Educational Sciences: Theory & Practice is an international scientific journal for the publication of high-quality research covering all aspects of education and education-related topics. The aim and scope of the journal is to publish research articles that are of international significance across educational contexts in terms of design, method, and/or findings.
The Valency and Actant Structure of Speech Verbs in the Monument Gulistan bit Turki (on the Example of the Verb ayt)
This study investigates the valency and actant structure of the speech verb ayt (“to say”) in the Middle Turkic monument Gulistan bit Turki, with the aim of clarifying its historical combinatory potential and its continuity with modern Kazakh. The research is based on A. Karamanlioglu’s transcription of the text. A corpus of more than 40 verb collocations with ayt was extracted and analyzed. The study applied a structural–semantic method to identify actant frames, a historical–comparative approach to trace diachronic developments, and a statistical-corpus analysis to determine frequency and distribution of grammatical forms. Data were systematically coded for agent, patient, addressee, and modifier roles, and then compared with modern Kazakh usage. The results demonstrate that in Gulistan bit Turki the verb ayt exhibited six actant slots, forming one- to six-valent constructions. Although its syntactic valency remained stable, its semantic scope was broader in medieval Turkic, covering meanings such as reporting, ordering, proclaiming, debating, and objecting. Over time, these functions split across several verbs in modern Kazakh (aytu, soyleu, deu, zhariyalau, etc.). Thus, the verb shows diachronic narrowing of semantic valency but persistence of syntactic frames. These findings enrich the historical syntax of Turkic languages, highlight structural continuity between Middle Turkic and modern Kazakh, and provide methodological guidance for annotating historical corpora. The study also has pedagogical implications for teaching diachronic Turkic linguistics and contributes to a broader understanding of argument structure in historical texts.
Valency, Actant Structure, Ayt, Gulistan Bit Turki, Middle Turkic, Historical Syntax.
Contemporary Manifestations of The Cultural and Historical Continuity Between Language and Symbolic Systems
This study is devoted to the analysis of cultural and historical continuity between Kazakh tribal symbols (tamgas) and the ancient Turkic runic script. The purpose of the work is to identify their interrelationship and determine their role in preserving national identity and spiritual heritage. The methodological basis of the research includes historical, comparative and semiotic analysis, as well as graphic and semantic comparison of tribal signs and runic inscriptions. Additionally, modern socio-cultural practices of using symbols in fashion and design are taken into account, which makes it possible to trace their relevance in the context of globalization. The results of the study show that there is a semantic and formal continuity between tribal symbols and runic writings, reflecting the worldview, philosophical and spiritual values of the Kazakh people. Special attention is paid to the modern revival of this symbolism among young people. The use of signs and inscriptions on clothing and in design is becoming an important mechanism for self-expression and strengthening national identity. Thus, traditional symbols adapt to new cultural contexts, while maintaining their significance as an element of the national cultural code. The significance of the research lies in the fact that it demonstrates the role of symbols and writing as an integral part of cultural and linguistic heritage, and also highlights their potential in modernizing national consciousness. Understanding this continuity helps to preserve cultural integrity, strengthen spiritual values and transfer national experience to future generations.
Tribal and Clan Symbols, Tamga, Ancient Turkic Runic Script, Cultural Continuity, Cultural Code, National Identity.
Effects of Educational Digital Literacy, Educational Aspirations, Self- Directed Learning on E-Learning Motivation and Effectiveness
Digital and online platforms have undergone a significant transformation in recent years, and their adoption by educational institutions is steadily increasing. It is therefore essential to evaluate the influence of these factors on students’ learning effectiveness. Accordingly, the primary objective of the present research is to examine the impact of educational digital literacy, educational aspiration, and self-directed learning on e-learning motivation and e-learning effectiveness. The mediating role of e-learning motivation is also explored in this study. A seven-point Likert scale questionnaire was developed to collect data from students, who constituted the study population. A convenience sampling technique was employed, resulting in a usable response rate of 57.41%. The data were analyzed using Smart PLS 4 as the analytical tool and SEM as the statistical technique. The findings reveal that educational digital literacy, educational aspiration, and self-directed learning have a significant positive effect on online learning motivation. Furthermore, e-learning motivation demonstrates a strong relationship with e-learning effectiveness. The results also confirm the mediating role of e-learning motivation between educational digital literacy, educational aspiration, self- directed learning, and e-learning effectiveness. This study contributes theoretically by highlighting the effect of these variables on e-learning effectiveness. The findings are also practically valuable for policymakers and educational institutions seeking to enhance students’ academic performance.
Educational Digital Literacy, Educational Aspiration, Self-directed Learning, E-learning Motivation, E-learning Effectiveness.
Studying The Kazakh Poetic Text from The Linguosynergetic Aspect
Language, owing to its dynamic character and the functional and pragmatic level of its communicative function, is oriented toward the transcendent truth of a linguo-synergetic paradigm of poetic discourses. The study aimed to demonstrate that the synergy of the pragmatics of artistic words is intertwined with the cultural information conveyed by the paremical, phraseological, mythological, and precedent structures in artistic discourses. A qualitative research design, with synergetics as primary methodology of scientific and linguistic researches, the study conducted a hypertextual analysis of language’s internal development. A few Kazakh poetic texts served as research sample, which were analyzed with linguosynergetic perspective, to uncover the deep essence of the poetic discourse of Kazakh poetry. It was revealed that the poetic word can be explored within the anthropocentric paradigm of Kazakh linguistics as it has its origins in the linguo-stylistic studies of Kazakh language. The study also revealed the power of poetic language embedded in the complex structural system of a literary text, and constituting a new paradigm in the study of language. The study thus implies that the core of such analyses is defined by the intentional world of the linguistic personality. Therefore, understanding the spiritual, cognitive, and informational foundation and potential of the Kazakh language from a linguosynergetic perspective in the context of implementing the new quality development process of Kazakhstan and within the framework of globalization is highly relevant.
