR) media in cultivating the creative thinking abilities of junior high school students, particularly in geometric contexts. The positive impact of PjBL augmented with AR can be attributed to the immersive nature of AR technology, which encourages students to engage creatively with projects, thereby enhancing their capacity for innovative problem-solving.
Conceptualizing Teacher Agency for Culturally Responsive Teaching in International Programs at Higher Education Levels
In light of the internationalization of higher education, teachers play a crucial role in promoting culturally responsive teaching (CRT) for all students from diverse backgrounds. A growing interest in teacher agency and its enactment in culturally diverse environments has recently emerged among educators and policy makers. However, a systematic conceptualization of teacher agency in CRT remains under-explored. This article presents a theoretical framework that synthesizes existing theories of teacher agency and analyses conditions for its enactment in CRT in international programs. Teacher agency in CRT has been addressed in five major aspects including CRT teacher identity, professional competence, professional philosophy, autonomy and reflexivity. Institutional conditions have been described for curriculum adaptation and development, culturally responsive pedagogy and enabling environment building. This paper discusses the implications for teacher education, professional development and institutional provisions in order to facilitate the transformation of CRT practices in international programs at higher education levels.
Continuous Professional Development Programme Needs of Secondary School Geography Teachers
In light of the changing dynamics and developments in the education system, the professional development (PD) of teachers is seen as a crucial means to improve the competencies of teachers. There have been numerous prior studies that examined the need for teacher professional development in various educational contexts. However, research in this area is extremely scarce in Bhutan. The main aim of this study was to examine the perceptions of geography teachers in the western region of Bhutan regarding the need for professional development. The study was conducted based on the pragmatic paradigm and included an explanatory sequential mixed-method design. Considering the need of the study and the methodology designed, the study employed stratified simple random sampling for the survey and non-probability purposive sampling for Focus Group Discussions (FGDs). A total of 104 geography teachers participated in the survey, and 10 teachers participated in FGDs, which were conducted in two groups. The findings of the study revealed that most teachers could not meet the 80 hours of PD requirement. The findings also indicated that the most needed professional development areas for the teachers were subject content, instructional technology and designs, assessment and evaluation, special education, and research. It was determined that some of the participants needed professional development in the areas of teaching strategy and classroom management. The study suggests that the Ministry of Education (MoE) and other relevant stakeholders provide subject-based PD Programmes that respond to teachers’ needs.
Key Stage III Geography Students’ Environmental Knowledge: A Mixed-Methods Study
In recent decades, the world has experienced escalating global environmental crises resulting from widespread environmental degradation. The magnitude of this degradation underscores the urgent need to foster environmental knowledge, particularly among school children, who represent the future leaders and custodians of our planet. In Bhutanese school education, environmental education primarily takes place within the geography curriculum. Therefore, this study aims to assess the level of environmental knowledge among students in Key Stage III within the Bumthang district. To achieve this goal, the study employed an explanatory sequential mixed-methods design. Two hundred Key Stage III students participated in the survey, and 32 students were purposefully selected for four focus group discussions. Descriptive analysis was employed to analyze the quantitative data, while the qualitative data underwent coding and identification of emerging themes. The findings of this study indicate that students possess a low level of environmental knowledge. This low level of environmental knowledge is attributed to a lack of motivation in learning, the use of the same teaching strategies, and limited information in the text. Hence, efforts should be made to enhance motivation, diversify teaching strategies, and highlight the need for curriculum reforms to enhance students’ environmental knowledge.
Linguistic and Cultural Challenges in Mastering English Adverbials among Vietnamese Young Adults: A Quantitative Analysis
This study delves into the complexities of mastering English adverbials among Vietnamese young adults, highlighting the intricate interplay between linguistic exposure, educational background, and the nuanced challenges imposed by cultural and linguistic disparities. Through a quantitative analysis involving a sampling of 500 participants from various English language centers across Vietnam, this research elucidates how different levels of English exposure and educational attainment correlate with proficiency in English adverbials. Key findings reveal that Vietnamese learners face significant challenges in correctly placing, interpreting, and practically using adverbials, underscoring a substantial gap in syntactical understanding and application. Notably, a strong correlation was identified between learners’ English exposure and their adverbial mastery, with increased exposure leading to enhanced knowledge and application. Additionally, the study highlights the profound impact of native language proficiency on mastering English adverbials, suggesting that a deeper grasp of Vietnamese facilitates a better understanding and use of English adverbials. knowledgeThe research contributes valuable insights to the field of English language education, advocating for pedagogical strategies that embrace learners’ linguistic and cultural backgrounds. It calls for integrating practical exercises and context-rich learning experiences in teaching English adverbials, alongside promoting culturally responsive teaching methods to address the identified challenges.
