Abstract: As corporations increasingly integrate artificial intelligence (AI) into everyday life, particularly with the emergence of GenAI tools such as ChatGPT, the inability to integrate these tools into school curricula leaves students unprepared for the future job market and societal demands. Moreover, without a foundation in writing prompts and evaluating models' responses, students may not recognize ethical concerns, such as deepfakes, which may contribute to misinformation and irresponsible use of technology in personal and professional settings. This article introduces AMERH, a structured framework for writing prompts. The framework includes five principles: Ask, Museful, Evaluate, React, and Chain/Refine, to optimize interactions with GenAI models, such as ChatGPT. While various frameworks have been introduced to help learners craft prompts, addressing the role of these learners in evaluating their prompts and model responses remains underexplored in these frameworks. Crafting prompt writing within the AMERH framework aligns with Vygotsky's Zone of Proximal Development (ZPD) by providing learners with scaffolded support as they develop their skills. This framework provides learners with step-by-step guidance and serves as a support tool for diverse learners regardless of prior experiences. This framework enables learners to think critically and creatively, preparing them to transition from guided to independent prompt designers.

Abstract: Metaverses integrate technologies that push the boundaries of human experience. Their potential to transform areas such as education, mental health, and social-emotional support has sparked growing academic interest. However, despite their expansion, one of the main challenges for their implementation lies in the proliferation of metaverse platforms with diverse characteristics, architectures, and purposes, which complicates the task of informed technology selection. Given this diversity, a systematic approach is required to compare platforms based on functional and non-functional attributes relevant to specific application contexts. The objective of this study was to propose a model for evaluating the quality of metaverse-type platforms based on a hybridization of the aspects defined in the ISO/IEC 25000 family of standards, a maturity model extracted from recent literature, and the Metagon metaverse characterization typology. Using this model, 23 metaverse platforms were evaluated, with statistical analysis including PCA and k-means, achieving a kappa coefficient of 0.7643 between evaluators. The results show that platforms such as Decentraland, Overte, and Roblox achieve the highest levels of maturity (NM5), while JanusXR and Sansar remain in experimental categories. The results provide a taxonomy of characteristics refined and validated by experts that were used in the evaluation of a set of platforms, offering a rigorous and reproducible classification useful for guiding technology adoption decisions in emerging contexts. The discussion presents the basis for future studies focused on the evaluation of specific categories, such as educational, therapeutic, or social interaction platforms.

Abstract: Globalization is an inescapable process of the twenty-first century. In this process, political and economic borders fade, communication expands, and cultural interactions increase. The phenomenon of globalization transforms societies in three dimensions – economic, political, and cultural. In its cultural dimension, globalization consists of the formation and expansion of a particular culture on the global stage, creating a wave of cultural homogeneity that affects national identity – the tool that separates one nation from another. Meanwhile, the country’s education system, which on the one hand is tasked with safeguarding national values and on the other hand faces the challenges of globalization, plays a pivotal role in consolidating national identity while at the same time seizing the opportunities of globalization through a better understanding of this process. This research examines the role of the education system in confronting the impacts of globalization on national identity and answers the question of whether the education system has played an effective role in consolidating the national identity of youth so that it can have a constructive interaction with globalization. The findings from the reviewed studies showed that, despite the ideals and goals of this system, practically, in the field of educating citizens who, in addition to possessing characteristics appropriate to an Iranian citizen, can also act as global citizens while preserving national identity, it has not been successful. As a result, an effective education system in Iran, if based on Islamic-Iranian sources with various approaches including cultural-educational approaches, will be able to educate global citizens who, while preserving national identity, can also have a constructive interaction with the changing world.

Abstract: Large language models (LLMs) show promise for grading open-ended assessments but still exhibit inconsistent accuracy, systematic biases, and limited reliability across assignments. To address these concerns, we introduce SURE (Selective Uncertainty-based Re-Evaluation), a human-in-the-loop pipeline that combines repeated LLM prompting, uncertainty-based flagging, and selective human regrading. Three LLMs – gpt-4.1-nano, gpt-5-nano, and the open-source gpt-oss-20b – graded answers of 46 students to 130 programming questions across five assignments. Each student answer was scored 20 times to derive majority-voted predictions and self-consistency-based certainty estimates. We simulated human regrading by flagging low-certainty cases and replacing them with scores from four human graders. We used the first assignment as a training set for tuning certainty thresholds and to explore LLM output diversification via sampling parameters, rubric shuffling, varied personas, multilingual prompts, and post-hoc ensembles. We then evaluated effectiveness and efficiency of SURE on the other four assignments using a fixed certainty threshold. Across assignments, fully automated grading with a single-prompt resulted in substantial underscoring, and majority-voting based on 20 prompts improved but did not eliminate this bias. Low certainty (i.e., high output diversity) was diagnostic of incorrect LLM scores, enabling targeted human regrading that improved grading accuracy while reducing manual grading time by 40–90%. Aggregating responses from all three LLMs in an ensemble improved certainty based flagging and most consistently approached human-level accuracy, with 70–90% of the grades students would receive falling inside human grader ranges. These findings demonstrate that self-consistency-based uncertainty estimation and selective human oversight can substantially improve the reliability and efficiency of AI-assisted grading.

