Social Sciences

Abstract: Critical thinking is a central aim of secondary education, yet sustaining dialogic and participatory classroom practices remains challenging. This study examines the pedagogical, institutional and emotional conditions that enable or constrain dialogue, argumentation and critical reflection in secondary schools in Spain and Chile. A comparative qualitative design drew on 29 classroom observations, 11 semi-structured teacher interviews and five student focus groups. Data were analysed through iterative coding, progressive analytical saturation and triangulation across sources. Teachers consistently associated critical thinking with argumentation, reflection, intellectual autonomy and dialogic participation. However, classroom observations and students’ perceptions revealed that opportunities for open dialogue coexist with pedagogical mediation and recentralisation shaped by curriculum pressure, assessment demands, time and classroom management, and students’ need for validation and perceived safety. The findings suggest hybrid pedagogical ecologies: face-to-face configurations in which dialogic interaction, teacher mediation, institutional regulation and emotional conditions operate simultaneously. Promoting sustained critical thinking therefore requires attention to teaching strategies and to the pedagogical and organisational conditions shaping everyday classroom interaction.

Abstract: Generative artificial intelligence (GenAI) tools such as ChatGPT can now produce essays, problem solutions and examination answers that pass as competent student work, raising the question of whether university grades still show what students know and can do. This systematic review with thematic synthesis examined what the international and African literature reports on GenAI and academic integrity, the effectiveness and fairness of AI detection, and the assessment designs that hold up in an AI-rich environment. Following PRISMA 2020, seven databases and organisational sources were searched for studies published between January 2018 and June 2026. Thirty studies were included, eleven from Africa and four from Tanzania; they were appraised with the Mixed Methods Appraisal Tool, AMSTAR 2 and the AACODS checklist and synthesised thematically with frequency counts. Five themes emerged: widespread and rising student use of GenAI (50% of studies); the vulnerability of conventional take-home and online assessment (60%); the unreliability and unfairness of AI-detection software (27%); the partial protection offered by authentic, process-focused and oral assessment (37%); and policy, capacity and training gaps (60%), most acute in African institutions. The evidence indicates that Tanzanian universities cannot rely on detection. They should move from a policing model to a design model of integrity, supported by institutional guidance, staff development and a graded scale of acceptable AI use. A Tanzanian Assessment Redesign Framework (TARF) is proposed for empirical testing, and priorities for intervention research are identified.

Abstract: Background: Higher education increasingly uses digital, blended, flipped, and open online learning to develop 21st-century skills. However, evidence on their effectiveness remains fragmented across disciplines and learning contexts. Objective: To synthesize evidence on the effects of digitally redesigned courses on 21st-century and future-oriented skills among higher- and professional-education learners.Methods: A systematic review and meta-analysis was conducted following PRISMA 2020. Comparative quantitative studies evaluating digital, blended, flipped, or open online course designs against traditional or alternative instruction were eligible. A second search covered studies published from 2024–2026. Study quality was assessed using an MMAT-informed approach. Random-effects meta-analyses using restricted maximum likelihood estimation were conducted in STATA 17, with Hedges’ g and 95% confidence intervals. Heterogeneity was assessed using I², τ², Q, and H², and publication bias using contour-enhanced funnel plots and Egger’s test. Results: Nineteen studies were included. Digital course designs showed a moderate-to-large positive effect on 21st-century skills (Hedges’ g = 0.73, 95% CI 0.68–0.78; p < 0.001), with moderate heterogeneity (τ² = 0.01; I² = 46.54%). Effects differed significantly by pedagogical approach, OER use, assessment type, and frequency of use. The largest effects were observed for constructivist-CBE hybrid approaches (g = 0.87), portfolio-based assessment (g = 0.94), and continuous use (g = 0.83). No significant differences were found by delivery format or geographic region. Funnel-plot findings suggested possible publication bias. Conclusions: Digitally redesigned courses can strengthen 21st-century skills, particularly when technology supports active, task-oriented learning and continuous assessment. More skill-specific studies outside health-professions education are needed.

