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.
Impact of Innovative Teaching Methods on Learning Engagement among Business and Management Students: A Quantitative Study
This study explores the influence of innovative teaching methods on student learning engagement, emphasizing the mediating role of student motivation. It aims to advance research on innovative teaching practices by examining how creative instructional approaches enhance engagement among business and management students in higher education contexts. A quantitative cross-sectional research design was employed, involving 209 business and management students from various academic programs. Standardized and validated instruments from prior studies were used to assess innovative teaching methods, student motivation, and learning engagement. Data were analyzed through structural equation modeling using Mplus 7 to test the hypothesized direct, indirect, and mediating relationships among the variables. The analytical process ensured strong validity, reliability, and theoretical consistency within the proposed framework. The results revealed that teaching innovation methods have a significant positive effect on student engagement in learning. Furthermore, student motivation was found to positively influence engagement and mediate the relationship between teaching innovation and learning engagement. These findings confirm that teaching innovation methods enhances both the motivational and engagement aspects of the learning experience. This study contributes to the academic discourse by integrating teaching innovation methods and motivation into a single conceptual model, highlighting their combined impact on student engagement. The findings offer practical implications for educators and higher education institutions to adopt innovative, student-centered teaching approaches that foster motivation, engagement, and improved learning outcomes.
Teaching Innovation Methods, Student Engagement, Motivation, Business and Management Education, Teaching Innovation Methods.
The Extent to Which Instructors Use Digital Bloom's Taxonomy in Online Courses
Bloom’s Taxonomy has been widely used in the learning environment to attain different skills and knowledges. Therefore, this study aimed at identifying the level of implementing digital Bloom’s taxonomy in the online instructional design activities. Additionally, the study examines the difference level of digital Bloom’s taxonomy usage in the learning environment based on participants gender, experience and other variables. A descriptive-analytical design using a survey method was implemented to collect data from 170 faculty members. The results showed that the respondents fall in the moderate level of using digital Bloom’s taxonomy in their online learning activities. Furthermore, no significant differences were shown in using digital Bloom’s taxonomy in the online learning activities based on respondent characteristics. Based on the results, the study suggests organizing regular programmes include instruction on digital Bloom's taxonomy, as well as the development of practical guidelines and tools to assist its application in course design.
Digital Bloom's Taxonomy, Online Environment, Faculty, Learning.
The Role of Artificial Intelligence in Enhancing Creative Thinking among Students of the Departments of Quranic Sciences and Islamic Education
The present study seeks to examine the influence of artificial intelligence (AI), specifically machine learning (ML) and deep learning (DL), on the development of creative thinking (CT) among female students enrolled in the Departments of Quranic Sciences and Islamic Education. The significance of this research lies in the capacity of AI to cultivate a learning environment that promotes innovation. Data were gathered from female students attending Islamic educational institutions in Iraq through structured survey questionnaires. The study employed smart-PLS to assess the relationships between the examined variables. Findings indicated that AI technologies, including ML and DL, improve students’ comprehension of academic content and simultaneously foster CT through innovative processes. The integration of AI applications can therefore support the advancement of CT among students by stimulating innovation. These insights provide guidance for policymakers aiming to formulate strategies to enhance students’ creative thinking via AI.
Artificial Intelligence, Deep Learning, Machine Learning, Creative Thinking, Islamic Education.
Study of the Convergence of Formal and Non-formal Foreign Language Training: A Case of Kazakhstani Students
Proficiency in English is vital in today’s globalized world. Recognizing this, the Kazakhstani education system emphasizes the importance of converging formal and non-formal learning environments to enhance students’ language competence. The purpose of this research is to examine the convergence of formal and non-formal foreign language education in Kazakhstan and assess how these environments contribute to students’ language development. The research reveals theoretical and applied issues of the convergence of formal and non-formal foreign language education. A mixed-methods research design was employed. Quantitative data were collected through a structured questionnaire administered to 95 students from Karaganda Research University and Kazakh Agrotechnical Research University. Qualitative data were gathered through open-ended responses and semi-structured interviews. The instruments measured students’ participation in formal courses and non-formal language activities, as well as their perceived competence. Descriptive statistics were used to analyze quantitative data, while qualitative responses were coded thematically. The study culminated in designing and validating a convergent model for developing professional foreign language competence. Findings confirmed that students who combined formal and non-formal language learning showed a significant increase in language proficiency compared to the control group. The results demonstrate that the convergence of formal and non-formal education fosters more effective and sustainable language development. The study contributes to both global and national educational policies and curriculum design by creating a replicable model for developing professional foreign language competence in resource-constrained settings.