Synergy, Nonlineriaty, Open System, Linguosynergetic Markers, Poetic Language, Self-Organization, Dissipation, Bifurcation, Metaphor, Repetition.
Semantic, Formal and Pragmatic Characteristics of Terminology
Terminological vocabulary holds a significant position in the general lexicon of a language, though not much is known about the formal structure and pragmatic functions of the semantics of social science terms in a professional and scientific discourse. The purpose of this study is to study the problem of compliance of the results of term formation in the modern Kazakh language with semantic, formal and pragmatic requirements. The study was guided by the theoretical and practical foundations of the formation of the Kazakh National terminological corpus including inventory, systematization, and regulation. The social science terms sampled for the study were restricted to 386 terminological units, selected using the mass sorting method from the terms approved during the period from 1971 to 2014. To analyze the findings, descriptive, structural, semasiological, onomasiological, combinatorial, definition, quantitative and component analysis methods were used. The results revealed the synchronous state of established terms, including molded term systems in the field of social sciences. The difficulties faced in the development of a state language, absence of a terminological system, and practical inadequacy of terminological work were also identified. The relevance of the term to the sphere of the terminological system, the ambiguity and accuracy of the term, consistency, and linguistic correctness were established. The study also established that terminology in a communicative context has semantic precision, formal stability and pragmatic variability. A comprehensive analysis of these characteristics showed their possibility to improve the standardization of terms and optimize professional communication. The results of the study can be used in works carried out in order to improve the formation and use of terms in the field of term formation.
Term Formation, Terminological Norm, Requirements for Terms, Semantic, Formal and Pragmatic Requirements, Consistency.
A Proposed Framework for Developing the Secondary-school Islamic Sciences Curriculum to Foster Peaceful Coexistence Under Saudi Vision 2030
The research sought to determine concepts of peaceful coexistence appropriate for Saudi secondary school students in the track of Sharia, to explore representations of these concepts through Islamic sciences curricula, and to suggest a validated framework that is implementable within educational reforms under Vision 2030. The study involved analysis of three units with 108 lessons based on three textbooks on Sharia track: Tafsir, Fiqh, and Al-Fara'id that underwent descriptive as well as analytical analysis. The research developed a comprehensive checklist with five domains and 100 subskills on international research study as well as national policy statements. This tool was validated using the Lawshe formula (≥0.82 agreement), piloted, then applied using inter-coder reliability tools such as Cohen's kappa as well as percentage agreement. The coding exercise led to defining the standard, approaches pedagogiclès as well as rubrics of assessment as well as differentiating implicit from explicit expressions regarding peaceful coexistence. The research revealed total integration rate 61.9 per cent with predominant emphasis on religious (95 per cent), political (85 per cent), social (78.3 per cent), economic (48.3 per cent), as well as intellectual (46.6 per cent) dimensions. At subject levels, Tafsir and Fiqh exhibited 76 per cent as well as 71 per cent inclusion levels respectively, while Al-Fara'id showed 20 per cent as well as exclusion regarding religious as well as political consideration levels. The majority of these indicators manifested in implicit modes across materials. The research concluded that applications of concepts on peaceful coexistence are partial as well as uneven as well as suggested a standards-based curricula makeover as well as targeted teacher-training on filling intellectual as well as economic dimension gaps.
Values Education, Content Analysis, Teacher Professional Development, Competency-Based Learning, Textbook Evaluation.
Improving Higher Education Quality, Competitiveness, and Sustainability: Strategic Analysis of International Student Recruitment in Saudi Universities
This research endeavored to create and deliver a context-specific strategic framework for international students to Saudi Arabian universities with a view to enhance quality, competitiveness, and sustainability. The mixed-methods approach was used, synthesising content analysis of national policy materials and Vision 2030 texts with international best practice comparative review, surveys with administrators (n=21), faculty (n=43), international students (n=237), along with thematic interviews, with results triangulated through SWOT lens. It was revealed that administrators and faculty demonstrated heightened awareness of policies (71.43%) with preferred perceptions on transparency of admission procedures (61.9%) and sufficiency of residential facilities (71.43%). However, limitations emerged in terms of scarce devoted resources (38.5%) and underperforming international marketing initiatives (33.43%). The prevalent language barrier impacted interaction for administrators and faculty (61.91%) as well as students (75.53%). In spite of these limitations, students offered robust desire to study in Saudi Arabia (92.84%), while concomitantly forecasting administrative barriers (57.39%) as well as challenge in academic as well as social integration (67.09%). The analysis reflected that programme-target national level aims overshooting programme-level implementation with success dependent on streamlined governance structures along with English-medium instruction with suitable support with languages with merged students' servicing with partnership with industrial associates. The study yields a practical non-inferential framework through combining pre-sessional English lessons with streamlined admission procedures with centralised student advisory with performance-driven benchmark with Vision 2030 synthesised to translate national strategic intent as concrete as well as sustainably internationalisation deliverables.
Policy Alignment, English-Medium Instruction, Student Services, Industry-Linked Scholarships, Benchmarking.