Abstract: A small amount of research related to the assessment of the limitations of the motor functions of Russian football players in the sports reserve has shaped the desire of the authors to provide detailed information about their work experience, observations and measurements. The objective of this study was to conduct a retrospective analysis of the motor function limitations of 14-15-year-old football players using functional movement assessment. We studied football players from the North-Western region of the Russian Federation, representing the teams of the Department of Youth football development of football club Zenit, St. Petersburg. A functional assessment of movements in football players aged 14 and 15 years showed significant impairments in the motor functions of the musculoskeletal joints and the bone structure of the musculoskeletal system. The functional impairments in the motor functions of football players are characterized by a combination of symptoms, including limited mobility in the trunk, upper extremities, and thoracic spine, as well as motor asymmetry in the shoulders. In addition, there is a low level of functional mobility in the hip joint during rotation and leg elevation, as well as instability in the knee joint. Motor asymmetry in the pelvic position has also been identified.

Abstract: Mobile augmented reality games (MARGs) generate rich digital traces of how students engage with complex, place-based learning tasks. This study analyses gameplay logs from the Art Nouveau Path, a location-based MARG within the EduCITY Digital Teaching and Learning Ecosystem (DTLE), to develop a learning analytics workflow that uses detailed gameplay logs to inform sustainability-focused educational design. During the post-game segment of a repeated cross-sectional intervention, 439 students in 118 collaborative groups completed 36 quiz tasks at 8 Art Nouveau heritage Points of Interest (POI). Group-level logs (4,248 group-item responses) capturing correctness, AR-specific scores, session duration and pacing were transformed into interpretable indicators, combined with error mapping and cluster analysis, and triangulated with post-game open-ended reflections. Results show high overall feasibility (mean accuracy 85.33%) and a small subset of six conceptually demanding items with lower accuracy (mean 68.36%, range 58.47% to 72.88%) concentrated in specific path segments and media types. Cluster analysis yields three collaborative gameplay profiles, labelled ‘fast but fragile’, ‘slow but moderate’ and ‘thorough and successful’, which differ systematically in accuracy, pacing and engagement with AR-mediated tasks. The study proposes a replicable event-based workflow that links mobile AR gameplay logs to design decisions for heritage-based education for sustainability.

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This study highlights the distinction between parents’ general well-being and parental well-being. It reveals the interplay between daily parenting behaviors and individual well-being, as well as the impact of one partner’s (particularly fathers’) behaviors on the other partner’s well-being. These findings contribute to broadening the discourse on parenting by shifting the focus beyond child outcomes to include the role of parenting behaviors in promoting parents’ own well-being and family resilience. This study examined mothers’ and fathers’ daily parenting behaviors through the lens of the Parenting Pentagon Model, which identifies five constructs of beneficial parenting: Partnership, Leadership, Expressions of Love, Encouraging Independence, and Adherence to Rules. The study explored the associations between parenting behaviors and parents’ general and parental well-being. Participants included 170 Israeli parents (85 couples) with young children aged six months to nine years. They completed self-report measures assessing parenting behaviors, well-being, and sociodemographic factors (e.g., family size, education, employment). Analyses explored how sociodemographic factors and parenting behaviors explain parental and general well-being within and across genders. Parents reported frequent beneficial parenting behaviors, with Love being the most prevalent. Mothers reported significantly higher Love behaviors, while other constructs showed no gender differences. Parenting behaviors strongly predicted well-being: Mothers’ behaviors explained 48% (parental) and 44% (general) of their well-being, while fathers’ behaviors explained 35% and 23%, respectively. Fathers’ behaviors more strongly predicted mothers’ well-being (24% parental, 22% general) than mothers’ behaviors predicted fathers’ well-being (13% parental, 11% general). Socio-demographic factors (family size and employment) were associated with maternal well-being.