Abstract: Background. Children in multilingual families may translate school communications for their parents. Although this work can express competence, reciprocity and family solidarity, it can also shift institutional communication duties to minors when messages concern assessment, conflict or confidential support. Switzerland offers a salient context because of its multilingual population, locally governed schools and growing use of digital parent–school communication. Objective. To integrate psychological research on child language brokering with scholarship on intercultural school–family cooperation, Swiss educational governance and digital communication, and to identify a testable institutional rather than child-deficit research agenda. Approach. A critical, purposive integrative synthesis drew on identified peer-reviewed studies, a 2026 Swiss university research chapter, Swiss public statistics, education governance sources and relevant conceptual work. Sources were located through targeted bibliographic and institutional web searches completed on 10 October 2026. This is not a systematic review, meta-analysis or study involving new participants. Synthesis. Evidence suggests that brokering frequency alone poorly captures its meaning: perceived obligation, affect, power asymmetries, message sensitivity and adult support matter. A provisional SCOPE framework is proposed to assess Stakes, Child agency, Organisational ownership, Provision of adult language support and Evaluation of communication outcomes. It distinguishes voluntary family assistance from situations in which schools should provide an accessible adult-to-adult route. Digital translation may ease routine messages but cannot reliably substitute for relational trust or skilled interpretation in high-stakes encounters. Conclusion. A Swiss research agenda should evaluate responsibility allocation and communication accessibility alongside children’s wellbeing and parents’ participation. The framework is an analytical proposal, not a validated instrument or proof of a causal effect.

Abstract: Introduction: Occupational social work is increasingly discussed alongside employee assistance, workplace wellbeing, trauma-informed practice and organisational support. However, the supplied evidence does not directly establish whether strategically integrated occupational social work improves long-term organisational sustainability or employee–employer relations in South African organisations. This systematic review examined the strategic value of repositioning occupational social work beyond conventional employee wellness, including its influence on organisational integration, sustainability, employee–employer relations, enabling conditions, risks and. Methods: The researcher-selected databases and information sources were ERIC, Google Scholar. The eligibility protocol restricted publication years to 2021–2026. The exact calendar date of search execution was not recorded in the verified identification provenance; this is distinct from the publication-year eligibility range. A systematic review searched ERIC and Google Scholar using a supplied Boolean strategy and restricted eligibility to English-language publications from 2021–2026. Results: Four higher-order findings emerged. Occupational social work has a distinct but overlapping mandate with employee assistance and can address psychosocial, relational, family, trauma, financial, developmental and referral needs. Sustainable integration depends on organisational resources, participation, management support and relational structures. Integration must be inclusive, culturally responsive, digitally aware and trauma-informed. Structural neglect, workload, insufficient resources, unsafe practice and role ambiguity constrain implementation. Direct evidence concerning occupational social work inside South African organisations remained limited, and no supplied finding directly compared a strategically integrated model with conventional wellness provision. Discussion/Conclusion: The evidence supports repositioning occupational social work as a potentially broader organisational function, but not as a demonstrated cause of improved productivity, retention, sustainability or employee–employer relations. Strategic value is conditional on resourcing, governance, participation, contextual responsiveness and practitioner safety.

Abstract: Lower family socioeconomic status (SES) is widely linked to poorer child development, but the magnitude of the association varies across outcomes and samples. To synthesise correlational evidence on SES and externalizing/antisocial behaviour, internalizing/depressive symptoms, and language/literacy in children and adolescents. Multiple databases including Scopus, Web of Science and PubMed/MEDLINE were searched. Reports were screened against a pre-specified protocol (age ≤ 10 years; income/SES exposure; positive developmental outcomes), and effects were extracted as SES–outcome correlations (Fisher z). A post-hoc synthesis of the reported outcomes was undertaken with random-effects models, subgroup analysis by outcome domain, meta-regression, sensitivity analysis and funnel-plot/Egger tests using Stata version 17. 12 studies were included. Eight studies examined relations with externalizing outcomes (r = 0.04, 95% CI: 0.11, 0.03), and 6 studies examined relations with internalizing outcomes (r = 0.04, 95% CI: 0.12, 0.05). Language/literacy outcomes showed positive relations to SES (r = 0.24-0.46; exploratory pooled r = 0.38, 95% CI: 0.26, 0.49), with outcome domain accounting for significant between-subgroup heterogeneity. Mainly adolescents, family SES was weakly and inconsistently related to externalising and internalising problems, and prediction intervals were large. Language/literacy had a more robust positive SES gradient but only two small independent samples.