The Impact of Gamification on ESL Learning: Enhancing Student Motivation, Engagement, and Learning Outcomes Through Digital Tools
ESL learners always face challenges while learning, and to overcome them, teachers develop different strategies. Nowadays, the integration of gamification into ESL teaching has gained significant attention because it enables teachers to enhance learners’ motivation, engagement, and learning outcomes. However, there is a paucity of research on gamification in ESL learning. Therefore, this systematic review aimed to explore the influence of gamification on ESL learning. Moreover, it aimed to highlight its impact on learners’ motivation, engagement, and learning outcomes. This research has reviewed gamified strategies that utilize interactive mechanisms, including Duolingo, Class Craft, and Kahoot, as they effectively integrate with theoretical frameworks and empirical data collection methods. Results highlighted that prize rewards, progress tracking, and challenging gamification activities can lead to increased student engagement and improved knowledge retention. Different aspects of teacher training, as well as cultural traditions and access to systems, affect the impact of gamification techniques. Moreover, the findings indicated that team-centered approaches are more effective in cultural settings with a collective orientation than in those with an individual, competitive orientation. Sustainable implementation of such a program requires teacher education, and it absolutely needs the backing of the institution. The digital divide in rural areas restricts the use of gamification tools, as these communities often have unequal access to education and technology. Furthermore, this systematic review highlighted that ESL education can experience significant improvements through the use of gaming strategies, provided teachers and policymakers offer support during its careful implementation.
Gamification, ESL Learning, Student Motivation, Engagement Strategies, Digital Tools, Cultural Adaptation.
Middle School Science Teachers’ Awareness of Augmented Reality in Teaching: Influence of Selected Variables
The research examined the effect of professional characteristics on the awareness among middle-school science educators regarding the teachable potential of augmented reality. 90 females working as educators at Al-Kharj, Saudi Arabia, were randomly selected from the sample pool of 120 participants to fill out a descriptive survey questionnaire. Awareness was gauged through the application of the researcher-created questionnaire measuring perceived affordances, curricular alignment, and intention to implement the technology. Reliability testing established strong internal consistency with Cronbach’s alpha = 0.827 and split-half reliability coefficient = 0.885. One-sample t-tests, descriptive statistics, analysis of variations by one way analysis of variances (ANOVA) with post hoc comparisons and interpretations on the basis of the five-point Likert scale were adopted to examine the data. Results showed an indiscriminately high awareness level scale (M = 4.06, SD = 1.09) among educators and the absence of significance on the basis of scientific specialisation and previous involvement with technology course work. Nevertheless, experience worked out to be a discriminating force in that more experienced educators showed more variability within their perception. Seasoned practitioners reported strong interest in the application of augmented reality to teaching but with tenure corresponding to some doubt about its teaching appropriateness. Implications state professional development programmes stratified on the basis of experience severity ought to be developed by learning institutions. Such programmes ought to utilize the validated questionnaire to identify needs through diagnosis, to monitor development through progress monitoring and to regularly review participants through the application of implementation components linked to the curricula.
Augmented Reality Technology, Science Teaching, Teacher Awareness, Intermediate Education.
Educational Ecology Factors Management Model for The Development of Student Quality in Private Higher Education Institutions in Bangkok
The purpose of this research was to 1) investigate the educational ecological factors of a private higher education institution in Bangkok, 2) develop a management model to develop the quality of students, and 3) evaluate the appropriateness and feasibility of the management model of educational ecological factors to develop the quality of students in a private higher education institution in Bangkok. The research and development methodology was applied in 3 phases: 1) Investigating the educational ecological factors to develop students’ quality. The sample size was determined by the G*Power program with a sample of 395 respondents. 2) Development of the management model with the help of seven experts. 3) Exploring practitioners’ opinions on the appropriateness of the management model of educational ecological factors on student quality development in private higher education institutions in Bangkok. The practitioners were selected through purposive sampling. The results show that 1) the path coefficient is 0.987, the t-statistic is 589.682, a statistical value significantly higher than the critical value (1.96), and the p-value is 0.000, R2 = 0.975, indicating that educational ecology has a positive direct impact on student quality and is statistically significant. According to the conceptual framework of the research, there are three independent variables: student educational ecology, student affairs, and institutions that have a positive impact on student quality. However, since these independent variables are highly correlated, they cause a collinearity problem. Therefore, the problem is solved by using these independent variables as indicators or observed variables for the latent variable of educational ecology. Overall, the results of the hypothesis tests showed that these latent variables have a positive effect on student quality. Therefore, all three independent variables have a positive effect on student quality. 2) The management model of educational ecology factors to develop student quality in private higher education institutions in Bangkok has four components: students, student affairs, and educational institutions. 3) The evaluation of appropriateness and feasibility showed a high level.
Management Model, Educational Eco-Factor, Student Quality, Ecological Factors, Higher Education Institutions.
Unlocking Minds: Building and Validating Metacognition Skills Inventory for Elementary Students
This study aimed to revise and validate the State Metacognitive Inventory for application among upper primary school students in Zhejiang Province, China. The objective was to develop an instrument that is both culturally appropriate and developmentally suitable for assessing children's metacognitive skills. The original inventory was translated and adapted through expert evaluation and pilot testing. Following linguistic and contextual adjustments, the revised 21-item scale was administered to 231 students in Years 5 and 6 across five schools representing diverse regions within Zhejiang. Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modelling (SEM) were employed to assess the scale's reliability and validity. The revised scale demonstrated high internal consistency (Cronbach’s α = .944) and effectively distinguished between varying levels of metacognitive skills. EFA identified a three-factor structure—Cautiousness, Confidence, and Introspection—replacing the original four-factor model. Although the new model showed superior overall model fit (e.g., RMSEA = .044, CFI = .965), challenges remained in terms of convergent and discriminant validity, particularly within the Introspection dimension. These limitations may be attributable to the abstract nature of metacognitive constructs and the developmental stage of the target population. Despite issues related to validity, the revised scale functions as a reliable tool for the rapid assessment of metacognitive skills among Chinese primary school students. It lays the groundwork for future theoretical refinement and supports the localisation of cross-cultural measurement instruments. This study offers a culturally grounded framework for evaluating metacognitive development in Chinese children and provides empirical direction for enhancing the psychometric quality of metacognitive inventories tailored to younger learners.
