International Journal of Changes in Education
type: channel
description: The International Journal of Changes in Education (IJCE) is a peer-reviewed open access journal dedicated to advancing research particularly on pedagogical change and student-centered innovation. The journal provides a platform for scholars, educators, and policymakers to share insights on how teaching practices, learning environments, and institutional strategies evolve to meet the needs of diverse learners in the 21st century. By highlighting pedagogical change and student-centered innovation, IJCE captures the dynamic changes reshaping education and fosters dialogue on how these transformations can contribute to more equitable, engaging, and future-ready learning environments. The journal is a Gold Open Access journal, online readers don't have to pay any fee. The journal is currently free to the authors, and all Article Processing Charges (APCs) are waived until 31 March 2026.
publisher: Bon View Publishing Pte., Ltd.
language: en
publication name: International Journal of Changes in Education
issn: 3029-133X
items: Student Engagement with ChatGPT and Teacher Feedback in L2 Writing
items: My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools
items: Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers
items: Engaging Student Teachers in Reflective Practice Through Photovoice
items: Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns
items: Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics
items: Exploring the Relationship Between Technology Skills and Research Perception Among Postgraduate Students in Indian Higher Education
items: Exam Anxiety Among Turkish Middle School Students
items: Teachers' Negotiations of Trust When Integrating Generative AI into a Teaching Practice
items: The Role of AI in Shaping Future Educators: Ethics, Instructional Design, and Lifelong Learning
items: Designing School Policy and Practice for Academic Integrity in the Age of GenAI: A Design-Based Research Project in a Regional School
items: Use of Working Time in the Teaching Profession in Spain: The Cases of Galicia and the Basque Country
items: Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education
items: Distance Learning and Multilingual Education: A Case Study of Challenges and Pedagogical Perspectives in the Greek Border Region
items: Fear of Loss of Face Among Instructors on Adoption of eLearning in Tanzanian Higher Learning Institutions
items: Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention
items: Recent Advances in the Greek Special Education System: A Critical Review
items: How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions
items: The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions
items: Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity
items: From Agile Principles to Agile Classrooms: A Structured Curriculum for Educator Upskilling
items: Students' Perceptions of AI-Powered Feedback in English Writing: Benefits and Challenges in Higher Education
items: Navigating Cultural Differences in Education: Chinese Students' Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings
items: A Longitudinal Analysis of Early School Leaving in a Tourism-Oriented Rural Island: The Case of Crete
items: Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil
items: Online Learning as a Resilient Approach During COVID-19 Pandemic: Reviewing the Challenges with Prospects
items: Undercover Advocates: Secondary Teachers Empowering English Learners in Mainstream Classrooms
items: Technology as a Tool to Reduce School Dropout Rates in Costa Rica
items: Effective Data Stewardship in Higher Education: Skills, Competences, and the Emerging Role of Open Data Stewards
items: Breaking Barriers: The Influence of Teacher Characteristics on Inclusive Education

Student Engagement with ChatGPT and Teacher Feedback in L2 Writing
type: item
description: The emergence of ChatGPT has stimulated interest in its application to second language writing in higher education. While previous studies have compared ChatGPT feedback with that of teachers and examined student engagement with automated, teacher, and peer feedback, little attention has been paid to student engagement specifically with ChatGPT feedback. This study explores student engagement with both ChatGPT and teacher feedback in a college EFL (English as foreign language) argumentative writing class. The participants were 46 second-year English majors who completed two writing tasks. One essay received feedback from ChatGPT, generated with prompts related to both content and language, while the other received teacher feedback. Students revised their essays based on these two feedback types. Analysis of students' revisions, questionnaire responses, and interview data indicated that students actively engaged with both forms of feedback. Interviews further revealed that students found both ChatGPT and teacher feedback to be understandable and acceptable. In light of these findings, the study suggests that teachers can effectively integrate ChatGPT feedback into teacher feedback in L2 writing classrooms to enhance student engagement and writing proficiency. Received: 23 July 2025 | Revised: 10 November 2025 | Accepted: 23 December 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Jiaying Liang: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization.
subject: Research Articles
  topic: section
subject: feedback
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: student engagement
  topic: keywords
subject: second language writing
  topic: keywords
creator: Jiaying Liang
rights: Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
date: 2026-01-12
publication date: 2026-01-12
doi: 10.47852/bonviewIJCE62026891

My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools
type: item
description: This study analyses students’ perceptions of the Brazilian Law No. 15.100/2025, which prohibits mobile phone use in basic education, and explores its relation to screen time and digital well-being in urban and rural schools. Data were collected through a structured questionnaire with multiple-choice, Likert-scale, and open-ended questions, administered face-to-face to 199 students from grades 6–9 (100 rural – RA, 99 urban – UA). Descriptive and inferential analyses (t-tests and chi-square tests) were applied to compare groups. Results showed that RA students agreed more strongly that the ban helps concentration (mean = 3.26 vs. 2.29; t = 4.55; p < 0.001) and perceived it more positively overall (mean = 2.93 vs. 2.20; t = 3.73; p = 0.0003). Both groups, however, recognised the pedagogical potential of mobile phones when purposefully integrated into lessons (76.4% agreement). Open-ended responses revealed mixed experiences in reducing screen time, with reports ranging from anxiety to improved focus and social interaction. This exploratory classroom-based report combines quantitative data and pedagogical reflection to illustrate students’ attitudes toward digital well-being and promote conscious technology use in education. Received: 5 September 2025 | Revised: 7 November 2025 | Accepted: 14 January 2026 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data are available from the corresponding author upon reasonable request. Author Contribution Statement Franciely Pereira Moreira: Conceptualization, Methodology, Investigation, Data curation, Writing – original draft. Danielli Araújo Lima: Validation, Formal analysis, Writing – review & editing, Visualization, Supervision, Project administration, Funding acquisition.
subject: Research Articles
  topic: section
subject: conscious use of technology
  topic: keywords
subject: basic education
  topic: keywords
subject: mobile devices
  topic: keywords
subject: digital well-being
  topic: keywords
subject: pedagogical intentionality
  topic: keywords
creator: Franciely Pereira Moreira
creator: Danielli Araújo Lima
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0/
date: 2026-01-29
publication date: 2026-01-29
doi: 10.47852/bonviewIJCE62027593

Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers
type: item
description: In this text, we address issues related to the beginning of the teaching career, exploring mentoring as an important support in this initial phase of teaching practice. Understanding the relevance of the process of initiation to the teaching profession, we seek to emphasize the relationship between experienced teachers and beginners, considering the involvement between these professionals as a valuable way to overcome the adversities of this initial moment. The research is methodologically based on narratives and multiple case studies, bringing the experiences of a group of nine teachers working in early childhood education in a city in the interior of Rio de Janeiro in Brazil (a country that does not have a national professional teaching induction program and has few local initiatives of this type), and from them, we seek to reflect and dialogue with some authors who discuss the theme, among them, Marcelo, Nóvoa, and Reali et al.. In this way, we show that the relationships built between experienced and novice teachers were vital for their permanence in the profession and contributed immensely to their professional development, even in the absence of a formal and official mentoring program. Received: 3 June 2025 | Revised: 23 October 2025| Accepted: 11 December 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Débora Nascimento de Lima: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing. Amanda Oliveira Rabelo: Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration, Funding acquisition.
subject: Research Articles
  topic: section
subject: beginning of the teaching career
  topic: keywords
subject: mentoring
  topic: keywords
subject: narratives
  topic: keywords
subject: experienced teachers
  topic: keywords
subject: beginning teachers
  topic: keywords
creator: Débora Nascimento de Lima
creator: Amanda Oliveira Rabelo
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2026-01-06
publication date: 2026-01-06
doi: 10.47852/bonviewIJCE52026342