Convergent Model, Formal Education, Non-Formal Education, Foreign Language Education, Professional Communicative Competence.
The Role of Continuous Education in Achieving Intellectual Security in the Kingdom of Saudi Arabia
The research pertained to intellectual security educational issues in the Kingdom of Saudi Arabia. The research explored the most significant concerns that could be identified within an effort to develop a strategic plan whereby it can be improved on the national level. Through the application of methodology which pertained both to quantitative as well as qualitative approaches, data was collected from a total of 178 participants, including lecturers, students, and university administrators (62.9% male, 37.1% female), along with various interviews. The data analyzed by t-tests as well as ANOVA indicated significant positive responses from continued education on all identified issues with an average mean score of 4.08, establishing an average level of importance of 81.6%. The most significant concerns identified by the participants, marked by a mean of 4.40 or average of 87.9%, information literacy, preventing intellectual deviations (4.31, or average of 86.2%), issues on culture identity, or issues on belonging (4.45, or average of 89.0%), can effectively be identified as of most significant concerns. However, it was identified that there existed a possibility of improvement since almost two-thirds of the total (63.5%) of the participants did not take part in professional improvement programs relating to intellectual security. The concerns listed included lack of financial resources (3.72), lack of intellectual motivation (3.80), or lack of willingness in branching into intellectual security through usage of social networking (3.90).
Program Evaluation, Policy Design, Technological Integration, Professional Development, Educational Reform.
Effect of Business Student academic Motivation, Teacher Support, Learning Environment and Attitude on Knowledge Retention: Moderating Role of E-learning support
Given the growing need to enhance learning outcomes in business education, it is important to identify factors that shape business students’ attitude and their knowledge retention. The present research investigates how learning environment, teacher support and business student academic motivation together influence business student attitude and strengthen knowledge retention. This study also assesses the moderating effect of e-learning support and the mediating effect of business student attitude. Present research adopted quantitative research methodology. Data of the present study was collected from business students by using convenience sampling. Developed questionnaire was distributed among 350 business students. Questionnaire was developed using seven-point Likert scale. Response rate of the present research was 74.57%. Collected data was analysed using Smart PLS 4. Results show that business student attitude has positive effect on knowledge retention. Also, teacher support, business student academic motivation and learning environment have positive effect on business student attitude. Also, mediating effect of business student attitude is statistically supported. Results also support moderating effect of e-learning support. Present study is among few ones that highlight the moderating effect of e-learning support. Additionally, present research is among limited ones that sheds light on mediating effect of business student attitude.
Business Student Attitude, Business Student Academic Motivation, Learning Environment, Teacher Support, Knowledge Retention.
Optimizing Communication Skills Education for Foreign Students in a Multicultural University Environment
Enrolling in a culturally diverse university setting helps international students feel more included and supports the development of cross-cultural understanding. This study explored how English language proficiency affects communication skills, academic performance, and satisfaction with the educational experience. It also examined whether institutional policies that support multicultural education and the expertise of instructors influence these relationships. Data were collected from 450 international students enrolled at a public university in China using a structured questionnaire. The analysis showed that higher English proficiency was strongly associated with better communication (t = 4.736), stronger academic performance (t = 3.293), and increased satisfaction with the educational experience (t = 4.030). Institutional policies aimed at fostering multicultural education significantly moderated these relationships, improving communication outcomes (t = 2.342), academic achievement (t = 3.814), and satisfaction levels (t = 3.427). Similarly, the expertise of instructors was found to significantly enhance the effect of English language skills on communication (t = 6.344), academic success (t = 2.998), and satisfaction (t = 4.258). These findings underscore the importance of providing targeted language support and culturally responsive teaching. Universities that invest in such resources create more inclusive and effective learning environments where international students are better equipped to engage, succeed, and feel fulfilled in their academic journey.