Metacognitive Skills, Confirmatory Factor Analysis, Structural Equation Model.
Case-Based Insights into Faculty Resistance and Reform Implementation in a Chinese Language School
This study investigates faculty resistance to educational reform implementation within a Chinese language school at Huangshan University. The research focuses on two key factors: faculty perceptions of educational reforms and the institutional support and training provided to faculty and examines how this influence resistance levels. Using a quantitative design, data was collected from 100 faculty members through a structured questionnaire and analyzed using SPSS. The findings revealed that both faculty perceptions and institutional support significantly predict resistance, with a surprising positive correlation between support and resistance, suggesting that support mechanisms may be perceived as ineffective or imposed from above. The study concludes that resistance is shaped not only by policy content but also by emotional, cultural, and institutional factors. It highlights the need for participatory reform strategies, context-sensitive professional development, and stronger communication to foster faculty engagement and reduce resistance. These insights contribute to more effective and sustainable educational change in China’s higher education sector.
Faculty Resistance, Educational Reform, Chinese Higher Education, Faculty Perceptions, Institutional Support and Training.
Designing an AI-Driven Smart Learning Environment for Personalised Instruction
Regular education commonly falls below the mark in fulfilling students' varied needs because it depends on the standardized style with little scope for adaptability and individuality. Recent developments in artificial intelligence have benefited the formulation of learning spaces with the potential to adapt students' needs dynamically. This paper suggests a theoretical model of an AI-enabled smart learning environment with personalised instruction at its core. The platform combines learner modelling, learning analytics, and generative artificial intelligence in order to provide adaptive content, feedback, and testing. Notably, the incorporation of teacher-in-the-loop oversight allows for accountability and alignment with learning goals. The system architecture is organised in three layers: data governance, intelligence, and user interface. Teachers can view students' performance through dashboards while learners’ complete adaptive activities. Learner models that monitor acquired knowledge, level of engagement, and misconceptions allow the generative AI engine to generate explanations and exercises in real-time. Data analytics offer the steady streams of feedback loops improving customisation and facilitating evidenced-based pedagogic decisions. Governance modules raise ethical and privacy concerns with transparent and secure handling of the data. The viability in tracing students' behavioural activity and producing personalised feedback is illustrated with a prototype designed with Python and AI functions. The research indicates the potential in such learning spaces in fostering learning equity, lowering instructional expenditure, and enhancing students' involvement. Recommendations are made for researchers, teachers, and policy-makers in order to direct future research and practical application.
Personalized Learning, Generative AI, Smart Learning Environment, Adaptive Instruction, Learning Analytics, Educational Technology.
AI-Based Corrective Feedback in EFL Interactive Speaking: Insights from Interactionist SLA Theory
This study explores the effectiveness of artificial intelligence (AI)-driven corrective feedback in enhancing the speaking accuracy and fluency of learners of English as a Foreign Language (EFL), drawing upon principles from Interactionist Second Language Acquisition (SLA) theory. The investigation seeks to understand the impact of AI technologies on learners within language education settings, particularly during oral task performance. The research involved 20 EFL students who engaged with varying levels of AI language tools. Data collection was conducted through semi-structured interviews and group discussions. A thematic analysis was performed using NVivo software. Findings indicate that participants showed notable improvements in grammatical accuracy and spoken fluency as a result of engaging with AI-based training. However, students identified limitations in the AI feedback, particularly the lack of tailored explanations and affective support, which are typically offered by human instructors. Although AI demonstrated considerable capability in delivering corrective input, learners continued to prefer teacher-led evaluations. This study contributes to the academic discourse in the EFL domain by critically examining both the advantages and shortcomings of incorporating AI into speaking instruction. It suggests that blending conventional pedagogical methods with AI tools may foster more effective spoken language development.
AI-Based Corrective Feedback, EFL Speaking Instruction, Interactionist SLA Theory, Pronunciation and Fluency, Learner Perceptions.
Beliefs and Practices of Written Corrective Feedback in Spanish as a Foreign Language: A Case Study of Chines and Spanish Teachers
This study examines the nature of written corrective feedback (WCF) in relation to the beliefs held by two Spanish as a Foreign Language (SFL) teachers and their actual classroom practices. The primary objectives are to explore the teachers’ conceptions regarding WCF, to identify the various methods through which WCF is delivered, and to determine the extent of congruence or divergence between their beliefs and instructional behaviours. Data were collected from the written work of 21 students, alongside semi-structured interviews conducted with the two SFL teachers. The student texts were analysed using Atlas Ti 9.0, while thematic analysis was applied to the interview data. The results indicate that both teachers predominantly employ direct feedback, whereas indirect feedback is utilised far less frequently. The teachers expressed strong support for the instructional role of WCF in facilitating second language (L2) acquisition, and their classroom practices were generally consistent with their stated beliefs. The study concludes with an interpretation of the key findings in response to the research questions and a discussion of the study's limitations.