The Relationship between Bangladeshi Primary School Teachers’ Classroom Assessment Literacy and Their Training on Classroom Assessment
Teachers’ knowledge and skills in assessment are important factors for improving the practice of Classroom Assessment (CA), which is a vital component of teaching and learning. There is ample research attempting to ascertain if training can contribute to increasing teachers’ knowledge and skills in assessment. In Bangladesh, the new curriculum places significant emphasis on classroom assessment compared to summative assessment. This study aims to answer the following questions: What is the status of Classroom Assessment Literacy (CAL) among primary school teachers in Bangladesh? What is the relationship between teachers’ training in assessment and their CAL? And what factors do teachers believe affect the translation of training in CA into CAL? The study followed a mixed-method research approach. Initially, quantitative data on teachers’ CAL and their training in CA were collected from 100 primary school teachers in Dhaka city using a CAL Test. Based on the results of this test, eight teachers with different combinations of CAL levels and training were interviewed. The results showed that the mean score of the sample of primary school teachers was above the middle score but still not high. Their mean score varied across different components of the test. For example, teachers were found to be most competent in using assessment data to make decisions and least competent in selecting appropriate assessment tools. We found that the more hours of training in assessment the teachers had, the lower they scored on the CAL test. However, this relationship was weak. We also found that having a Master of Education (MEd) degree can make a significant difference in their CAL test score. Teachers with more years of experience appeared to score lower on the test and vice versa (though not statistically significant). Qualitative data revealed that each teacher followed their own unique CA styles with a combination of different CA techniques, and there was no pattern based on teachers’ CAL test scores. However, teachers with higher CAL test scores seemed to provide feedback to their students in a more descriptive and meaningful way than teachers with lower CAL test scores. Data revealed that training is one of the sources of teachers’ knowledge and skills in CA among others. However, various enabling and deterring factors work together to determine the effectiveness of training in bringing about sustainable change in teachers’ knowledge and skills in CA. Among many factors, the “one shot” and “one size fits all” design of the trainings were found to be ineffective by teachers who have unique classroom contexts. Additionally, teachers’ own perceptions of training, the school environment, and context are also factors that affect the translation of training in CA into sustainable CAL that they can apply in practice.
Theoretical Issues in Mathematics Readiness Preparation for First Grade in Kindergarten Children
The transition from preschool to primary education entails a critical shift from informal, play-based experiences to structured academic instruction, requiring careful preparation to ensure children’s readiness. Within this process, mathematics occupies a central role as both an abstract and practical discipline, characterized by logical rigor and precision while simultaneously offering indispensable tools for reasoning, scientific inquiry, and everyday problem-solving. Mathematical knowledge and methodologies not only support the acquisition of core mathematical competencies but also serve as foundational resources for learning across disciplines. Consequently, fostering mathematical readiness has become a pivotal objective of early childhood education. This article explores both theoretical perspectives and practical challenges associated with preparing kindergarten children for Grade 1 mathematics learning. Special attention is given to the foundational factors that shape children’s readiness, including cognitive, affective, and contextual dimensions. Methodologically, the study employs a comprehensive literature review of both national and international research to identify critical factors, highlight existing gaps, and synthesize effective practices. Based on this analysis, the article proposes a set of strategies aimed at equipping young learners to approach Grade 1 mathematics with confidence, curiosity, and enthusiasm, thereby contributing to a smoother and more effective transition into formal schooling.