Abstract: This research explores how two transnational teacher educators became culturally relevant educators by shifting their perspectives from a deficit-based to an asset-based approach through the influence of Hallyu (the Korean Wave). Utilizing a collaborative autoethnographic inquiry, the study examines the personal and professional journeys of Korean teacher educators within American teacher preparation programs. Drawing on post-colonial theories and Yosso’s (2005) Community Cultural Wealth framework, it delves into their lived experiences of Hallyu, how these experiences shaped their self-perceptions, and how their cultural identities and Korean cultural assets were integrated into their teaching practices—ultimately contributing to greater diversity and inclusion in education.

Abstract: Achieving equitable vocational education in geographically marginalized regions remains a persistent challenge due to limited infrastructure, unstable connectivity, and constrained access to qualified instructors. This study examines the implementation of a Progressive Web Application (PWA)–based learning ecosystem to enhance learning accessibility, competency development, and employability outcomes in seven vocational schools located across Pulau Sumba, Indonesia—one of the country’s most underserved regions. A dedicated platform (https://www.pwa-smk.id/) was developed integrating an Academic Information System, E-learning, and Industrial Work Practice (Prakerin) management, optimized through offline-first caching, low-bandwidth microlearning, and cross-device accessibility. Using a mixed-methods explanatory sequential design, the study involved 214 students in the quantitative phase and 32 purposively selected teachers and administrators in the qualitative phase, supported by system-generated engagement logs. Ethical clearance was granted by Universitas Negeri Yogyakarta (No. B/2795/UN34.17/LT/2025). Findings indicate substantial improvements in learning access, vocational competencies, digital literacy, and engagement. Access to learning materials increased from 46.2% to 87.9%, while offline usage rose to 68.1%. Competency tests demonstrated significant gains across hard skills (+31.1%), soft skills (+31.6%), digital literacy (+46.7%), and certification readiness (+47.0%). Multidimensional SDG impacts were observed: improved learning outcomes (SDG 4.1), enhanced technical and digital skills (SDG 4.4), increased youth employability (SDG 8.6), reduced inequalities (SDG 10), and strengthened sustainable practices (SDG 12). Community-level spillover effects emerged, including greater parental engagement, increased MSME partnerships, and rising demand for digital literacy training. These results provide strong empirical evidence that PWA technology—when contextually adapted—can function as a scalable, cost-efficient, and inclusive digital solution for vocational education in remote regions. The study contributes to the literature by demonstrating that PWA-enabled learning not only bridges digital divides but also accelerates multi-SDG progress and catalyzes broader community transformation.

Abstract: In the present study, we will first clarify the concept of error as developed by scientists and by students before and after science instruction. A study of the history of science reveals two categories of errors that have shaped its development: those that have contributed to its progress and those that have hindered it. In this regard, we will see that many renowned scientists, such as Aristotle and Buridan, developed theories or put forward explanations of force and movement that later proved false. Also, we will see that some errors did not prevent scientists from advancing science. This research underscores the pivotal role of scientific errors in shaping the evolution of science throughout history, enlightening us about the scientific process and fostering an appreciation for the scientific community's resilience and adaptability as a key insight. The study also explores students' errors and their relevance to developing strategy-based teaching that enables meaningful learning of science. The study also delves into errors in students' reasoning, which can be attributed to distractions or unintentional mistakes, as well as to misunderstandings of natural and human-made phenomena. Finally, we will see that identifying the errors of scientists and those of students is crucial for creating teaching strategies that promote meaningful science learning.

Abstract: This qualitative case study aimed to investigate the use of artificial intelligence (AI) in primary school educators’ teaching and professional practices. It provides a unique perspective on grassroots experimentation, teacher barriers, and ethical dilemmas in a context of minimal policy direction. Fifteen educators were involved through semi-structured interviews, concurrent think-aloud protocols, and review of lesson plans. Data were interpreted through an expanded Technology Acceptance Model incorporating elements of the Unified Theory of Acceptance and Use of Technology (UTAUT) and the AI-TPACK framework to account for individual institutional and contextual factors. Findings indicate that educators employed AI tools for lesson planning, teaching content differentiation, assessment, and interactive media development, and self-directed professional learning. However, their adoption was constrained by several barriers, including inadequate infrastructure, fragmented and non-experiential training, ethical ambiguity, and a lack of school-based technical and pedagogical support. Moreover, educators were constrained further by time constraints, cultural resistance, and uneven leadership, most relying on personal initiative instead of systemic. The Concerns-Based Adoption Model (CBAM) was not part of the a priori research design, but turned out to be a suitable framework to describe how educators use of AI evolves over time. The study’s results are summarised into a five-pillar framework for responsible and sustainable integration of AI, including systemic governance, equitable access, ongoing embedded training, curriculum and pedagogy alignment, and stakeholder engagement. Although grounded in the Cypriot context, the findings are of relevance to education systems around the world looking to incorporate AI in meaningful ways into teaching and learning.