Written Corrective Feedback, Spanish as a Foreign Language, Teacher Beliefs and Practices.
Mobile Vocabulary Learning and Sociolinguistic Practices in Cross-Cultural Contexts
The linguistic context, characterised by the predominantly monolingual setting of Mainland China and the multilingual milieu of Malaysia, significantly influences the development of productive vocabulary among university students engaged in mobile-assisted vocabulary learning (MAVL) frameworks. Drawing on Vygotsky’s sociocultural theory, vocabulary acquisition is understood as a socially mediated process that emerges through interaction with mobile technologies and the sociolinguistic strategies utilised by peers. This investigation employed a convergent mixed-methods design, integrating quantitative data derived from surveys and vocabulary assessments (n = 400) alongside qualitative insights gathered through semi-structured interviews (n = 24). The findings indicate that multilingual learners exhibited greater engagement in output-oriented MAVL activities and attained superior proficiency in productive vocabulary. Thematic analysis identified key mediational practices, including peer scaffolding, audience-aware lexical modification, and code-switching. Furthermore, regression analysis demonstrated that the combined effects of output-focused MAVL usage and active sociolinguistic participation served as significant predictors of productive vocabulary enhancement. This study introduces a novel Sociolinguistic Practices Index (SPI) and proposes a sociocultural framework that synthesises the mobile lexical environment with sociolinguistic behaviours. The outcomes offer both theoretical insights and practical recommendations for designing interventions that foster embedded socially responsive contexts conducive to vocabulary acquisition within mobile learning platforms.
Productive Vocabulary Development, Mobile-Assisted Vocabulary Learning (MAVL), Sociocultural Theory, Peer-Mediated Language Learning, Linguistic Environment, Sociolinguistic Practices.
University Ecosystem Matters: How Perceived Support Moderates Digital Competence-Entrepreneurship Linkages Among Private College Students
This research seeks to investigate the association between digital competence and entrepreneurial intentions among students enrolled in private higher education institutions, placing specific emphasis on the moderating influence of perceived support from universities. The study aims to explore how students' digital skills, in conjunction with institutional backing, collectively shape their inclination towards entrepreneurial pursuits. This study is underpinned by the Theory of Planned Behavior (TPB) and the Resource-Based View (RBV). TPB offers a framework for interpreting the psychological factors that influence entrepreneurial intentions, whereas RBV highlights the significance of institutional assets, including university support, in fostering entrepreneurial outcomes. A quantitative research design was employed, utilising a structured questionnaire distributed to a sample of 349 students from private colleges, selected through stratified random sampling. The gathered data were examined through correlation analysis, linear regression, and moderation analysis in order to evaluate the proposed relationships among digital competence, perceived university support, and entrepreneurial intentions. The findings reveal that digital competence, in isolation, does not serve as a significant predictor of entrepreneurial intentions. Conversely, perceived university support demonstrates a clear and statistically significant positive influence on students' entrepreneurial intentions. Nonetheless, the moderating role of perceived university support in the relationship between digital competence and entrepreneurial intentions was determined to be statistically non-significant. These results imply that institutional support systems may hold greater significance than technical digital proficiency in promoting entrepreneurial intentions among students. Therefore, enhancing both the prominence and accessibility of support services offered by universities is essential. Simultaneously, embedding digital competence within entrepreneurship curricula is recommended to cultivate more conducive entrepreneurial environments within private higher education institutions. This research adds to the scarce empirical body of work exploring the joint influence of individual capabilities and institutional resources on entrepreneurial intentions. By integrating the TPB and RBV theoretical frameworks, it provides a refined understanding of how universities contribute to the development of entrepreneurial outcomes among students within the context of private higher education.
Digital Competence, Entrepreneurial Intentions, Perceived University Support, Private Colleges, Moderation Analysis.
Enhancing Chinese EFL Learners’ Speaking Proficiency through AI-Integrated POA
Speaking proficiency remains a substantial obstacle for Chinese English as a Foreign Language (EFL) learners, particularly in areas with limited educational resources. This study explores the incorporation of ChatGPT, an artificial intelligence-based large language model, into the Production-Oriented Approach (POA) to improve the oral English competence of university students in Anhui Province, China. Employing a mixed-methods approach, data were gathered from 240 students and 8 instructors to evaluate students' perceptions of ChatGPT's perceived ease of use and perceived usefulness throughout the motivating, enabling, and assessing stages of the POA. Additionally, the study assessed improvements in key speaking components, including fluency, accuracy, and pronunciation. The findings reveal notable advancements in speaking proficiency, with progress observed in fluency and accuracy, facilitated by personalised, interactive feedback and structured support. Interview data from instructors also indicated that ChatGPT contributed to lowering learners’ anxiety and enhancing their autonomy by offering a low-pressure conversational setting. These results suggest that the integration of AI-driven tools such as ChatGPT within established pedagogical models can effectively mitigate speaking challenges in EFL education, offering viable and scalable strategies for similar under-resourced educational environments.
Artificial Intelligence (AI), ChatGPT, Production-Oriented Approach (POA), Speaking Proficiency, English as a Foreign Language (EFL), College English.