Abstract: This qualitative study examined how cognitive authority is distributed, negotiated, and constructed during science learning tasks at Mindoro State University–Calapan City Campus, Philippines. Using nexus analysis, the study investigated an analytical chemistry class involving one teacher and 13 second-year Bachelor of Secondary Education students. Data were collected through observations and audiovisual recordings of two classroom sessions—lecture-discussion and hands-on experiments—and semi-structured interviews with the teacher and five students. Transcribed data were coded using NVivo 15, with analysis focusing on social actions, classroom interaction, and the use of potentially authoritative information sources. Findings revealed that cognitive authority varied with task structure. During lecture-discussion, authority centered on the teacher’s expertise and instructional materials, while hands-on experiments provided opportunities for students to negotiate interpretations through peer exchanges, procedural questioning, and experimental observations. Students drew on teacher-provided resources, prior knowledge, personal experiences, and laboratory evidence, and reported consulting academic journals, websites, and generative artificial intelligence. Interview accounts indicated attempts to corroborate digital information, although verification during work completed outside the classroom was not directly observed. The findings suggest that cognitive authority is relational and shaped by interactions among participants, learning resources, and task demands. The study highlights the importance of designing science activities that combine teacher guidance with opportunities for collaborative reasoning and explicit evaluation of evidence and source credibility. These context-specific insights can inform instructional design and teacher development aimed at supporting student agency and responsible knowledge construction.

Abstract: AI powered pronunciation assistants offer EFL learners opportunities to practise spoken English and receive immediate feedback beyond the classroom. However, their educational value depends on how learners interpret automated feedback and incorporate it into pronunciation practice. This study explored EFL learners’ experiences with these tools, focusing on feedback usefulness, recognition accuracy, learner autonomy, and teacher guidance. A qualitative case study was conducted with 18 undergraduate EFL learners aged 18 to 22 at an Indonesian university. Data were collected through semi structured interviews, non participant observations, and digital artifacts, then analysed using reflexive thematic analysis. The analytical framework focused on immediate feedback and repeated practice, pronunciation awareness, trust in automated recognition, independent learning strategies, and teacher mediation. These dimensions highlight the potential of AI assistants to support pronunciation practice while recognising that automated feedback may not always accurately reflect learners’ intended pronunciation. Teacher guidance therefore remains important in helping learners evaluate feedback critically and connect individual practice with communicative goals. This study positions AI powered pronunciation assistants as supplementary learning resources rather than substitutes for teachers. Their pedagogical value depends on technological reliability, learner engagement, and appropriate instructional support. The conclusions should be confirmed against the actual empirical data and interpreted within the specific context of the study.

Abstract: Background: Physical education (PE) is increasingly examined not only as a vehicle for health and active lifestyles but also as a pedagogical context for environmental responsibility, sustainable development, climate adaptation, and low-carbon practices. However, research connecting these dimensions remains distributed across sport pedagogy, environmental education, public health, outdoor learning, and sustainability scholarship. Objective: This study mapped the temporal evolution, geographic collaboration, conceptual structure, and emerging research frontiers connecting PE with environmental sustainability, climate change, and sustainable lifestyles from 2000 to 2026. Methods: A bibliometric science-mapping analysis was conducted using a verified Scopus corpus of 2,416 records. The analysis examined scientific production, keyword co-occurrence, country collaboration, thematic evolution, and strategic thematic positioning. Results: Scientific production increased substantially over the study period, with marked acceleration after 2020. Six interconnected research communities were identified: health and physical literacy; sustainability and the Sustainable Development Goals; outdoor and nature-based PE; climate change and adaptation; environmental behavior; and low-carbon PE systems. Health-oriented PE remained a central knowledge base, while climate education and low-carbon PE represented comparatively recent research fronts. Conclusions: The analyzed corpus indicates an expanding conceptualization of PE from a predominantly health-oriented field toward a more integrated perspective that connects movement learning, healthy lifestyles, environmental literacy, climate resilience, and ecological responsibility. These findings highlight the growing intersection between PE, environmental sustainability, and planetary health.

Abstract: In the Philippines, science education is currently focused on three domains: (1) demonstrating scientific inquiry skills, (2) understanding and applying scientific knowledge, and (3) developing and demonstrating scientific attitudes and values (DepEd, 2016). This paper investigated whether citizen science projects (CSPs), specifically a plants-focused CSP using PlantNet and iNaturalist, can be integrated across basic science education in the country. To accomplish this, the ILO framework developed by The Cornell Lab of Ornithology, a pioneer in the development of citizen science, was adopted and aligned with the domains mentioned. Paired t-test analysis revealed a significant difference in students' scientific inquiry skills (p< 0.001), motivation (p=0.04), interest (p=0.05), self-efficacy (p=0.009), and mastery of taxonomy concepts (p< 0.001) between pre-and post-tests. SWOT analysis of the responses of participants in the follow-up interview yielded promising results. The fun and engaging nature of the intervention was recognized as a strength by the participants; the demand for time and resources, as well as the limited information that can be provided by the application used, were identified as weaknesses; application performance and information availability were identified as areas that can be improved; threats included student safety. Although these findings cannot be generalized to all CSPs, they met the Department of Education's three domains of scientific education; thus, citizen science projects, particularly those focused on biodiversity, can be integrated into K-12 science classes across the country.