Abstract: The integration of information technology (IT) into assessment has become increasingly important in contemporary pedagogy; however, its effectiveness within South Asian intermediate institutions particularly girls-only colleges remains insufficiently explored. This study examined whether digital self-assessment quizzes enhance academic performance among female intermediate students compared to traditional paper-based tests. Using a quasi-experimental repeated-measures design, 80 students were randomly assigned to either a control group (traditional assessments) or an experimental group (digital quizzes). Both assessments targeted identical learning outcomes, and a pilot test established acceptable reliability (Cronbach’s α = .78). A mixed ANOVA revealed a significant main effect of Time, F (1, 78) = 52.34, p < .001, partial η² = .402, indicating improvement from Test 1 to Test 2 across groups. A significant main effect of Group, F (1, 78) = 13.26, p < .001, partial η² = .145, showed that students using digital quizzes performed better overall. However, the nonsignificant Time × Group interaction proposes that digital quizzes did not result comparatively greater short-term learning improvements than traditional assessments. These findings indicate that digital self-assessments support improved performance, and their impact may be moderated by contextual barriers like digital literacy gaps, unequal access to devices, and infrastructural limitations which are more common in South Asian educational settings. By strengthening the institutional capacity, enhancing digital literacy, and adopting long-term implementation strategies, the pedagogical value of digital assessments may optimize.

Abstract: In July 2023, the suicide of a Seoi Elementary School teacher spurred nationwide outrage and a grassroots teacher movement in South Korea. Central to this was Indischool, the country’s largest online teacher community for elementary teachers, which became a hub for protests, collective grief, and professional solidarity. Using digital ethnography, this study examines how Indischool fostered collective resistance and agency, contesting legal and institutional constraints on teachers. Framed through Durkheim’s suicide typology, the Seoi incident is interpreted as a systemic failure from excessive regulation and weak integration, contributing to scholarship on digital counterpublics and teacher activism.

Abstract: Literacy is at the core of teaching. Teacher candidates in California need to complete a minimum of 400 hours of clinical practice, the key component for their training. The Teacher Performance Expectations (TPE) standards that guided the evaluation of bilingual teacher candidates have added TPE7 specifically on Literacy. The state evaluation tools for clinical practice—the California Teacher Performance Assessment (CALTPA), the edTPA, and the Fresno Assessment of Student Teachers (FAST)—are aligned with these TPEs. This ecosystem creates a series of challenges for bilingual candidates who complete their student teaching practices in dual language instruction and/or bilingual classrooms since the Teacher Performance Expectations (BTPEs) are the standards applied to coursework, but not necessarily to Clinical Practice. In this article, we critically analyze these chal-lenges to promote multiliteracy for all, not only from an English Only perspective. In this article, we aim to offer recommendations to a) prepare bilingual teacher candidates, b) scaffold their development as educators, and c) assess their work through student teaching. We also provide support systems to be set in place for to Teacher Preparation Programs (TPPs) to ensure multiliteracy in an equitable, and inclusive framework that should guide the training of bilingual teacher candidates.

Abstract: The use of Artificial Intelligence (AI) has recently become a key means of learning for learners across various institutions worldwide. For ODL students, AI has become a learner support service, instructor, and peer-learning companion. This study, conducted at the Institute of Adult Education (IAE) in Tanzania, examined students’ perspectives on the use of AI tools in learning. Specifically, it investigated ODL students’ familiarity with AI, AI preferences and use in learning, and perspectives on AI tool use in ODL. Using a single-case study design, the study employed a mixed-methods research approach with a convergent parallel design to collect data from 93 second and third-year ODL students from the Dar es Salaam and Morogoro Campuses. The findings revealed that 94.7% of students were familiar with AI, mainly after joining their studies, 87% used ChatGPT for learning, and 57% used AI to answer their questions. In addition, 98% of students argue that the utilisation of AI in ODL is inevitable, citing its role in enhancing self-learning, improving access to learning materials, and saving time. This study calls for enhanced access to and understanding of diverse AI tools to maximise their potential across all aspects of learning. Also, the study calls for academic integrity, ethical use, peer learning, and human-AI interaction among ODL students and institutions for effective utilisation of AI in ODL.