Literature Review and Future Prospects of Research on Organizational Commitment and Job Satisfaction of Foreign Language Teachers in Chinese Universities
This study provides a systematic analysis of empirical research concerning the impact of foreign language education policy reforms in China on university foreign language instructors’ organisational commitment and job satisfaction. Adhering to the PRISMA 2020 framework, a total of 134 studies published between 2004 and 2024 were retrieved from Web of Science and Scopus databases. Following the removal of duplicates and a rigorous screening process, eight studies were selected for inclusion. These were subjected to thematic analysis focusing on policy reforms, job satisfaction, and organisational commitment. The review indicates that recent reforms, including methodological innovations in language instruction, integration of information and communication technology, and the adoption of research-oriented assessment approaches, significantly shape teachers’ professional experiences. Although a minority of instructors perceive these changes as avenues for professional growth, the majority report experiences of emotional strain, identity dissonance, and diminished job satisfaction, particularly within under-resourced institutions. Key factors influencing teachers’ organisational attitudes and professional performance include institutional support, inequitable distribution of resources, research-related pressures, access to mentoring, and individual psychological attributes such as self-efficacy and emotional regulation. The findings bear significant relevance for policymakers and university leaders, emphasising the need for policy enactment that is responsive to contextual demands, equitable allocation of resources, and reform processes that prioritise teachers’ perspectives. Strengthened institutional support mechanisms are essential to safeguard teachers’ well-being and to foster sustained organisational commitment.
Foreign Language Education Policy, Organizational Commitment, Job Satisfaction, University Foreign Language Teachers, Systematic Review, China, PRISMA.
Technology-Enhanced Language Assessment: Validating Digital Tools for Measuring English Proficiency in Higher Education
This study explores students’ and instructors’ perceptions of the validity, usability, and educational impact of technology-enhanced English language assessments in higher education contexts. Using a qualitative research design, semi-structured interviews were conducted with six participants (three students and three instructors) who had experience with digital English proficiency assessments. Thematic analysis was applied to analyse participant responses and identify patterns related to assessment validity, platform usability, and instructional impact. Participants acknowledged the efficiency and practicality of technology-enhanced assessments in evaluating basic language skills like grammar and vocabulary. However, they questioned their ability to assess higher-order competencies, such as argumentation and interaction. Usability concerns were reported, especially among less digitally literate students, while educators noted the shift in teaching practices toward test-oriented strategies. Mixed perceptions about fairness and accessibility further emphasized the need for more inclusive, pedagogically aligned assessment models. Findings suggest that TEAs should be complemented by human input to ensure comprehensive language evaluation. Institutions must prioritize accessibility and inclusive design, while educators require training to balance assessment preparation with communicative pedagogy. Future research should expand to diverse contexts and integrate performance data for validation.
Assessment Criteria, Language Dimensionality, English Language Evaluation Standards, Language Assessment Validity, Technology-Enhanced Assessments.
Bridging the Skill Divide: Enhancing Economics Education and Vocational Training for Human Capital Development in Response to Job Market Mismatches
Globally, underemployment and workforce inefficiencies are largely driven by persistent mismatches between economics education, vocational training, and labour market requirements. Bridging this gap is vital for strengthening human capital development and sustaining economic competitiveness. The purpose of this study is to investigate the contribution of economics education and vocational training to narrowing skill mismatches, to assess their role in human capital development, and to highlight strategies and policy implications for aligning educational outcomes with labour market expectations while encouraging lifelong learning. This study employed a qualitative systematised literature review (SLR), drawing on peer-reviewed empirical research, systematic reviews, and case studies published from 2017 onwards. Data were sourced from a range of academic databases and examined thematically, guided by the PRISMA framework, in order to identify literature addressing the stated objectives. Findings indicate that curriculum mismatches remain extensive, while industry and policy engagement with vocational education is minimal. Improvements in enrolment quality, human capital development, and employability can be achieved through career-oriented training, mentorship opportunities, and innovative curriculum design. Skill mismatches can be alleviated through policy interventions such as curriculum renewal, broader stakeholder participation, and the promotion of lifelong learning frameworks. To effectively reduce skill mismatches and strengthen human capital, policy-driven reforms are essential for aligning education with labour market priorities. Emphasis should be placed on enhancing vocational and economics education to support sustainable human capital development and economic growth.
Economic Education, Vocational Training, Human Capital Development, Job Market, Skill Divide.
Integrating Generative AI for Enhancing Students’ L2 Writing Literacy in a Bilingual Program
The application of Generative Artificial Intelligence (GAI) tools has become increasingly prevalent in fostering L2 writing proficiency within bilingual education programmes. By providing immediate feedback and tailored support, GAI reshapes the writing process, offering novel opportunities for skill development while simultaneously raising issues regarding ethical use and potential dependency. The purpose of this study is to examine the contribution of GAI to the enhancement of L2 writing proficiency, to analyse its pedagogical integration in bilingual classrooms, and to highlight both the opportunities and challenges associated with its use in such educational contexts. A qualitative systematic review of the literature was undertaken, drawing on peer-reviewed studies published after 2020 and sourced from databases including JSTOR, Web of Science, and Google Scholar. The selection process followed the PRISMA framework to ensure rigour and reliability. Findings suggest that GAI tools play a significant role in improving L2 writing proficiency by delivering personalised guidance and fostering learner engagement. However, concerns persist regarding excessive reliance on these tools, issues of academic integrity, and the importance of employing balanced pedagogical strategies to achieve effective integration. GAI demonstrates considerable potential for advancing L2 writing proficiency within bilingual education. Nonetheless, its integration must be carefully managed to mitigate ethical risks, reduce dependency, and ensure that AI serves as a complement to, rather than a replacement for, conventional instructional approaches.
Generative Artificial Intelligence (GAI), L2 Writing Proficiency, Bilingual Education, Pedagogical Integration, Ethical Use in Language Learning.