Engaging Student Teachers in Reflective Practice Through Photovoice
type: item
description: This study explores the use of photovoice as a reflective practice tool for early childhood student teachers in a teacher preparation program. Reflective practice is crucial for professional growth, yet traditional journaling often feels disconnected from real-world experiences for student teachers. Photovoice, which encourages participants to capture and reflect on meaningful classroom moments through photography, offers an engaging alternative. This research investigates the aspects of student teaching that candidates find reflective, how their images express satisfaction and dissatisfaction, and how group discussions develop shared understanding. Using a constructivist framework, seven student teachers participated in a semester-long photovoice project. Data were collected through over 350 images, descriptions, and four group discussions. Findings reveal four key reflective themes: instructional resources, student engagement, classroom environment, and relationships. While photovoice enhanced critical reflection and community building, participants were hesitant to openly discuss negative experiences, reflecting challenges in developing self-assessment. The study concludes that photovoice holds significant promise for enriching reflective practice in teacher education by integrating visual analysis and group dialogue and recommends its inclusion in teacher preparation curricula as a strategy for fostering critical reflection and community building. Received: 25 February 2025 | Revised: 3 June 2025 | Accepted: 12 September 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Amy Kelly: Conceptualization, Methodology, Investigation, Formal analysis, Writing – original draft, Writing – review & editing, Supervision, Project administration.
subject: Research Articles
  topic: section
subject: preservice teacher education
  topic: keywords
subject: reflective practice
  topic: keywords
subject: student teachers
  topic: keywords
subject: photovoice
  topic: keywords
subject: early childhood education
  topic: keywords
creator: Amy Kelly
rights: Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
date: 2025-09-29
publication date: 2025-09-29
doi: 10.47852/bonviewIJCE52025526

Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns
type: item
description: This review article aims to discuss the role of generative artificial intelligence (AI) as a personal tutor, particularly for learning English. Drawing on secondary sources, the article examines the potential of AI tools like Chat Generative Pre-Trained Transformer (ChatGPT) to function as personal tutors in English language learning. To achieve its aim, the article explores various functions of generative AI as a personal tutor. It then outlines key benefits of AI as a personal tutor in the context of English language teaching before briefly discussing three case studies of AI tools, such as ChatGPT, Gemini, and Khanmigo, which can be used as a personal tutor for language learning. The article then turns the discussion into several concerns associated with the use of generative AI as a personal tutor. Key concerns were related to academic dishonesty; false information; biased assessment; a lack of quality feedback and interaction; accessibility issues; psychological and social concerns; challenges concerning identity, diversity, and culture; teachers' and students' lack of preparedness; and AI overuse and overreliance. The article concludes with recommendations for policy, practice, and research. Specifically, it is suggested that teachers and students should experiment with AI tools and make use of AI technology to their advantage. Received: 30 June 2024 | Revised: 14 March 2025 | Accepted: 6 May 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Samarnh Pang: Conceptualization, Investigation, Formal analysis, Writing - original draft, Writing - review & editing. Engheang Nol: Conceptualization, Investigation, Formal analysis, Writing - original draft, Writing - review & editing. Kimkong Heng: Conceptualization, Formal analysis, Writing - original draft, Wri…
subject: Review
  topic: section
subject: Generative AI
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: AI as a personal tutor
  topic: keywords
subject: EFL
  topic: keywords
subject: benefits
  topic: keywords
subject: concerns
  topic: keywords
creator: Samarnh Pang
creator: Engheang Nol
creator: Kimkong Heng
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-06-13
publication date: 2025-06-13
doi: 10.47852/bonviewIJCE52023724

Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics
type: item
description: Globally, the issue of burnout persists among educators, giving rise to feelings of anxiety and depression. The implications of burnout on teachers' health are significant, posing a risk to both their physical and mental well-being. This study examined burnout among Senior High School (SHS) teachers in Ghana, with a specific focus on investigating the potential influence of gender, educational qualification, and teaching experience on burnout levels. The study adopted a descriptive cross-sectional survey design, employing the census method to involve all 520 teachers from the chosen public Senior High Schools in the Cape Coast Metropolis. The data collection instrument used in this study was an adapted version of the Maslach Burnout Inventory-Educators’ Survey. Inferential statistics, specifically, Multivariate Analysis of Variance (MANOVA), was used to analyse the research hypotheses. The study revealed that there were significant differences in burnout among teachers based on their gender, educational qualification, and teaching experience. In light of our findings, we recommend that Senior High Schools prioritise the enhancement of their counseling services. Specifically, we suggest organising gender-specific seminars and workshops to empower both male and female teachers. These initiatives should focus on promoting coping strategies that are attuned to gender-related nuances and reinforcing their individual masculine and feminine identities. Received: 27 September 2023 | Revised: 16 November 2023 | Accepted: 22 November 2023 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that supports the findings of this study are available from the corresponding author on reasonable request.
subject: Research Articles
  topic: section
subject: burnout
  topic: keywords
subject: depersonalization
  topic: keywords
subject: emotional exhaustion
  topic: keywords
subject: gender
  topic: keywords
subject: teaching experience
  topic: keywords
creator: Dominic Owusu
creator: Francis Arthur
creator: Anthony Kwabena Nkyi
creator: Mark Owusu Amponsah
creator: Godwin Awabil
creator: Stephen Doe Fia
creator: Kwasi Otopa Antiri
rights: Copyright (c) 2023 Authors https://creativecommons.org/licenses/by/4.0
date: 2023-11-29
publication date: 2023-11-29
starting page: 86
ending page: 96
doi: 10.47852/bonviewIJCE32021809

Exploring the Relationship Between Technology Skills and Research Perception Among Postgraduate Students in Indian Higher Education
type: item
description: This study examines the relationship between postgraduate students' technology skills and their perceptions of research, utilizing two psychometrically validated tools: the Technology Skills Assessment Tool (TSAT) and the Research Perception Scale (RPS). The research was conducted among 117 Master of Arts MA and M.Ed. students across government and private higher education institutions in India. The study employed a purely quantitative design using random sampling. Results from reliability analysis and exploratory factor analysis confirmed the internal consistency and construct validity of both instruments. Descriptive statistics indicated a moderate to high level of technology proficiency and positive research perception among students. Pearson's correlation revealed significant associations between key technology domains (e.g., digital literacy, data analysis) and research confidence, motivation, and aspirations. Multiple regression analysis further established that digital skills significantly predicted students' perceptions across different dimensions of research engagement. Additionally, no significant differences were observed across gender, program, or institution type. These findings highlight the relevance of embedding digital skill development into postgraduate curricula to strengthen research competence. The study concludes with implications for curriculum planners, teacher educators, and researchers, recommending the adoption of digitally enriched, practice-oriented research training in higher education. Received: 8 July 2025 | Revised: 27 August 2025 | Accepted: 10 October 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Adit Gupta: Conceptualization, Methodology, Software, Validation, Formal analysis, Writing - original draft, Writing - review & e…
subject: Research Articles
  topic: section
subject: technology skills
  topic: keywords
subject: research perception
  topic: keywords
subject: postgraduate students
  topic: keywords
subject: digital literacy
  topic: keywords
subject: higher education
  topic: keywords
creator: Adit Gupta
creator: Bindu Dua
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-10-29
publication date: 2025-10-29
doi: 10.47852/bonviewIJCE52026732