Abstract: This study used both qualitative and quantitative methods to gain a better understanding of how mobile gaming influences students' behavior, study habits, physical well-being, and academic obligations. The quantitative component included 58 respondents who completed a validated 10-item Likert-scale survey that assessed gaming habits, academic distractions, sleep problems, physical symptoms, and coping strategies. The study was conducted using weighted averages, frequency distributions, and Pearson’s correlations. The qualitative component included semi-structured interviews with ten participants, and thematic analysis revealed four major themes: First, gaming for enjoyment and escape, second physical discomfort and sleep loss, third difficulty managing academic responsibilities, and fourth attempts to control gaming behavior. Triangulation revealed a substantial convergence between the numerical patterns and students' personal narratives. Findings iindicate that excessive gaming leads to reduced focus, sleep deprivation, decreased motivation, and academic neglect. This study recommends enhanced digital literacy programs, guidance counseling initiatives, and responsible gaming habits among learners.

Abstract: This article analyzes the educational partnership between the People's Republic of China and the República Oriental del Uruguay, demonstrating a constructive and mutually beneficial model of South-South cooperation. Using the theoretical frameworks of soft power and developmental partnership, the study examines a range of initiatives, from Confucius Institutes to scholarship programs, with a detailed case study of the flagship Casavalle public school project (Escuela N. º 319 "República Popular China"). Through qualitative analysis of government announcements, diplomatic statements, project specifications, and academic literature on Sino-Latin American relations, the paper shows that the partnership transcends simplistic donor-recipient narratives. It reflects a strategic alignment of interests: Uruguay gains critical infrastructure and educational resources, while China secures a stable partner within Mercosur and strengthens its global standing through positive diplomacy. The Casavalle project, in particular, addresses urgent socio-educational needs in a vulnerable community and serves as a tangible example of the Belt and Road Initiative’s “people-to-people bonds” pillar. The study concludes that this partnership, grounded in mutual respect and shared benefit, provides a valuable blueprint for equitable international collaboration in the 21st century.

Abstract: The blended learning format can help students develop their digital literacy skills, but the design of the blended learning model and the student factors important to this development remain undefined. The purpose of this research was to explore the relationship between blended learning design models and digital literacy skills in a sample of 106 upper vocational education and training (VET) students. The data analysis examined the relationships between activities, competences, and prior experience with blended learning. Student engagement with collaborative, task-based instructional designs was positively associated with digital competence (for example, collaborative project work and regular use of quizzes with collaboration tools, online communication, and technology for learning). In contrast, the association between live session use and pre-recorded video use and digital competence was weaker than for other teaching approaches. Use of Virtual Reality/Augmented Reality and interactive video was positively associated with students' use of digital tools but not with their perceptions of online safety or content creation. Students with previous experience of blended learning reported higher developmental competence (content creation; learning/research) than those without such experience. The results also showed that VET students can be grouped into three categories based on their technical field and experience with blended learning. Overall, the findings suggest that structured collaboration and formative assessment should be emphasized in the implementation of the blended learning model.

Abstract: This scholarly article aimed to narrate the inception of six libraries situated in a rural, disadvantaged context of Eastern Cape, South Africa, examining the mission's modest beginnings and the multifaceted dynamics that shaped the process. Central to the narrative is the application of the Ubuntu principle within the Transformative paradigm, highlighting the collaborative efforts of six Black women in higher education, two in the Department of Basic Education, and stakeholders from the six schools. Using the innovative medium of photo voices and semi-structured interviews, the writers capture the spectrum of emotions and experiences throughout the journey. The findings revealed both challenges, such as stakeholder scepticism due to adverse conditions, and positive transformations following the libraries' establishment. The study concludes that shared vision, commitment, and collaboration can overcome obstacles, emphasizing the importance of multi-sectoral approaches to address educational challenges. Thus, multi-sectoral approaches should be considered as they can harness diverse expertise and resources to address complex challenges in education.

Abstract: Purpose: This study aims to investigate the effects of implementing Cognitively Guided Instruction (CGI) on the mathematical achievements and conceptual understanding of fourth-grade students in a US curriculum-based school in Dubai, UAE. Method: A mixed-method design was utilized to gather data for this study. Qualitative data was collected through classroom observations, while the quantitative aspect of the study involved conducting quasi-experimental pre-test and post-test assessments on 35 participants. Findings: The findings of the study revealed significant improvements in students' conceptual understanding and mathematical achievements as a result of implementing CGI. In addition, the results of direct observations also demonstrate that using CGI practices helped students overcome comprehension difficulties.