An Empirical Study on AI-Enabled College English Oral Teaching: Constructing a Dynamic Closed-Loop Mechanism Based on the V-Model
This study explores the effectiveness and innovative path of empowering college English oral teaching with artificial intelligence (AI) technology. Aiming at the problems of single feedback and low efficiency in traditional oral teaching, this paper studies the V-shaped model in system engineering, constructs a three-dimensional dynamic closed-loop intervention mechanism of AI error correction – teacher guidance – peer evaluation, and integrates the domestic large model (ERNIE Bot) and professional oral training platform (FIF) to achieve multi-dimensional diagnosis and personalized learning. Through a two-stage comparative experiment (25 students in each experimental group and control group), the study found that AI technology significantly improved students' oral ability. The experimental group made significant progress in pronunciation accuracy (+37%), grammar and vocabulary richness (+42%), and content coherence (+29%). The multi-dimensional feedback mechanism effectively compensates for the shortcomings of traditional teaching, and the accuracy of peer evaluation has increased from 40% to 65%. The study also revealed the potential of AI technology to drive the transformation of teaching models, such as personalized material generation before class, real-time interaction during class, and 24/7 tutoring after class. Finally, the article discusses issues such as technological limitations, teacher role transformation, and ethical fairness, providing replicable practical paradigms for educational intelligence.
Artificial Intelligence, English Oral Teaching, V-Model, Dynamic Closed-Loop Mechanism, Multidimensional Feedback.
Exploring the Mediating Roles of Moral Identity and Empathy in the Relationship Perceptions of School Moral Atmosphere and Altruism in Chinese College Students
Grounded in Social Cognitive Theory, this study explores how undergraduates’ perceptions of their institution’s moral climate shape altruistic conduct, with a focus on the successive mediating functions of moral identity and empathy. Data were gathered through 650 questionnaires distributed across five universities in Hebei Province, China, using convenience sampling. After screening, 600 valid responses were retained for analysis with SPSS version 29.0, yielding an effective response rate of 92.31%. The analysis indicated that gender, discipline, and age serve as significant demographic determinants influencing students’ perceptions of the moral climate, their moral identity, levels of empathy, and their propensity for altruistic behaviour. Structural Equation Modelling (SEM) demonstrated that both moral identity and empathy act as crucial mediators between perceived institutional moral atmosphere and altruistic conduct. Moral identity was shown to exert a stronger influence on empathy, which in turn heightened altruistic actions, thereby supporting the notion of sequential mediation. Furthermore, a direct pathway was identified linking the moral climate of the institution to altruistic behaviour, suggesting a dual mechanism comprising both immediate and mediated effects that reinforce prosocial engagement in a morally supportive environment. These results highlight the significance of cultivating an academic context that fosters internalised moral values and nurtures empathy, ultimately guiding students towards altruistic practices within university life. The implications of these findings are discussed in relation to future policy design and intervention strategies in moral education.
Perceptions of the School Moral Atmosphere, Altruistic Behaviour, Moral Identity, Empathy, Social Cognitive Theory, College Students.
Integrating Augmented Reality to Improve Technical Drawing Teaching and Learning Outcomes
The design and incorporation of a three-dimensional (3D) object training module based on projection drawing plays a vital role in enhancing students’ spatial visualisation abilities. The primary goal is to make instruction in technical drawing more effective by employing Unity 3D in conjunction with Vuforia. This study focuses on constructing a 3D object framework for projection drawing and seeks to produce a pedagogical tool that enables learners to grasp projection processes through an application, thereby strengthening the teaching of technical drawing courses. In addition, the researchers integrated principles of media-based training within projection drawing instruction, assisting students in overcoming challenges when interpreting views from multiple perspectives during technical drawing sessions. The development involved producing an application via Unity 3D that realistically replicates both two-dimensional (2D) and 3D representations, while also being synchronised with Vuforia. The application was configured for exportability, ensuring compatibility with platforms such as Windows and Android, and enabling installation on smartphones. To minimise errors, the researchers collected expert evaluations using a structured quality assessment instrument completed by three specialists. The resulting data were subjected to statistical analysis, employing mean values and standard deviation measures. The assessment revealed reliability levels through the Index of Item Objective Congruence (IOC), with scores between 0.6 and 1 across 20 items, all exceeding the benchmark value of 0.5. These findings confirm that the projection drawing training module attained favourable quality ratings.
Augmented Reality, 3D Object Based Training, Visualization Skills, Drawing, Efficiency, Active Learning.
AI Detection in Academic Writing: A Quantitative Study on Anxiety Predictors among Pre-Service Teachers in Higher Education
Applications of artificial intelligence (AI) in academic writing have introduced heightened levels of technological monitoring, particularly affecting students' emotional states within educational environments. This study employed a quantitative research design to examine factors predicting academic anxiety among a sample of 300 Chinese pre-service teachers who frequently utilise AI-assisted tools such as ChatGPT and Grammarly. The investigation explored how concerns regarding false detection, policy ambiguity, perceived academic pressure, and awareness of AI detection contribute to academic anxiety, and how these factors subsequently influence academic confidence, using Structural Equation Modelling (SEM) for analysis. The findings reveal that the most significant contributors to elevated anxiety are the fear of being incorrectly identified and the lack of clarity in institutional policies, both of which negatively affect academic confidence. Perceived academic pressure also demonstrated a positive, moderate association with anxiety, whereas awareness of AI detection showed a weaker yet notable effect. These outcomes underscore the potential psychological consequences of AI surveillance in educational settings, emphasise the importance of clarifying institutional policies, and highlight the role of digital literacy in mitigating academic stress and enhancing students’ self-efficacy. The study carries important policy implications concerning the balance between technological advancement, student mental wellbeing, and academic integrity, thereby supporting the development of teacher education programmes.
