Abstract:To address prevalent issues in practical teaching for STEM disciplines in higher education, such as the disconnection between industry and education, monotonous teaching modes, and the separation of learning from application, the Optoelectronic Information Science and Engineering program at the University of Jinan has established an innovative "Three Integrations, Four Stages, Five Platforms" practical teaching system. Guided by party-building and centered on the OutcomeBased Education philosophy, this system integrates resources through "curricular extracurricular integration, on-campus off-campus integration, and teaching research integration," establishing collaborative university-industry labs and model training bases. It cultivates student capabilities via a four-stage progressive pathway: interest stimulation, skill training, innovation enhancement, and entrepreneurship guidance. Leveraging five platforms, practical training, disciplinary competitions, innovation and entrepreneurship, research training, and university-industry collaboration, it implements project-based teaching and an industry education symbiosis model. The reform achieved significant results. Students won 58 national competition awards, with further study rates exceeding 40%. The program was approved as a Shandong Provincial First-Class Major, establishing one National First Class Course and over 10 provincial-level platforms. The outcomes have been adopted and applied by multiple universities within Shandong Province, providing a replicable model for practical teaching reform in local universities.
Abstract:This study investigates the predictors of physical activity and sedentary behaviour among male university students. This cross-sectional study included 100 male university students with an average age of 21.3±2.6 years, a height of 1.71±0.06 meters, and a weight of 76.8±20.6 kg. Physical activity (time spent in moderate and vigorous activity) and sedentary behaviour data were investigated using the Global Physical Activity Questionnaire—Arabic version. Potential factors influencing physical activity and sedentary behaviour were also assessed. An analysis of variance and regression analyses were employed to determine the influence of potential factors on physical activity and sedentary behaviour. This study\'s findings revealed that the average time spent on SB was 9.6±3.5 hours/day, on MPA 66.5±93.8 minutes/day, and on VPA 44.9±64.9 minutes/day. The participants averaged 5892±3053 steps/day over the seven days. Significant differences were found between sedentary behaviour groups for year of study (F=3.884, p=0.011, ηp²=0.108), moderate physical activity (F=2.798, p=0.044, ηp²=0.80), and vigorous physical activity (F=3.049, p=0.032, ηp²=0.80), with large effect sizes. The greater sedentary time was associated with higher academic performance and lower time spent in moderate physical activity (p<0.05). Increased time spent in vigorous physical activity was associated with less current smoking, more time spent in moderate physical activity, and less time spent in sedentary behaviour. Healthcare professionals should promote physical activity and discourage sedentary behaviours. Students should focus on time management to maximise their time spent engaging in moderate and vigorous physical activity, which will remain a cornerstone of health promotion and disease prevention for all.
Abstract:This study examined how elementary school students learning English as a foreign language (EFL) engaged in intentional vocabulary learning through a digital flashcard environment. Thirteen fourth-grade Taiwanese students (mean age = 10) practiced English vocabulary using Quizlet over four weeks in a self-directed context. A mixed-method design was employed: pre–post vocabulary tests and self-reported usage logs measured vocabulary gains and learning frequency, while questionnaires and interviews captured perceptions and motivational shifts. Quantitative analyses revealed significant improvement in vocabulary knowledge and a strong positive correlation (r = .915, p < .001) between the frequency of Quizlet use and vocabulary gains. Qualitative findings further indicated that learners perceived Quizlet as enjoyable, easy to use, and cognitively supportive. Increases in self-efficacy and self-regulation suggested that frequent engagement fostered autonomy and confidence in self-managed study. These results align with Self-Determination Theory and Cognitive Load Theory, indicating that multimodal, feedback-driven digital flashcards enhance intrinsic motivation while reducing cognitive burden. Although the small sample size limits generalizability, the findings provide empirical evidence that structured digital flashcard practice can strengthen both vocabulary acquisition and self-regulated learning among young EFL learners. Integrating such tools into early bilingual curricula may help bridge formal instruction and independent learning within initiatives such as Taiwan’s Bilingual Nation 2030.