English Language Proficiency, International Students, Academic Performance, Communication Skills, Multicultural Education, Instructor Expertise.
Literature Reading Self-Efficacy and Academic Achievement: Role of Literature Reading Attitude, Academic Motivation, Task Value and Literature Reading Ability
English literature plays a very important role in developing advanced interpretive skills, cultural awareness, and critical thinking, which later contribute to the intellectual and academic growth of students. Therefore, this study analysed the effect of different English literature factors on the academic achievement of students enrolled in English literature study. The main objective of the present research was to examine the effect of academic motivation, academic task value, literature reading attitude, and literature reading self-efficacy on academic achievement. This research also explored the mediating effect of literature reading self-efficacy and the moderating effect of literature reading ability. Quantitative research methodology was used in this study. Data were collected in the form of a questionnaire from students of English literature study through simple random sampling. The questionnaire was designed in a Likert scale format. The gathered data were analysed using SEM-AMOS. The results showed a positive effect of academic motivation, academic task value, and literature reading attitude on literature reading self-efficacy. The findings also show that literature reading self-efficacy has a positive effect on academic achievement. The results demonstrate the mediating effect of literature reading self-efficacy between academic motivation, academic task value, and literature reading attitude on academic achievement. The moderating role of literature reading ability is also statistically established. This study contributes to the literature by examining the mediating effect of literature reading self-efficacy and the moderating effect of literature reading ability.
English Literature, Academic Motivation, Literature Reading Ability, Literature Reading Attitude, Literature Reading Self-Efficacy.
The Relationship between Aesthetic Education Pedagogy and Innovative Skills: A Mediation Analysis Based on Teacher Competency
In the contemporary educational landscape, fostering students’ innovative capacities has emerged as a strategic imperative. Aesthetic education—characterised by the integration of artistic and creative modalities into the learning process—is widely regarded as a potential catalyst for such innovation. However, the pedagogical efficacy of these approaches may be contingent upon specific teacher-related variables. This study investigated the impact of Aesthetic Education Pedagogy on students’ innovative skills, with a particular focus on the mediating role of Teacher Competency and the moderating effect of Teachers’ Pedagogical Knowledge. Adopting a quantitative research design, data were gathered via a structured questionnaire administered to a sample of 349 students from diverse educational settings. Analytical procedures were conducted using SPSS (Version 26), comprising reliability assessment, Spearman’s correlation, multiple regression analysis, and moderated mediation analysis via PROCESS Macro Model 5. All measurement scales demonstrated high internal consistency (Cronbach’s Alpha > 0.90). The analysis revealed a significant positive association between Teacher Competency and Students’ Innovative Skills (β = 0.467, p < .001). In contrast, Aesthetic Education Pedagogy exerted a small but statistically significant negative influence (β = –0.106, p = .027). Moreover, Teachers’ Pedagogical Knowledge significantly moderated this direct relationship (interaction β = –0.09, p = .04). Collectively, the model accounted for 25.4% of the variance in students’ innovation outcomes. The findings highlight the critical role of pedagogical expertise and instructional adaptability in translating aesthetic strategies into meaningful innovation. They suggest that without adequate teacher preparation and a flexible pedagogical orientation, the creative promise of aesthetic education may remain unrealised.