Exam Anxiety Among Turkish Middle School Students
type: item
description: The purpose of this study is to investigate the anxiety levels of eighth-grade students in Nevşehir province during the high school entrance exam year and to assess the correlation between these anxiety levels and demographic factors such as gender, sibling count, parental education, and socioeconomic status. A correlational survey design was employed with a sample of 157 eighth-grade students. Data were collected using the Westside Test Anxiety Scale and a Demographic Information Form and analyzed using one-way analysis of variance, Pearson correlation tests, descriptive statistics, and SPSS version 27. The scale's dependability coefficient was determined to be 𝛼 = 0.904. According to the studies, there were no statistically significant differences (p > 0.05) between the test anxiety levels of the students and demographic factors such as the number of siblings, parental education, and economic status. However, gender was positively and significantly associated with test anxiety, with female students exhibiting higher anxiety levels than male students (r = 0.350, p < 0.01). These results demonstrate that while most demographic variables do not predict exam anxiety, gender remains a critical factor. The study underscores the urgent need for schools and policymakers to design and implement gender-sensitive counseling programs and prevention strategies that specifically target the heightened vulnerability of female students to exam-related stress. By highlighting regional patterns in Nevşehir and integrating classical anxiety theories with contemporary educational practice, this study offers evidence-based guidance for shaping more equitable and supportive school-based mental health policies. Received: 19 August 2025 | Revised: 14 October 2025 | Accepted: 28 November 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the c…
subject: Research Articles
  topic: section
subject: demographic variables
  topic: keywords
subject: gender difference
  topic: keywords
subject: secondary school students
  topic: keywords
subject: test anxiety
  topic: keywords
subject: Westside Test Anxiety Scale
  topic: keywords
creator: Ayşe Çiftci
rights: Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
date: 2025-12-17
publication date: 2025-12-17
doi: 10.47852/bonviewIJCE52027273

Teachers' Negotiations of Trust When Integrating Generative AI into a Teaching Practice
type: item
description: This study investigates teachers' reasoning around implementing generative AI (GenAI) in education. It aims to increase under-standing of the importance of collective negotiation of trust that arises when teachers collectively explore generative AI as a pedagogical tool for teaching and learning. Data collected through a longitudinal focus group study comprising four workshops and two SWOT analyses conducted over nine months were analyzed using inductive thematic analysis. Trust was used as a theoretical lens to interpret the results. The results indicate that teachers negotiate trust in generative AI at three levels. At the instrumental level, negotiations concern the usability of the tool in terms of quality and efficiency, the reliability of different tools, and regulatory limitations on their use. At the pedagogical level, negotiations emerge overtrust in human-AI communication and interaction, focusing on linguistic precision and the importance of human presence in learning, alongside discussions about future teacher proficiency. At the systemic level, negotiations about trust occur in relation to beliefs about a future educational context and the teacher's role within it, where reasoning about the socializing function of education becomes evident. The study emphasizes the importance of continuous professional dialogue and critical reflection to build collective trust in generative AI as an educational tool and ensure a responsible integration into the teaching practice. The research highlights the need for balanced, well-founded approaches to this integration, involving negotiations of trust across multiple levels and perspectives. Received: 15 August 2025 | Revised: 28 October 2025 | Accepted: 9 December 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement S…
subject: Research Articles
  topic: section
subject: generative AI (GenAI)
  topic: keywords
subject: trust
  topic: keywords
subject: collective negotiations
  topic: keywords
subject: teaching practice
  topic: keywords
subject: K-12 education
  topic: keywords
creator: Sara Ekström
creator: Anna Roumbanis Viberg
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-12-17
publication date: 2025-12-17
doi: 10.47852/bonviewIJCE52027222

The Role of AI in Shaping Future Educators: Ethics, Instructional Design, and Lifelong Learning
type: item
description: The rapid integration of artificial intelligence (AI) into higher education is reshaping how future educators are prepared for multilingual, multicultural, and ethically complex environments. This study employed a mixed-methods sequential explanatory design to investigate how educators and students in Luxembourg and Ukraine perceive and adopt AI in teacher preparation. In Luxembourg, AI was largely framed as a tool to extend inclusive, multilingual practices and institutional innovation, whereas in Ukraine, it was often adopted out of necessity under conditions of crisis and infrastructural disruption. Quantitative analyses demonstrated that perceived benefits of AI were positively correlated with readiness for instructional integration (r = 0.61, p < .001), while ethical concerns were negatively correlated with willingness to adopt AI (r = –0.45, p < .001). No significant group differences were observed in overall reported levels of ethical concern (t(140) = 1.25, p = .21), though qualitative findings revealed striking contrasts in the nature of these concerns. Luxembourgish participants expressed preventative concerns about quality and pedagogy, while Ukrainian participants described immediate ethical dilemmas shaped by wartime conditions, including studying in bomb shelters and balancing personal safety with academic integrity. Findings highlight that while AI can enhance instructional innovation, it simultaneously amplifies inequalities through language bias and access gaps. The study contributes by linking empirical insights to instructional design frameworks (ADDIE, TPACK) and multicultural education theory, offering concrete guidance for teacher preparation in both stable and crisis-affected contexts. Received: 5 August 2025 | Revised: 9 October 2025 | Accepted: 5 November 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonabl…
subject: Research Articles
  topic: section
subject: AI in education
  topic: keywords
subject: future educators
  topic: keywords
subject: ethics
  topic: keywords
subject: lifelong learning
  topic: keywords
subject: multilingual higher education
  topic: keywords
subject: multicultural contexts
  topic: keywords
subject: multicultural pedagogy and translation
  topic: keywords
subject: AI literacy
  topic: keywords
creator: Oksana Chaika
creator: Serhii Kubitskyi
creator: Natalia Berezovska-Savchuk
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-11-24
publication date: 2025-11-24
doi: 10.47852/bonviewIJCE52027087