Abstract:This study explores the causes of academic probation and examines the effectiveness of learning support programs in strengthening academic support systems at a Korean university. A qualitative approach was adopted through in-depth interviews with undergraduate students who had experienced academic probation. Data were collected and analyzed using qualitative content analysis to identify the underlying factors contributing to academic underachievement and to evaluate the perceived impact of the “Jump-Up” learning support program. The results revealed that the primary causes of academic probation included personal factors such as lack of learning strategies, low self-regulation, and mismatch between major and aptitude, as well as environmental and institutional factors including financial difficulties, parental expectations, and instructional practices misaligned with students’ needs. The Jump-Up program was found to enhance intrinsic learning motivation, improve study habits, and provide both academic and emotional support through mentoring and systematic feedback. These findings suggest that universities should establish integrated and preventive support systems that address cognitive, emotional, and environmental dimensions of learning in order to reduce the recurrence of academic probation and promote sustainable academic growth among students.
Abstract:Background: We examined cross-regional differences in Grade-4 mathematics learning strategies using the TIMSS 2023 International Database, and tested whether gender, socioeconomic status (SES), and teaching environment condition these differences. We also evaluated construct validity and crossregional measurement invariance to ensure interpretable comparisons. Results: Students in Asia scored higher on the validated strategy construct than students in non-Asia. Gender differences favored girls in both regions, and SES showed positive associations with strategy. Teaching environment interacted with region (marginal effects indicated region-sensitive slopes). All key patterns were robust under the survey design with weights and replicate weights; crossregional invariance supported comparable interpretation of latent means. Conclusions: Findings suggest that explicit strategy instruction and feedback routines may narrow gaps by gender and SES. Invariance evidence supports fair comparisons across regions, while remaining heterogeneity highlights the need for country-specific implementation and classroom design adjustments.
Abstract:The emergence of information and communication technologies (ICT) has marked a turning point in contemporary cultures, profoundly transforming social, political, economic, and educational dynamics. These technologies have permeated everyday life, reshaping everything from commercial relations to teaching and learning processes, which now respond to digitally mediated pedagogical conceptions. Such transformations have given rise to new educational paradigms, notably Education 4.0, which emphasizes connectivity and personalized learning experiences. However, a gap remains between technological advancement and pedagogical responsiveness, highlighting the ongoing need for more critical and proactive methodological redesigns in higher education. Against this backdrop, the present study offers a comprehensive bibliometric analysis of the evolution and emerging trends in the teaching of English as a Foreign Language (EFL) in higher education, with a particular focus on the integration of educational technologies and pedagogical approaches between 2001 and 2025. The research employs a sequential exploratory-descriptive design, combining bibliometric techniques with qualitative extrapolation. A total of 208 scientific articles indexed in Scopus, Web of Science, and specialized education databases were analyzed using systematic search strategies, data integrity verification, and advanced methods such as exploratory factor analysis (EFA) and principal component analysis (PCA). These were complemented by a content analysis matrix to classify thematic areas, methodological approaches, and pedagogical challenges in EFL instruction. The findings reveal three distinct phases of scientific production: an initial period of low output (2001–2006), moderate growth until 2014, and a significant acceleration from 2015 onward, with peaks in 2020 and 2022. The most prominent thematic areas include teaching methods, e-learning, blended learning, engineering education, and learning systems. High-impact concepts such as blended learning, mobile-assisted language learning (MALL), motivation, critical thinking, and communicative competence reflect a shift toward more holistic, technology-supported language education. Thematic and structural analyses identify research clusters focused on general pedagogy, specialized contexts such as Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and legal English, as well as emerging areas related to academic development in EFL. Increasing attention is also observed toward approaches like flipped classrooms, collaborative learning, and English as a Medium of Instruction (EMI), although these are not yet fully integrated into mainstream university practice. The study confirms a significant growth in EFL research, driven by digital transformation and educational internationalization. While technologies such as e-learning and artificial intelligence have gained prominence, pedagogical innovation continues to lag behind. The integration of approaches like ESP and CLIL presents promising avenues for future innovation, whereas aspects such as learner self-efficacy, motivation, and collaborative skills remain underexplored. Ultimately, the study identifies emerging lines of inquiry in the design of personalized learning environments, the critical use of emerging technologies, and the exploration of digital subjectivities in language education.