Abstract: Automated student assessment using AI tools can contribute to the viability of online higher education programs, preserving academic integrity, strengthening students’ engagement and reducing costs. General-purpose Generative AI models such as ChatGPT have shown their ability to automatically grade student assignments. However, further investigation of their validity is needed for complex student tasks, such as creative projects in higher education. The aim of this study is firstly to evaluate the potential of costless, general-purpose AI tools to assess complex higher education topics. Secondly, we seek to identify which are the minimum skills in AI prompting required by an educator to successfully perform such tasks. A Design-Based Research (DBR) methodology was employed, following an iterative process of prompting and calibrating the AI tool to imitate the professor’s assessments in a representative course that emphasizes on knowledge application, critical thinking and creativity. Testing was performed on a dataset of 39 student assignments, comparing the results of zero-shot AI prompts, multi-cycle calibrated AI and the opinion of two human course lecturers. Automatic assessment of complex tasks with high level of consistency and agreement with human judgement was only achieved by educators with skills in structured prompts and multi-cycle calibration.

Abstract: Socratic teaching promotes statistical reasoning through questioning, dialogue, and guided inquiry, but its implementation is difficult to scale because it requires skilled instructors and sustained learner interaction. This study examined whether large language models can support scalable Socratic statistics instruction. A Socratic Learning Analysis Scheme was developed by adapting the Cambridge Dialogue Analysis Scheme to assess key features of Socratic learning: inquiry, knowledge construction, dialectical examination, reflective transfer, and learning progression. Forty simulated tutoring dialogues were generated between an AI Socratic instructor and a novice undergraduate student and evaluated by an expert educator. An overall Socratic Learning Index (SLI) was calculated for each dialogue. The mean SLI was 81.1%, with 65% of dialogues classified as Highly Socratic Learning. Strong performance was observed in inquiry, reasoning, and dialectical examination. These findings provide preliminary evidence that LLMs can generate dialogue aligned with Socratic pedagogy and may help scale inquiry-based statistics education.

Abstract: The requirement of Orientation and Refresher Courses under the University Grants Commission (UGC) Career Advancement Scheme (CAS) has undergone repeated regulatory changes, exemptions and transitional arrangements since the promulgation of the 2018 Regulations. Clause 6.3(VIII) of the UGC Regulations has, at different points, declared the Orientation Course (OC) and Refresher Course (RC) requirement non-mandatory for specified periods. The 3rd Amendment Regulations, 2023 extended the transitional treatment up to 31 December 2023 or as notified by the Commission, while the 4th Amendment Regulations, 2024 subsequently introduced a further hardship with confusion-oriented transition for faculty members who had already qualified or were likely to qualify by 31 December 2024 under the 2010 or 2018 Regulations [3]. This article argues that the continuing reliance upon rigid cut-off dates, without adequately addressing faculty who were similarly situated but completed recognized induction, orientation, refresher or faculty-development programmes during the transition, creates significant concerns of substantive equality, legitimate expectation, proportionality, consistency and administrative fairness. The problem becomes more acute where universities have interpreted transitional provisions differently, granting retrospective CAS benefits in some cases while similarly placed faculty members remain deprived of their original eligibility dates. The article examines the historical UGC approach, including the 2001 exemption for Ph.D. holders, the judicial reasoning in Punam Chauhan & Anr. v. State of H.P. (2023), the 2023 and 2024 amendments, institutional implementation, the emergence of Malaviya Mission Teacher Training Centre (MMTTC) and Faculty Induction Programme (FIP) frameworks, and the consequences of denying CAS progression despite otherwise satisfying substantive academic and service requirements. It proposes a uniform remedial mechanism whereby recognized Orientation/FIP/Refresher and equivalent faculty-development programmes completed during an officially recognized transition period should be assessed on substance rather than nomenclature. The paper concludes with seven specific policy recommendations and a No-Loss Transitional Principle designed to ensure regulatory justice while maintaining academic standards.