Designing School Policy and Practice for Academic Integrity in the Age of GenAI: A Design-Based Research Project in a Regional School
type: item
description: The widespread free access to generative artificial intelligence (GenAI) has radically shifted the educational landscape. Schools find themselves largely unprepared to navigate this new terrain: both in understanding how to harness the potential of GenAI for educational enhancement and developing strategies to ensure student integrity in demonstrating authentic learning outcomes. This study reports on a design-based research collaboration between a regional Australian university and a secondary school to address these challenges through policy and practice innovation. The aim was to both promote and maintain academic integrity, alongside considering how GenAI might be harnessed for educational benefit and lifelong learning. Over six months, researchers and educators worked collaboratively to analyze school staff needs using a whole-school survey and focus groups, followed by co-design of policy and pedagogical responses, which were iteratively tested and refined. Key findings revealed that staff required clear guidance on acceptable GenAI use, consistent policy enforcement, and professional learning. The project has resulted in the development of policy, procedure, and support resources that have been released as an Open Education Resource. The findings offer practical insights for schools navigating GenAI integration and contribute to broader discussions on educational change, assessment validity, and ethical technology use. Received: 24 July 2025 | Revised: 9 October 2025 | Accepted: 7 November 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Katie Burke: Conceptualization, Methodology, Formal Analysis, Investigation, Writing – original draft, Writing – review & editing, Supervision, Project Administration. Alison Bedford: Conceptualization, Methodology, Form…
subject: Research Articles
  topic: section
subject: academic integrity
  topic: keywords
subject: generative artificial intelligence
  topic: keywords
subject: design-based research
  topic: keywords
subject: policy
  topic: keywords
creator: Katie Burke
creator: Alison Bedford
creator: Rian Roux
creator: Emily Scott
creator: Jasmine Thomas
creator: Tracey Chamlin
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-11-21
publication date: 2025-11-21
doi: 10.47852/bonviewIJCE52026912

Use of Working Time in the Teaching Profession in Spain: The Cases of Galicia and the Basque Country
type: item
description: Within the framework of studies on teacher professionalization, this study aims to analyze and compare the degree of professional dedication among non-university teachers in two autonomous communities of Spain: Galicia and the Basque Country. Data were collected through a questionnaire—previously validated by external experts—comprising 18 items grouped into four domains (1–5 school-teacher domain, 6–10 technical-political domain, 11–14 teacher training domain, and 15–18 scientific-academic domain). A total of 1,318 non-university teachers responded to the survey (742 from Galicia and 576 from the Basque Country). Inferential analyses were conducted using the nonparametric Mann–Whitney U test for independent samples, and various Chi-Square Automatic Interaction Detector (CHAID) classification trees were generated to identify patterns in teachers' work dedication. The results reveal highly similar work dedication patterns in both regions, with only minor differences observed in the scientific-academic domain. Overall, the findings suggest a fragmented structure of the educational field with a hierarchical distribution of tasks, although a widespread, emerging involvement of teachers in nontraditional activities—beyond the school and classroom settings—is also evident. Among other conclusions, the study emphasizes the benefits of teachers expanding their roles outside of school. Received: 19 June 2025 | Revised: 13 August 2025 | Accepted: 29 August 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data supporting this work will be available in the “e-ciencialDatosrepository” (https://edatos.consorciomadrono. es/dataverse/UAM) after an embargo from the date of publication until the end of the project (September 2025). Author Contribution Statement Roberto Sánchez-Cabrero: Methodology, Software, Validation, Formal analysis, Investigation, Data curation, Writing – original draft, Writing –…
subject: Research Articles
  topic: section
subject: teacher professionalizsation
  topic: keywords
subject: educational field
  topic: keywords
subject: teacher working time
  topic: keywords
subject: participation
  topic: keywords
creator: Roberto Sánchez-Cabrero
creator: Francisco Javier Pericacho-Gómez
creator: Raquel Moraleda-Esteban
creator: Héctor Monarca
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-09-15
publication date: 2025-09-15
starting page: 23
ending page: 36
doi: 10.47852/bonviewIJCE52026523

Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education
type: item
description: The fundamentals of experimental science didactics have proven that compulsory education students need to develop skills such as critical thinking. Guided inquiry is a practical methodology for developing various science skills. Moreover, current legislation establishes a series of specific competencies that students must develop. This work presents research carried out with students aged 13–14 years. A project, based on the problem-based learning methodology, on a real-world topic close to the students was implemented to assess the development of critical thinking and specific competencies outlined in legislation. For this purpose, a teaching-learning sequence was developed, and the students’ outputs were collected through questionnaires and teacher observation sheets. The results show that students can answer each of the problems encountered during the project, posing researchable questions and finding solutions through experimentation. Each of the sessions has demonstrated clear progress in several key areas such as the development of some of the required competencies and overall scientific skills, thereby facilitating overall development. Received: 11 May 2025 | Revised: 27 August 2025| Accepted: 21 October 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Jorge Pozuelo-Muñoz: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration. Esther Cascarosa Salillas: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Data Curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration. Elena Calvo Zueco: Conceptualization, Software, Validation, Formal analysis, Investi…
subject: Research Articles
  topic: section
subject: electricity
  topic: keywords
subject: solar cells
  topic: keywords
subject: inquiry
  topic: keywords
subject: problem-based learning (PBL)
  topic: keywords
subject: secondary education
  topic: keywords
creator: Jorge Pozuelo-Muñoz
creator: Esther Cascarosa Salillas
creator: Elena Calvo Zueco
creator: Ester Sánchez Sánchez
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-11-05
publication date: 2025-11-05
doi: 10.47852/bonviewIJCE52026132

Distance Learning and Multilingual Education: A Case Study of Challenges and Pedagogical Perspectives in the Greek Border Region
type: item
description: In increasingly multicultural and multilingual societies, foreign language learning has become essential not only for communication but also for social cohesion and professional advancement. Distance education has emerged as a flexible and accessible solution, particularly for adults seeking to enhance their linguistic and intercultural competencies. This study explores the views of foreign language teachers regarding the role of distance education in promoting multilingualism, with a specific focus on culturally diverse border regions. Conducted in the Regional Unit of Evros, Greece, the research adopts a qualitative methodology based on semi-structured interviews with five language educators working in public and private education. Findings reveal that teachers recognize the potential of digital tools such as Massive Open Online Courses, machine translation applications (e.g., Google Translate, DeepL), and adaptive learning platforms to support multilingual learning, particularly when used as supplementary resources. However, concerns were raised about the lack of personalized feedback, limited interactivity, and the absence of culturally contextualized content on existing platforms. Teachers emphasized the importance of digital literacy, pedagogical training, and culturally inclusive design to ensure effective implementation. The study highlights the need for targeted support for educators in border regions and calls for more locally adapted digital resources that reflect linguistic diversity. These findings offer insights for policymakers and educational technology developers aiming to improve the quality and reach of multilingual education in remote or underserved areas. Received: 31 May 2025 | Revised: 11 July 2025 | Accepted: 4 September 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding autho…
subject: Research Articles
  topic: section
subject: distance language learning
  topic: keywords
subject: multilingual education
  topic: keywords
subject: lifelong learning
  topic: keywords
subject: language teacher perceptions
  topic: keywords
subject: MOOCs in language education
  topic: keywords
subject: adaptive learning platforms
  topic: keywords
subject: online language teaching
  topic: keywords
subject: educational technology
  topic: keywords
creator: Ariadni Mandala
creator: Alexandros Gazis
creator: Theodoros Vavouras
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-09-26
publication date: 2025-09-26
doi: 10.47852/bonviewIJCE52026312