Artificial Intelligence Detection, Academic Anxiety, Pre-Service Teachers, Higher Education, Technological Surveillance in Academia.
Artificial Intelligence Implementation Requirements in School Education from the Perspective of Jordanian School Principals
The research explores the extent to which school principals in Jordan apply artificial intelligence (AI) requirements, as perceived by teachers. It further assesses whether teachers’ views vary according to gender, academic qualifications, or professional experience. A descriptive survey design was employed, with a structured questionnaire serving as the main instrument for data collection, and its validity and reliability were confirmed. The sample comprised 356 teachers. Findings indicate that principals’ application of AI requirements is perceived at a moderate level. Additionally, the analysis showed no statistically significant variations in responses related to gender, academic qualification, or years of service.
Artificial Intelligence, School Principals, Education, Jordan.
Children’s Play-Based Learning with ICT Tools: Early Childhood Teachers’ Perspectives
In modern times, children adopt play-based learning approach with the help of early childhood teachers’ knowledge and understanding of ICT, to learn how to use ICT tools and apps for playing and learning. The main purpose of this study was to identify perspectives of Saudi early childhood teachers toward the use of ICT tools; what difficulties they face when they try to use and integrate ICT into children’s play and learning, and how to help children overcome these difficulties. The study involved a qualitative open-ended survey design, to collect data about teachers’ knowledge of ICT, types of ICT tools used in their classrooms, how to introduce ICT into children’s playing; issues they face and how to overcome these issues. The sample comprised thirteen teachers, whose responses were analyzed through thematic analysis to generate themes and codes. The results revealed five different themes: (a) knowledge and attitude toward ICT, (b) ICT environment ideal for playing and learning, (c) ICT integration in children’s play-based learning, (d) beliefs about ICT in children’s education, and (e) obstacles to integrating ICT into children’s play-based learning. The overall results from the study were that early childhood teachers highly valued ICT integration into children’s play and learning; however, their knowledge and practices remained simple and traditional. The teachers showed an interest to develop themselves, their knowledge, and their practices to provide more productive and positive learning experiences for the children. To address gaps between teachers’ knowledge and practices, and their high value of ICT, future research should examine the reasons of this differentiation of valuing and but not practicing. This study contributes to the field of early childhood education by showing how early childhood teachers perceive and practice ICT in children’s education, and how their knowledge and understanding shape their practices. Furthermore, the study findings could assist policymakers in knowing how to develop and enhance teachers’ practices.
Information and Communication Technology, ICT Tools, Play-Based Learning, Digital Devices, Applications, Teachers, Children.
The Role of University Courses in Promoting Sustainable Development Awareness in Saudi Universities
This study aimed to examine how students viewed the degree to which general university courses would help in creating awareness over the concept of sustainability at Prince Sattam bin Abdulaziz University. A quantitative design was used to determine the impact that such courses have on the goals of sustainable development (SDGs) as seen by students studying in the College of Education, at the same institution. In order to verify the reliability and validity of the data collected Cronbach alpha coefficient was used to test internal consistency of the questionnaire responses. In addition, the correlation analysis and multiple regression were also used in order to explore the associations and strength relationships between the study variables and associated dimensions following the approach used by Pearson. In 2024, a survey was conducted to collect data by sending it to 114 students (both male and female) in the College of Education. In the analysis, it was identified that the role of university education in inculcating sustainability awareness among students and their understanding of the material taught in the relevant courses have a statistically significant and strong relation. Also, the results revealed a moderate correlation between the threats faced by sustainability in higher education and the strategies proposed to mitigate them, indicating that barriers exist in relation to the implementation of recommended interventions. On the basis of these observations, the paper highlights the necessity of redesigning university curricula, especially general courses, to incorporate better the concept of sustainability.
Sustainable Development, Higher Education, Curriculum Awareness, Perceptions of Students, Prince Sattam bin Abdulaziz University.
Flexible Learning and Life Skills Development in Arabic Language Students at Iraqi Islamic Colleges
This research explores the influence of flexible learning on the enhancement of life skills among students enrolled in Arabic language departments within Colleges of Islamic Sciences in Iraq. A quasi-experimental methodology was adopted, comprising a sample of 92 students who were randomly allocated into two equal groups: an experimental group (n = 46) exposed to flexible learning approaches, and a control group (n = 46) taught through conventional instructional methods. The evaluation of life skills encompassed four key areas: self-awareness, problem-solving, leadership, and ethical decision-making. Statistical procedures, including the t-test and Eta squared calculations, indicated statistically significant improvements in favour of the experimental group. The effect sizes were notably large, with Eta squared values recorded at 0.19 for self-awareness, 0.52 for problem-solving, 0.22 for leadership, and 0.26 for ethical decision-making. These results demonstrate that flexible learning considerably contributes to the advancement of essential life skills. The study advocates for the broader adoption of flexible learning frameworks to foster holistic student development. It also recommends extending the scope of investigation to encompass additional academic disciplines and incorporating longitudinal and qualitative methodologies to more comprehensively assess the sustained and contextual effects of flexible learning. Future inquiries should further examine the contextual variables that shape learning outcomes and undertake comparative analyses of flexible versus traditional teaching practices to clarify their respective impacts.
Flexible Learning, Life Skills, Arabic Language, Development, Students.