Abstract: This article introduces Innovation-Based Coaching (IBC) as a strategic framework to bridge the growing divide between AI-driven work and education’s predominantly content-focused nature. Drawing on insights from AI in education, coaching, innovation management, and employability studies, IBC uses a 3C mindset, a 3D process, and a 3M toolkit to cultivate an innovative mindset, build innovative skills, and produce innovative outputs. The 3C mindset emphasizes being Curious, Critical, and Creative; the 3D process involves Detecting, Dissecting, and Discovering to translate complex problems into targeted coaching actions; and the 3M toolkit incorporates Mapping, Measuring, and Monitoring for ongoing assessment and scaling. This approach positions AI as a collaborative partner that supports feedback, simulation, and experimentation while preserving human-centric skills such as ethical judgment, trust, and critical reflection. It also addresses major challenges in implementing IBC and offers solutions and recommendations. The conclusion focuses on the implications for policymakers, institutional leaders, program leaders, educators, and researchers.

Abstract: Academic inbreeding and recruitment opacity present critical challenges to meritocracy, institutional mobility, and research governance in higher education systems globally. Despite widespread qualitative critiques, quantitative syntheses evaluating the exact degree to which internal candidates or connected candidates are favored remain limited. This systematic review and meta-analysis synthesizes evidence on how institutional ties and recruitment opacity affect academic selection. Following PRISMA-ScR guidelines, searches across Scopus, Web of Science, and PubMed identified 1,742 initial records of which 5 met inclusion criteria. A random-effects meta-analysis using STATA 17 revealed a pooled OR of 3.40 (95% CI: 2.45-4.72), demonstrating that internal candidates or candidates with personal/institutional connections to selection committee members are over three times more likely to be appointed or promoted compared to external applicants. Central, standardized selection committees moderate this advantage (OR= 3.02, 95% CI: 2.25-4.05), whereas decentralized local institutional recruitment exacerbates favoritism (OR= 3.72, 95% CI: 2.81-4.92). ROB 2 domain risk of bias assessments showed overall low-to-moderate bias across included studies. Funnel plot asymmetry indicates minor small-study effects, though Egger's test indicates robust overall estimates. Double-blind initial application screening, mandatory minimum 50% external committee representation, and enforced post-doctoral mobility are necessary to safeguard recruitment integrity and institutional academic output.

Abstract: This paper proposes the Generalized Research--Expression Model (GREM) \(E^{G} \equiv \mathrm{Md}[\mathrm{GAP}(C), \kappa]\). In this model, \(\mathrm{GAP}(C)\) represents the research side introduced previously, where research conducted using \(\mathrm{GAP}(C)\) was defined as generalized research (GR), namely \(\mathrm{GR} \equiv \mathrm{GAP}(C)\). \(\mathrm{GAP}(C)\) operates on generalized coordinates \(C\), including the analytical object \(O\), analytical feature \(F\), and analytical result \(\mathrm{Res}\), with \(\mathrm{Res}\) comprising qualitative characteristic \(S\), quantitative characteristic \(Q\), and knowledge formulation \(X\). It further incorporates generalized adjustment of \(O\), the Main-node Analytical Path (MAP), and re-anchoring (Ra), through which existing analytical contents or results may become new analytical objects. The core of MAP is the Generalized Analytical Method (GAM), which provides a superordinate analytical framework based on analytical features and their concrete analytical contents, while discipline-specific research methods remain selectable implementation pathways. On the expression side, discourse mode \(\mathrm{Md}\) organizes research content for expression, while \(\kappa\) denotes operational factors affecting the concrete expression process. GREM is not intended as a formal mathematical model in the usual sense, but as a condensed conceptual--operational model for overviewing and organizing research and academic expression. It may also provide a basis for future computational or AI-assisted, or potentially superintelligence-assisted, research-expression systems.