Fear of Loss of Face Among Instructors on Adoption of eLearning in Tanzanian Higher Learning Institutions
type: item
description: This study was about the low uptake of eLearning in Tanzanian higher learning institutions. A lack of investment in equipment, poor internet services, and a lack of technical skills among instructors are mentioned as the major factors for the low uptake of eLearning in Tanzania and worldwide. To the contrary, the study found that 100% of instructors in Tanzania used PowerPoint presentations, which is one major aspect of eLearning, while only 2% of them used videos. Even after improving computer availability, internet connection, and training, 98% of instructors still did not adopt video content. It is concluded that, due to fear of loss of face among instructors, the pace of adoption of video content as part of eLearning is slow. From the Technology Acceptance Model (TAM) perspective, even if perceived usefulness (PU) and perceived ease of use (PEU) are favorable, unless fear of loss of face is reduced, acceptance will be slow. In addition to PU and PEU, fear of loss of face is recommended to be included as one of the constructs of the TAM. When striving to adopt eLearning, institutional administrators are advised to pay attention to psychological barriers in addition to PU and PEU. Received: 17 May 2025 | Revised: 17 September 2025 | Accepted: 7 November 2025 Conflicts of Interest The author declares that he has no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are all included in the article. Author Contribution Statement Leonard J. Mselle: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing – original draft, Writing – review & editing, Visualization.
subject: Research Articles
  topic: section
subject: fear of loss of face
  topic: keywords
subject: eLearning
  topic: keywords
subject: adoption of technology
  topic: keywords
subject: Technology Acceptance Model (TAM)
  topic: keywords
creator: Leonard J. Mselle
rights: Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
date: 2025-11-24
publication date: 2025-11-24
doi: 10.47852/bonviewIJCE52026181

Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention
type: item
description: This study explores learner experiences with augmented podcasts (APs), an innovative multimodal learning format that uses two formats in this case: MP3 file + PDF file of the screenshots used in the lecture. Situated within a larger mixed method study, this qualitative analysis is an extension of the earlier quantitative findings that evaluated effectiveness of APs through test scores. The present study delves into the uncaptured nuances of learner engagement—examining how students interact with, experience, and make meaning from this novel format. Using purposive sampling from Tier 2 and Tier 3 Indian cities, the study makes use of interviews conducted with 20 students to identify perceived facilitators and barriers to AP use. Findings of this study reveal that this experience of learning using APs which encourage learner autonomy, fostered enhanced cognitive engagement, multisensory integration, and deeper involvement. It was noted that students valued the format's integrated cues and layered delivery, which encouraged focused learning and sustained attention. However, issues with pacing, language accessibility, and digital fatigue were mentioned by some students. This study adds to the growing discourse about inclusive, scalable, and learner-informed digital innovations in education by elevating the voices of students while confirming the pedagogical value of APs. Received: 12 May 2025 | Revised: 23 June 2025 | Accepted: 24 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Ajita Deshmukh: Conceptualization, Methodology, Validation, Formal analysis, Data curation, Writing - original draft, Writing - review & editing. Dhairya Pandya:Methodology, Formal analysis, Investigation, Data curation, Writing - original draft, Visualization, Project administration. …
subject: Research Articles
  topic: section
subject: educational podcasts
  topic: keywords
subject: augmented podcasts
  topic: keywords
subject: multimodal learning
  topic: keywords
subject: digital learning
  topic: keywords
subject: learner experience
  topic: keywords
subject: educational technology
  topic: keywords
subject: qualitative analysis
  topic: keywords
subject: digital divide
  topic: keywords
subject: cognitive engagement
  topic: keywords
creator: Ajita Deshmukh
creator: Dhairya Pandya
creator: Sameer Sahasrabudhe
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-08-08
publication date: 2025-08-08
doi: 10.47852/bonviewIJCE52026135

Recent Advances in the Greek Special Education System: A Critical Review
type: item
description: Over the past decade, Greece has implemented significant reforms in its special education system, driven by a national commitment to promote inclusive education and ensure equitable access for students with disabilities and special educational needs. This critical literature review explores the key developments shaping this transformation, including recent legislative initiatives, evolving policy frameworks, and the practical deployment of support services within mainstream educational settings. The review synthesizes findings from current academic research, government reports, and educational policy documents to evaluate the effectiveness of these reforms. While notable progress has been made—particularly in the areas of parallel support, early intervention, and teacher training, ongoing challenges persist. These include uneven resource distribution, infrastructural limitations, and societal attitudes that continue to hinder full inclusion. The review concludes by emphasizing the need for sustained investment, better implementation strategies, and expanded research to inform future policy. It offers insights that are valuable for educators, policymakers, and stakeholders committed to advancing inclusive education in Greece. Received: 8 May 2025 | Revised: 30 June 2025 | Accepted: 16 September 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Natalia Kougia: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Supervision, Project administration. Lambrini Seremeti: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Supervision, Project administration. Ioa…
subject: Review
  topic: section
subject: special education
  topic: keywords
subject: inclusive education
  topic: keywords
subject: policy reform
  topic: keywords
subject: students with disabilities
  topic: keywords
creator: Natalia Kougia
creator: Lambrini Seremeti
creator: Ioannis Kougias
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-09-30
publication date: 2025-09-30
doi: 10.47852/bonviewIJCE52026114

How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions
type: item
description: Lesson Study (LS) is a methodology that enables student teachers (STs) to gain insights into their pupils' learning processes during their practicum, thereby improving their instructional practices and supporting their professional learning throughout teacher education. However, "time" has emerged as a critical factor for the successful implementation of LS, particularly within the context of a one-year university-based initial teacher education program. To address this challenge, an integrated LS model was designed and implemented within the curriculum, specifically in relation to a thesis component and the practicum experience. This model was evaluated with a focus on professional learning, with the aim of fine-tuning the conditional input factors necessary for its effectiveness. The conceptual framework of Kager guided this evaluation, identifying input factors across three levels: compositional (team level), structural (LS process level), and contextual (organizational level). STs were consulted through questionnaires, individual interviews, and focus group discussions to explore which factors at these three levels either enhanced or hindered their professional learning. In addition, a document analysis of the thesis projects was conducted to triangulate the findings. The results indicate that the three levels interact and mutually influence each other. At the compositional level, interpersonal dynamics—such as trust, dysfunctional collaboration skills, and open communication—as well as limited teaching experience, prior knowledge, and group composition, were found to impede professional learning. At the structural level, STs reported time pressure due to the duration of the entire LS cycle, and some LS groups failed to make sufficient use of the provided tools and support, suggesting a limited understanding of LS. At the contextual level, misalignments in support systems created difficulties for STs in navigating and planning the LS process. This study sheds li…
subject: Research Articles
  topic: section
subject: Lesson Study
  topic: keywords
subject: initial teacher education
  topic: keywords
subject: conditional input factors
  topic: keywords
subject: learning processes
  topic: keywords
subject: recommendations
  topic: keywords
creator: Iris Willems
creator: Wouter Schelfhout
creator: Elke Struyf
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-10-31
publication date: 2025-10-31
doi: 10.47852/bonviewIJCE52025980