Professional Development for Managers and Teachers in Early Childhood Education Institutions: Current Situation, Demands, and Solutions
This paper presents the research results on the current situation, demands, and solutions for the professional development of managers and teachers at Vietnam’s early childhood education institutions. The study was based on a survey of 7349 managers and teachers across 63 provinces and cities, employing a combination of qualitative methods (focused in-depth interviews, workshops, and group discussions) and quantitative methods (questionnaire survey). The findings indicated that most managers and teachers value the comprehensiveness and relevance of the issued regulations and guidelines; however, specific challenges have remained in their practical implementation. The research also showed that professional development has enhanced the knowledge and skills to meet job requirements. The most effective forms of training are concentrated sessions combined with distance learning, especially in the stage of digital transformation. However, challenges persist, particularly concerning the organization of training programs, timing, contents, and instructional materials. The article also highlights the need for early childhood managers and teachers to enhance their knowledge and practical skills in order to meet pedagogical and professional requirements in the context of educational reform; therefore, some solutions are recommended to improve the effectiveness of professional development, meeting the demands for enhancing professional competence and early childhood education reform.
English-major Students’ Perception of the Impact of Cultural Barriers on Intercultural Communicative Competence
Intercultural communicative competence (ICC) is a crucial skill for English-major students in today’s globalized world. This study investigates the intercultural communicative competence of English major students by examining their self-perceptions and the cultural barriers that hinder its development. Guided by Chen and Young’s (2012) ICC model, the research focuses on three core dimensions of ICC: cognitive, affective, and behavioural, integrating insights from existing literature to contextualize and interpret the findings. While ICC fosters adaptability and effective communication across cultural boundaries, students often face challenges such as fear of making mistakes, limited exposure to multicultural environments, language difficulties, cultural bias, and stereotypes. A quantitative research design was employed, using a 30-item questionnaire to collect data from 60 participants. The findings provide insights into students’ awareness of cultural obstacles and how these challenges affect their intercultural interactions. The study also offers practical implications for educators and curriculum designers in developing strategies to enhance students’ intercultural competence. By addressing these issues, the research contributes to improving English language education and preparing students for academic and professional success in multicultural environments.
Key Skills and Competences for Lifelong Learners in the Artificial Intelligence Era
This article identifies and conceptualizes key competences essential for lifelong learners to engage critically, ethically, and effectively within AI mediated environments. In the age of artificial intelligence (AI), lifelong learning must be reimagined to meet the demand for multi-dimensional competences. This study moves beyond traditional skill-based frameworks by highlighting critical awareness, relational intelligence, and future-oriented responsibility as key competencies. Grounded in connectivism, affordance theory, and transformative learning, this study conceptualizes Human-AI learning interaction across three interconnected domains including grounding personal agency, navigating human-AI relationships, and envisioning transformative futures. Methodologically, the study is informed by a comprehensive synthesis of theoretical literature, policy documents, and recent empirical research across education, technology, and lifelong learning. The article contributes a theoretically grounded and forward-looking model to inform lifelong learning policy, pedagogy, and learner development in the AI era.
Developing Basic Calculation Skills for Students with Intellectual Disabilities Through Counting Strategies in Inclusive Settings
Basic calculation skills are essential for early mathematical learning; however, many students with intellectual disabilities experience persistent difficulties in mastering basic addition and subtraction. This study examined the effectiveness of structured counting strategies in improving calculation skills among first-grade students with intellectual disabilities in inclusive school settings. A 12-week intervention was implemented with eight students, supported by their classroom teachers, who received targeted training on five core counting strategies for addition and subtraction within 10. Instruction was delivered through individualized sessions using concrete and pictorial materials. Student performance was assessed before and after the intervention, and teachers’ use of counting strategies was also documented. Results showed substantial improvement in students’ calculation accuracy. Prior to the intervention, most students performed at very low levels (0-20% accuracy). After 12 weeks, five students achieved high proficiency levels (90-100% accuracy) in addition, and four students reached similar levels in subtraction. Strategies such as count-all and count-on from the first addend produced the greatest gains, while count-back remained the most challenging. Teachers also demonstrated increased frequency and flexibility in applying counting strategies. The findings suggest that explicit instruction in counting strategies can effectively support basic calculation development for students with intellectual disabilities and provide practical implications for teacher training and inclusive mathematics instruction.