Abstract:The reform of the state apparatus, particularly the transition to a two-tier local government model (provincial and commune levels, eliminating the district level) in Vietnam during the period 2023 - 2025, poses a core scientific problem: How has the Government Office (GO) adapted its advisory and coordinating capacity amid sweeping administrative structural changes and urgent legislative timelines? Based on research methods and document analysis, the article systematizes guiding and management documents from the Government and Prime Minister, the research sets three objectives: (1) To systematize the theoretical basis of the GO's strategic advisory role in administrative decentralization; (2) To assess the GO's strengths and limitations during the 2023-2025 phase; and (3) To propose some strategic solutions to enhance advisory and coordinating capacity during the operational phase of the two-tier model. The novelty of this research lies in providing a comprehensive analysis of the GO's “strategic advisory” and “institutional coordination” capacity, offering scientific arguments for subsequent fiscal decentralization and digital government policies. The analysis shows the GO effectively fulfilled its role in rapid institutional coordination, notably by driving the issuance of the 2025 Law on Local Government Organization. However, limitations persist regarding forecasting capacity and reliance on specialized ministries for analysis. The study proposes 05 recommendations for legislative completion based on devolution principles, strengthening independent research capacity, and strategically applying Digital Government principles.
Abstract:Self-efficacy is a key psychological resource that influences how individuals cope with stress, adapt to challenges, and sustain performance under pressure. In high-risk occupations, self-efficacy can confer resilience and promote hardiness. Although the General Self-Efficacy Scale (GSE) is one of the most widely used measures of this construct, limited research has examined its psychometric properties in South African contexts. The present study sought to evaluate the dimensionality, reliability, and validity of the GSE among South African first responders using three complementary analytic frameworks namely, Classical Test Theory, Rasch measurement modelling, and Mokken scale analysis. Results consistently supported a unidimensional structure of the GSE, with nine of the ten items demonstrating strong psychometric performance. One item performed less robustly but remained within acceptable limits. Scale-level analyses revealed excellent internal consistency and reliability across approaches. In addition, self-efficacy showed significant positive associations with resilience and hardiness, providing evidence of construct validity and supporting the theoretical links between these protective psychological resources. These findings indicate that the GSE is a psychometrically sound measure for use in South African first responder populations and can be employed confidently in both research and applied contexts. The study further underscores the value of targeting self-efficacy in interventions designed to strengthen coping and resilience in high-stress occupational groups.
Abstract:Meeting the demand for qualified teachers is a major challenge for private schools amid increasing competition and rising expectations for educational quality. This study examines the determinants of teacher demand in private senior high schools in Jambi City, Indonesia. Using quantitative methods, data were collected from 30 private senior high schools and analyzed with Ordinary Least Squares (OLS) regression. The results indicate that school finances, school productivity, school quality, and technology utilization have a significant positive effect on the demand for teachers. In contrast, teacher wages/honoraria and school facilities do not exert a statistically significant individual effect. Collectively, however, the examined variables significantly influence teacher demand, and the final regression model explains approximately 79% of the variance in teacher demand. Policy implications for meeting teacher needs in private senior high schools include: (1) enhancing the quality of academic services and graduate outcomes; (2) improving the professional and efficient deployment of teaching staff; and (3) leveraging technology to strengthen competitiveness in the education sector.
Abstract:This book provides educators (including but not limited to those at university level) with data-driven insights into video-mediated interaction. Drawing on extensive research on classroom interaction from a variety of theoretical and analytical perspectives, including four years of observing online university courses that began during the Covid-19 pandemic, the author provides deep insights into video-mediated interaction by comparing direct classroom observations with data provided by teachers and students via online questionnaires. The book clarifies how the newly experienced classroom contexts differ from traditional online and blended classes, then draws on the extensive experience of video-mediated instruction in terms of teacher-learner, learner-content, and learner-learner interaction to decipher what can be challenging and promising about interacting via a screen, specifically addressing multimodal interaction. It also provides practitioners with data-driven suggestions from the perspective of teachers and learners for improving teaching and learning in modern video-based educational contexts that are consistently different from the pre-pandemic idea of e-learning. This book will be a valuable resource for researchers in Applied Linguistics, Language Education and Higher Education more broadly, teachers in higher education institutions worldwide, and teacher education and training and institutional bodies responsible for improving teaching facilities.