Abstract: Curriculum transformation has become a strategic priority across African higher education, yet limited guidance exists on how transformation can be operationalised within mathematically rigorous undergraduate curricula. Although scholarship has advanced important perspectives on Africanisation, decolonisation, curriculum coherence, mathematics education and Open Distance e-Learning (ODeL), these have rarely been integrated into a coherent curriculum-design framework. This study addresses that gap through a qualitative documentary case study of the comprehensive redevelopment of MAT1512, a first-year undergraduate calculus module at the University of South Africa. Documentary evidence comprising curriculum blueprints, study-unit drafts, editorial records, assessment redesign documents, multimedia integration plans and quality-assurance records was analysed using abductive thematic analysis. The analysis focused on the relationships among curriculum decisions and how these collectively enabled curriculum transformation. The findings indicate that transformation was achieved through an integrated curriculum architecture that coordinated contextual and epistemic responsiveness, conceptual progression, mathematical rigour, constructive alignment, assessment for learning, embedded learner support, multiple representations, purposeful multimedia integration and student agency. These principles were synthesised into the Integrated Curriculum Transformation Framework for Undergraduate Mathematics (ICTF–UM), which conceptualises curriculum architecture as the mechanism through which curriculum transformation becomes operational in mathematically intensive ODeL environments. The ICTF–UM provides a theoretically grounded and empirically derived framework for curriculum redevelopment, offering curriculum developers a transferable model for integrating disciplinary integrity, contextual relevance and learner-centred design within undergraduate mathematics in African higher education and comparable ODeL contexts.

Abstract: Youth exclusion from employment, education and training is a challenge to social sustainability because it limits participation and may reinforce territorial inequalities. This study examines the spatial structure of young people not in employment, education or training (NEET) across 208 Nomenclature of Territorial Units for Statistics level 2 (NUTS 2) regions in 21 EU Member States, combining spatial clustering, cluster profiling and spatial regression analysis. Queen contiguity defines the main spatial structure, while a four-nearest-neighbors matrix tests robustness and false discovery rate (FDR) correction addresses multiple local testing. NEET rates display strong positive spatial autocorrelation, with high-NEET clusters concentrated mainly in Southern and South-Eastern Europe and low-NEET clusters predominantly in Northern and Central Europe. Hotspots are characterized by greater poverty risk, lower disposable income, weaker adult educational attainment, lower service-establishment intensity and lower population density. Spatial regression prefers a spatial error model (SEM): poverty risk and low educational attainment are positively associated with NEET, while disposable income is negatively associated and these associations remain stable under the alternative weights matrix. The findings show that youth disengagement has a clear territorial structure, linking inequalities in participation to persistent regional disparities, placing the geography of youth exclusion within the social-sustainability debate.

Abstract: Generative artificial intelligence (GenAI) and large language models (LLMs) offer new opportunities for teachers to create digital learning resources. However, limited research has examined how educators use prompting strategies to develop instructional tools in classroom contexts. This study employed an embedded single-case study design to investigate how fifteen in-service secondary mathematics teachers in Hong Kong developed Artificial Intelligence-Technological Pedagogical Content Knowledge (AI-TPACK) through participation in a professional learning network. The professional learning circle served as the primary case, with three embedded units of analysis examining the development of a Socratic tutor applet, a three-dimensional disc-method visualization tool, and an automated calculus worksheet generator. Findings indicate that teachers engaged in an iterative design process in which curriculum goals were translated into prompts and subsequently refined to produce digital learning resources. Collaborative problem-solving within the learning community helped teachers address practical challenges, including maintaining output quality across multiple interactions and ensuring the accurate presentation of mathematical notation and representations. The findings highlight the importance of AI-technological knowledge (AI-TK) in supporting teachers' effective use of AI tools and provide insights into how AI can be integrated into the design of teaching and learning resources in secondary mathematics and STEM education.

Abstract: This study examined participants’ perceptions of Circle Singing as a music-based practice for promoting well-being, group belonging and learning in higher education at Roma Tre University. A mixed-methods approach combined questionnaire data from 104 participants in the experimental group with thematic analysis of three focus group discussions. Pre–post responses were compared using Wilcoxon signed-rank tests, with Holm correction applied to the 15 items rated on an agreement scale; exit-only items were analyzed descriptively. All seven items assessing self-perceived skills showed significant pre–post increases (all p &lt; .001), while 11 of the 15 agreement items showed significant changes after Holm correction (all adjusted p ≤ .015). Participants reported greater comfort speaking and singing English before others, increased perceived readiness to design and lead musical workshops, and lower self-reported vocal fatigue and concern about classroom voice management. Exit evaluations indicated perceived benefits for group belonging and future educational use. Focus group complemented the quantitative findings and accounted enjoyment and motivation to attend classes, stronger relationships, and the value of practical learning. These findings suggest that participants experienced Circle Singing as a meaningful educational activity connecting perceived competence, peer-bonding and vocal well-being. Further research is needed to establish causal effects, persistence and transfer into teaching practice.