Aesthetic Education Pedagogy, Teacher Competency, Pedagogical Knowledge, Innovative Skills, Moderated Mediation, Educational Research
From Classroom to Enterprise: How Entrepreneurial Education Shapes Learning Outcomes through Self-Efficacy
The purpose of this study was to examine the impact of entrepreneurial education (EE) on entrepreneurial learning outcomes (ELO) among university students, while investigating the mediating role of entrepreneurial self-efficacy (ESE) and the moderating role of the learning environment (LE). The study aimed to provide a comprehensive understanding of how educational, psychological, and contextual factors interact to enhance entrepreneurial learning. A quantitative, cross-sectional research design was adopted, and data were collected from 237 university students enrolled in entrepreneurship-related programs at Saudi universities. Well-established and validated instruments were used to measure EE, LO, SE, and LE. SmartPLS 4 was employed for data analysis to assess the measurement and structural models, ensuring the reliability and validity of the constructs and testing the hypothesized relationships. The results revealed that EE significantly and positively influences ELO and ESE. ESE was found to mediate the relationship between EE and learning outcomes. Furthermore, the LE significantly moderated the relationship between EE and ESE, indicating that supportive environments amplify the educational impact. This study contributes to entrepreneurship education literature by integrating social cognitive theory (SCT) and experiential learning theory (ELT) to explain how education enhances learning through ESE and contextual support. The findings offer practical implications for designing entrepreneurship programs that combine experiential learning with supportive educational environments.
Entrepreneurial Education, Entrepreneurial Learning Outcomes, Entrepreneurial Self-Efficacy, Learning Environment, Experiential Learning Theory.
From Perception to Choice: Exploring Chinese High School Students’ Attitudes Toward AI-Assisted English Learning and Their Academic Intentions
This study examines whether high-school students’ attitudes toward AI-assisted English learning (AI-AEL) shape intentions to choose language-related majors. Grounded in Self-Determination Theory and Social Cognitive Theory, we propose a dual-pathway account whereby positive AI-AEL experiences enhance autonomy and self-efficacy, promoting academic intentions, while negative experiences exert weaker effects. Using purposive sampling, Grade-12 students at a key public high school in Hebei, China completed a content-validated attitude scale, autonomy and self-efficacy measures, and a major-intention item. Reliability and factorability were established; exploratory factor analysis supported a two-factor attitude structure. Regression models with demographic and usage controls showed that positive attitude significantly predicted intention to pursue language-related majors, whereas negative attitude was non-significant. Pedagogically, findings support gradual AI integration, choice-based tasks, micro-feedback cycles, collaborative critique of AI outputs, and activities that convert concerns about dependency, accuracy, verbosity, and authenticity into explicit learning goals. While the study provides novel empirical evidence linking AI-assisted learning attitudes to academic intentions through motivational pathways, limitations include the single-school sample (limiting regional generalizability), cross-sectional design (precluding causal inference), and reliance on self-reported attitudes. Future multi-site, longitudinal studies with behavioral measures are needed to validate the proposed framework and assess long-term impacts of AI-assisted learning on actual major enrollment. Overall, thoughtfully embedded AI can strengthen motivation and self-efficacy, inform students’ academic choices and support ongoing AI and Humanities integration in language education.
AI-Assisted English Learning, Student Attitudes, Academic Major Intention, Self-Determination Theory, Social Cognitive Theory, AI And Humanities Integration.
Integrating Methodological Approaches to Foster Intellectual Growth of Primary Students in English Classes
The article discusses the scientific and methodological foundations and pedagogical technologies that ensure the intellectual development of elementary school students in English lessons. The purpose of the study is to identify the importance of the use of interactive and cognitive-oriented technologies for the formation of critical thinking, creativity and cognitive flexibility in younger schoolchildren in the context of modernization of education in the Republic of Kazakhstan. The methodological basis consisted of an analysis of regulatory documents in the field of education (the Law of the Republic of Kazakhstan on Education, the State Program for the Development of Education and Science for 2020-2025), a theoretical generalization of modern pedagogical approaches, as well as the study of research results on the impact of early learning of a foreign language on cognitive development. The results of the study show that early learning of English promotes the development of memory, attention, analytical abilities and critical thinking, which distinguishes bilingual students from their monolingual peers. It has been confirmed that the formation of cognitive and intellectual skills at the initial stage of training creates a solid foundation for further academic and professional growth. The scientific novelty of the work lies in the systematization of pedagogical technologies that meet the requirements of the 21st century and substantiate their effectiveness for the intellectual development of younger schoolchildren in the context of globalization and educational reforms in Kazakhstan.
Intellectual Development, Cognitive Flexibility, Psychological and Pedagogical Aspects, Development of Critical Thinking.
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.