The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions
type: item
description: Mathematics competition winners are key subjects in research on mathematically gifted education. This study examined thecareer trajectories, academic achievements, and personal traits of 116 high school mathematics competition winners (graduating from 2008 to 2015) through the longitudinal questionnaire analysis. The key findings are as follows: (1) career clustering in STEM fields (technology, academia, finance) and advanced degree pursuits (81 participants); (2) high academic productivity, with 43 participants publishing as first authors and 13 holding patents; (3) income polarization (22.4% earning >¥40,000 vs. 12.1% earning <¥5,000 monthly); (4) elevated perfectionism (95.6%) and creativity (96.6%) in self-assessments; and (5) perceived benefits of competition experiences, including enhanced learning skills (87.9%) and academic growth (76.7%). The results highlight the strong correlation between mathematical talent and STEM-oriented careers, exceptional scholarly output, and the enduring impact of personal traits (e.g., perfectionism) and environmental factors on professional success. This work offers empirical insights into cultivating mathematically gifted individuals and assessing the long-term effectiveness of competition-based education. Received: 16 April 2025 | Revised: 6 June 2025 | Accepted: 15 August 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Due to the involvement of participants' private data in this study, data sharing is not applicable to this article. Author Contribution Statement Peijie Jiang: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Project administration, Funding acquisition. Wenqian Lin: Conceptualization, Methodology, Formal analysis, Investigation, Writing – original draft, Writing – review & editing, Visualization.
subject: Research Articles
  topic: section
subject: mathematical competition
  topic: keywords
subject: gifted students
  topic: keywords
subject: professional development
  topic: keywords
subject: follow-up research
  topic: keywords
subject: mathematical talent
  topic: keywords
creator: Peijie Jiang
creator: Wenqian Lin
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-09-01
publication date: 2025-09-01
doi: 10.47852/bonviewIJCE52025942

Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity
type: item
description: In Japan's increasingly diverse higher education landscape, universal design for learning (UDL) has emerged as a promising framework for promoting inclusive learning environments. While existing applications of UDL tend to focus on structural strategies, this small-scale inquiry examines how an instructor's reflective practice plays a central role in realizing UDL's full potential. Grounded in Schön's model of reflective practice and informed by Brookfield's framework of critically reflective teaching, this research investigates how the instructor's perceptions of learner diversity evolved over a semester-long universal design course attended by 11 second-year students at a Japanese college. Data sources included students' learning logs and survey responses regarding barriers to learning and course evaluations. The analysis revealed various invisible barriers that students experienced, such as anxiety about communication, discomfort with group activities, and sensitivity to environmental factors. Concurrently, students showed diverse and less visible forms of engagement that occurred outside of classroom settings. Through critical self-examination, the instructor developed a deeper awareness of individual learning differences and began to challenge earlier assumptions that relied on observable behaviors as the primary indicator of student engagement. This metacognitive shift prompted changes in instructional decisions and teaching philosophy, illustrating how engagement with the UDL framework can stimulate critical awareness and evolving instructional perspectives. The study suggests that reflective practice may play an important role in helping instructors to fully engage with UDL and respond effectively to learner diversity. It also contributes to faculty development discourse by highlighting the potential of UDL to foster instructor transformation through reflective engagement toward more inclusive teaching. Received: 14 April 2025 | Revised: 25 June 2025 | Accep…
subject: Research Articles
  topic: section
subject: universal design for learning
  topic: keywords
subject: reflective practice
  topic: keywords
subject: learner diversity
  topic: keywords
subject: instructor perception
  topic: keywords
subject: higher education
  topic: keywords
creator: Atsunori Fujii
rights: Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
date: 2025-09-04
publication date: 2025-09-04
doi: 10.47852/bonviewIJCE52025927

From Agile Principles to Agile Classrooms: A Structured Curriculum for Educator Upskilling
type: item
description: This research proposes a curriculum designed to promote the application of agile methodologies in classrooms. It identifies the key skills secondary school teachers need and categorizes them into three main areas: understanding the foundational concepts of agile methodologies, developing essential soft skills such as communication and teamwork, and enhancing digital proficiency. Guided by Gagné's instructional design model, these competencies were systematically integrated into a well-structured curriculum with clearly defined modules and units. By focusing on these three areas – agile methodologies, transversal skills, and digital competences – the curriculum aims to help teachers embrace and apply agile principles in practical, meaningful ways. It supports teachers in actively integrating agile practices into their classrooms and equips them with tools to create dynamic, collaborative learning environments where students can develop important 21st-century skills, such as adaptability and problem-solving. By empowering teachers with these skills, the curriculum establishes a pathway to transform education, making it more responsive, student-centered, and prepared for the future. It bridges the gap between traditional teaching methods and the agile practices required in today's rapidly evolving world, ensuring a smoother transition toward innovative and effective educational practices. Received: 1 April 2025 | Revised: 25 June 2025 | Accepted: 24 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Panos Fitsilis: Conceptualization, Verification, Writing - original draft, Writing - review & editing, Supervision, Funding acquisition. Evangeli Boti: Validation, Resources, Writing - original draft, Writing - review & editing. Vyron Damasiotis: Methodology, Valida…
subject: Research Articles
  topic: section
subject: agile methodologies
  topic: keywords
subject: agile education
  topic: keywords
subject: transversal competences
  topic: keywords
subject: digital competences
  topic: keywords
subject: educational curriculum
  topic: keywords
subject: teacher training
  topic: keywords
creator: Panos Fitsilis
creator: Evangeli Boti
creator: Vyron Damasiotis
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-08-08
publication date: 2025-08-08
doi: 10.47852/bonviewIJCE52025817

Students' Perceptions of AI-Powered Feedback in English Writing: Benefits and Challenges in Higher Education
type: item
description: Collaboration between humans and artificial intelligence (AI) has the power to transform education, but research has yet to fully address how students engage cognitively with AI-powered feedback. Although studies suggest that AI can improve writing, few explore how students perceive and interact with AI tools. To fill this gap, the present study investigated Chinese university students' perceptions and experiences of using AI-powered English writing feedback tools: automated writing evaluation, generative AI, and corpora. Two hundred and ten student reflective journals were subjected to qualitative thematic analysis using NVivo software, along with analysis of classroom observations and students' writing. The students evaluated AI-powered feedback tools in three dimensions: content quality, delivery method, and overall effectiveness. They felt that these tools provided better grammar correction, instant feedback delivery, and an enhanced user experience, but challenges included vague explanations, limited emotional connection, and risks of overreliance. Based on these insights, this study introduces the Student-Teacher-AI Collaboration Model for feedback writing, which is designed to enhance collaboration between students, teachers, and AI in foreign language education. The findings have practical implications for the integration of AI tools into writing instruction and will inform policymaking in the rapidly evolving educational field. Received: 6 March 2025 | Revised: 6 May 2025 | Accepted: 30 May 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Qianshan Chen: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Project administration, Funding acquisition.
subject: Research Articles
  topic: section
subject: artificial intelligence
  topic: keywords
subject: automated feedback
  topic: keywords
subject: student perceptions
  topic: keywords
creator: Qianshan Chen
rights: Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
date: 2025-06-13
publication date: 2025-06-13
doi: 10.47852/bonviewIJCE52025580

Navigating Cultural Differences in Education: Chinese Students' Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings
type: item
description: This study examines the educational experiences of Chinese students amid China's sociocultural evolution from Gemeinschaft (community with informal education, simple technology, rural residence) toward Gesellschaft (society with formal education, complex technology, urban residence, economic prosperity). Through qualitative interviews with 10 high school students (aged 15–16) in Wuxi, China, we investigated differences in teachers' interpretations of help, student–teacher dynamics, and mental health support across these educational settings. Findings reveal that teachers' cultural backgrounds more strongly influenced their perspectives on help than did institutional environments. Traditional schools maintained teacher-centered hierarchical structures reflecting collectivistic values, while international settings fostered student autonomy and more egalitarian teacher–student relationships aligned with individualistic principles. Though mental health awareness was similar across settings, international school teachers demonstrated greater concern for students' overall well-being. Students in international programs initially experienced unique transition stresses but ultimately reported feeling more relaxed than their peers in traditional schools. These findings highlight the complex interplay between educational systems and cultural values in China's evolving society while underscoring the need for enhanced mental health resources in Chinese schools. Received: 16 February 2025 | Revised: 28 April 2025 | Accepted: 2 July 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement In accordance with the stipulations of the UCLA IRB and to protect the identity of the ten participants who provided the qualitative data reported in this paper, the data are available only to the research team. Author Contribution Statement Ruochen Yang: Conceptualization, Methodology, Formal analysis, Investigation, Resources…
subject: Research Articles
  topic: section
subject: cultural transition
  topic: keywords
subject: international education
  topic: keywords
subject: mental health
  topic: keywords
subject: teacher-student dynamics
  topic: keywords
creator: Ruochen Yang
rights: Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
date: 2025-07-17
publication date: 2025-07-17
doi: 10.47852/bonviewIJCE52025412

A Longitudinal Analysis of Early School Leaving in a Tourism-Oriented Rural Island: The Case of Crete
type: item
description: Early school leaving (ESL) is a critical educational and social issue, reflecting the number of students who exit the education system prematurely and often face long-term socioeconomic challenges. This longitudinal analysis investigates ESL rates in Greece, spanning from the 2008/2009 to the 2021/2022 school years. The purpose of this study is to examine the extent and determinants of ESL in Greece, with a focus on identifying regional and gender-based disparities. The study begins with an overview of ESL rates across various regions of Greece and then narrows the focus to Crete, the country's largest island, known for its tourism-oriented economy, rural landscapes, and agricultural development. By comparing ESL rates both between different regions and within the regional units of Crete, as well as analyzing gender-based differences, the research aims to elucidate ongoing trends within the socioeconomic context of the area. In summary, while our interpretative assumptions include differences between regional units linked to cultural peculiarities, the currently available data are insufficient to provide a thorough and well-founded response and do not allow us to discern differences between regional units. Received: 26 September 2024 | Revised: 8 January 2025 | Accepted: 3 March 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are openly available in Hellenic Statistical Authority at https://www.statistics.gr/. Author Contribution Statement Nikolaos Bitsakos: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing - original draft, Writing - review & editing. Stamatina Kaklamani: Conceptualization, Methodology, Validation, Investigation, Resources, Writing - original draft.
subject: Research Articles
  topic: section
subject: early school leaving
  topic: keywords
subject: longitudinal analysis
  topic: keywords
subject: case study
  topic: keywords
creator: Nikolaos Bitsakos
creator: Stamatina Kaklamani
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-03-20
publication date: 2025-03-20
doi: 10.47852/bonviewIJCE52024436

Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil
type: item
description: In deep northeast Brazil, pedagogical actions, educational practices, and socioemotional development are at a crossroad. The return to in-person classes after the COVID-19 pandemic was marked by reports of emotional crises, where cases of anxiety and depression prevailed among students. Therefore, this study aimed to analyze the dynamic and creative process of pedagogical actions and perceived students' socioemotional development with teachers working in Itabaiana, a small city 60 kilometers off the coast, in Sergipe state's backlands. This is a region that has lived with social, economic, and political problems for centuries. The methodology was qualitative and divided into two stages. The first stage consisted of three 90-minute art-education workshops with two groups of ten teachers, where Vygotsky's mediation was an essential component. In the second stage, individual semi-structured interviews were conducted. The data collected in the workshops indicated that reading, whether on psychological topics or other areas of knowledge, is not part of teachers’ daily lives. Paradoxically, participants also demonstrated a strong need for these readings. They also revealed that thinking of the classroom as a zone of proximal development is still a distant reality. This phenomenon is associated with the lack of adequate training on psychology topics in teacher training and the absence of psychologists in schools. This lack of knowledge was also present in the interviews. Of these, three categories emerged as crucial: (a) pedagogical actions in the post-pandemic; (b) knowledge of psychology; and (c) socioemotional development of students. Results showed that pedagogical actions in the post-pandemic marked by readaptation and by an intense emotional burden and socioemotional development of students were perceived as negative emotions. Opportunities for progress are limited to private conversations undertaken without assistance from psychology professionals. Although this stu…
subject: Research Articles
  topic: section
subject: socioemotional development
  topic: keywords
subject: pedagogical actions in the post-pandemic
  topic: keywords
subject: educational practices
  topic: keywords
subject: educational psychology
  topic: keywords
subject: Brazilian educational system
  topic: keywords
subject: zone of proximal development
  topic: keywords
subject: knowledge of psychology
  topic: keywords
creator: Maria Helena Almeida Carvalho
creator: David Santos Silvino
creator: Rosalia Tayna Conceição da Silva
creator: Matheus Batalha Moreira Nery
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-07-14
publication date: 2025-07-14
starting page: 259
ending page: 270
doi: 10.47852/bonviewIJCE52025367

Online Learning as a Resilient Approach During COVID-19 Pandemic: Reviewing the Challenges with Prospects
type: item
description: It is important to observe the effectiveness of online learning (OL) as a resilient approach for the smooth functioning of the educational systems in the post-pandemic for resilience purposes. This paper defines resilience as learners' capacity to cope with a crisis like COVID-19 and recover quickly from the challenges and prospects caused by the pandemic. Hence, this paper aims to find out the extent to which the use of OL in higher education institutions (HEIs) has served as a resilient means of accessing education in selected South and South East Asian countries during the COVID-19 pandemic. This paper uses a literature review method and adopts the integrative literature review approach. The reviewed literature was subjected to a content analysis method in order to provide the themes relevant to address the objectives of this paper. The results indicate that in the context of South and South East Asia, particularly in Afghanistan, Bangladesh, China, India, Japan, South Korea, Malaysia, Nepal, Pakistan, and Sri Lanka, there are country-specific differences in adopting OL as a resilient approach in HEIs. For instance, in China, OL was a "forced innovation" during the pandemic. However, this paper concludes that nearly all South Asian nations took recourse to OL during the pandemic without a proper understanding of the pedagogical implications of OL. Hence, the recommendation is that OL cannot be fully utilized unless critical issues like learners' engagement, investments, digital divides, infrastructure, and governmental and leadership support are properly addressed and assessed. Another recommendation is for policy guidance, especially in the South Asian developing countries in the post-pandemic contexts, to consider the best practices of OL as resilient strategies for sustainable education in HEIs. Received: 1 February 2025 | Revised: 21 April 2025 | Accepted: 7 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this wo…
subject: Research Articles
  topic: section
subject: online learning
  topic: keywords
subject: higher education institutions
  topic: keywords
subject: COVID-19 pandemic
  topic: keywords
subject: post-pandemic
  topic: keywords
subject: resilient
  topic: keywords
subject: sustainable education
  topic: keywords
creator: Ritimoni Bordoloi
creator: Prasenjit Das
creator: Kezia Herman Mkwizu
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-07-23
publication date: 2025-07-23
doi: 10.47852/bonviewIJCE52025351

Undercover Advocates: Secondary Teachers Empowering English Learners in Mainstream Classrooms
type: item
description: This study examines the experiences of nine secondary content teachers who report high self-efficacy in working with English learners (ELs) in mainstream classrooms. As the number of ELs in US schools grows, many content area teachers feel unprepared to support these students effectively. Grounded in the theoretical frameworks of culturally responsive pedagogy and teacher self-efficacy, this phenomenological study focuses on mathematics, science, and social studies teachers in Florida public schools. The research employs in-depth, semi-structured interviews to explore teachers' perceptions and lived experiences. Significant themes that emerged from the analysis include (a) undercover advocacy, (b) ethic of care, and (c) leveraging student achievement data. A common thread woven through all narratives was the integration of students' native languages through translation and translanguaging practices while leading with empathy. Participants created more equitable learning environments for ELs in mainstream classrooms through multifaceted, often covert, advocacy efforts. Implications for teacher preparation programs and school districts are discussed, including professional development initiatives to cultivate teachers' asset-based ideologies toward ELs and improve their pedagogical practices. Recommendations for state and national policymakers include modifications to ESOL certification requirements. This research informs efforts to foster mainstream teacher preparedness and efficacy in working with linguistically diverse student populations. Received: 22 January 2025 | Revised: 4 March 2025 | Accepted: 14 May 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement Data are available from the corresponding author upon reasonable request. Author Contribution Statement Carla Huck: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing -…
subject: Research Articles
  topic: section
subject: advocacy
  topic: keywords
subject: English learners
  topic: keywords
subject: mainstream classrooms
  topic: keywords
subject: secondary teachers
  topic: keywords
subject: self-efficacy
  topic: keywords
creator: Carla Huck
rights: Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
date: 2025-05-29
publication date: 2025-05-29
starting page: 37
ending page: 48
doi: 10.47852/bonviewIJCE52025282

Technology as a Tool to Reduce School Dropout Rates in Costa Rica
type: item
description: This study aimed to research the factors that cause school dropout and whether technology can positively influence the reduction of this phenomenon in adolescents. The research method was conducted using a qualitative-exploratory approach. The sample was 92 students, from two schools located in two different regions in Costa Rica for the year 2021. The results show the gender distribution and the dropout rate in the selected sample indicate that the male gender has the highest dropout rate with 65.22%, this result shows the abundance of unskilled jobs for men and the value system associated with the male gender. The findings evidence that the female gender has a higher level of dropout in rural areas (53.12%), and one important reason is teenage pregnancy. In conclusion, students who drop out of the school system do so mainly because of a lack of interest in classes and economic problems in the family environment. Finally, it is concluded that for a virtual education process to be successful, it is not only enough to use technology as a tool, but the teacher must also establish a teaching model that is agile, flexible, and dynamic to maintain the student's interest. Among the recommendations, measures are proposed to reduce school dropout rates in the institutions. Received: 15 January 2025 | Revised: 5 March 2025 | Accepted: 22 April 2025 Conflicts of Interest The author declares that he has no conflict of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Gabriel Silva-Atencio: Conceptualization, Methodology, Validation, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration.
subject: Research Articles
  topic: section
subject: dropout
  topic: keywords
subject: non-school
  topic: keywords
subject: technology
  topic: keywords
subject: evolution
  topic: keywords
subject: unemployment
  topic: keywords
subject: high school
  topic: keywords
creator: Gabriel Silva-Atencio
rights: Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
date: 2025-05-14
publication date: 2025-05-14
doi: 10.47852/bonviewIJCE52025230

Effective Data Stewardship in Higher Education: Skills, Competences, and the Emerging Role of Open Data Stewards
type: item
description: The significance of open data in higher education stems from the changing tendencies toward open science, and open research in higher education encourages new ways of making scientific inquiry more transparent, collaborative, and accessible. This study focuses on the critical role of open data stewards in this transition, essential for managing and disseminating research data effectively in universities. Further, it highlights the increasing demand for structured training and professional policies for data stewards in academic settings. Building upon this context, the paper investigates the essential skills and competences required for effective data stewardship in higher education institutions by elaborating on a critical literature review, coupled with practical engagement in open data stewardship at universities, and providing insights into the roles and responsibilities of data stewards. This approach bridges the theoretical and practical aspects of data stewardship, offering a holistic view of the requirements for effective management and dissemination of data. In response to these identified needs, the paper proposes a structured curriculum for data stewardship, a direct response to the gaps identified in the literature, and the practical insights gained from the study. It addresses five competence categories for open data stewards, focusing on five critical streams of knowledge required to build a comprehensive understanding for open data managers. By advocating for a structured approach to data stewardship education, this work sets the foundation for improved data management in universities and serves as a critical step toward professionalizing the role of data stewards in higher education. The emphasis on the role of open data stewards is expected to advance data accessibility and sharing practices, fostering increased transparency, collaboration, and innovation in academic research. This approach contributes to the evolution of universities into open ecosy…
subject: Review
  topic: section
subject: open data
  topic: keywords
subject: HEIs
  topic: keywords
subject: open data steward
  topic: keywords
subject: open data steward occupational profile
  topic: keywords
subject: open data curriculum
  topic: keywords
creator: Panos Fitsilis
creator: Vyron Damasiotis
creator: Charalampos Dervenis
creator: Vasileios Kyriatzis
creator: Paraskevi Tsoutsa
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-04-17
publication date: 2025-04-17
starting page: 11
ending page: 22
doi: 10.47852/bonviewIJCE52025166

Breaking Barriers: The Influence of Teacher Characteristics on Inclusive Education
type: item
description: The effectiveness of inclusive education depends on the specific characteristics of the implementation context. Therefore, studying the role of teachers' characteristics on inclusion remains a significant concern worldwide. This research investigated the difference between the attitudes of secondary school teachers in Bangladesh regarding including students with intellectual disabilities based on their characteristics. Following a quantitative approach, an adapted survey questionnaire was used. The study purposively determined the participation of 55 general and special education teachers from 8 schools. Positive attitudes toward inclusion are more prevalent among female teachers, special education teachers, those who have previously completed a course in special education, and those who have had fewer students with intellectual disabilities in their classrooms, according to the findings. No statistically significant difference was observed in the teachers' attitudes according to their level of teaching experience and the subject matter they taught. Explanations of the findings are provided, along with recommendations. Received: 29 December 2024 | Revised: 21 May 2025 | Accepted: 4 September 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Ashike Md. Nurudden: Conceptualization, Methodology, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Project administration. Happy Kumar Das: Conceptualization, Methodology, Writing – review & editing, Supervision, Project administration. Monjurul Islam: Software, Validation, Formal analysis, Writing – review & editing. Md. Delowar Hossain: Validation, Writing – review & editing.
subject: Research Articles
  topic: section
subject: inclusion
  topic: keywords
subject: intellectual disabilities
  topic: keywords
subject: teachers’ attitude
  topic: keywords
subject: secondary education
  topic: keywords
subject: Bangladesh
  topic: keywords
creator: Ashike Md. Nurudden
creator: Happy Kumar Das
creator: Monjurul Islam
creator: Md. Delowar Hossain
rights: Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
date: 2025-09-22
publication date: 2025-09-22
doi: 10.47852/bonviewIJCE52025085