Asian Online Journal Publishing Group (AOJPG)
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Level of computational thinking skills among first-year university students: Variation across gender, geographical background, academic discipline, and programming learning experience
Full text linkThis study explores the current status of computational thinking (CT) skills among first-year university students and examines whether any differences exist across genders, geographic backgrounds and academic disciplines with programming learning experience given the growing interest in computational thinking (CT) in recent years. It also investigates the correlations among the five sub-dimensions of CT. 375 Chinese undergraduates were selected through random sampling and completed a computational thinking skills questionnaire. Data were analyzed using quantitative methods, including descriptive statistics, independent samples t-tests, and Pearson correlation analysis. The following results were found: (1) The overall CT skills of the first-year students reached a moderate level. (2) Programming learning experience and academic discipline significantly influenced CT skills of undergraduates but no statistical difference was found across gender and geographic background. (3) There were significant and positive correlations among the five sub-dimensions of CT. The study reveals that differences in CT skills among first-year students are primarily associated with academic discipline and programming learning experience, emphasizing the need for targeted instructional strategies to support diverse learning backgrounds. The present study offers valuable insights into integrating CT into the university curriculum to benefit undergraduates across different academic disciplines
The effect of learning leadership and capacity building on students' distance learning behaviour mediated by teachers' performance
Full text linkThis study examines the influence of learning leadership and capacity building directly or indirectly on students' distance learning behaviour mediated by teachers' performance. Data were collected through a Google Forms questionnaire using stratified random sampling involving 43 teachers and 289 students from state and private Madrasah Tsanawiyah in Semarang City. Additionally, the data were analyzed using multiple regression, f-test, t-test, and path analysis with the assistance of SPSS 23. The study showed varied relationships among learning leadership, capacity building, teachers' performance, and students' distance learning behaviour. Leadership and capacity building simultaneously affect teachers' performance. However, only the capacity-building variable separately affects teachers' online teaching performance. Learning leadership, capacity building, and teachers' performance simultaneously or separately in different relationship patterns did not affect students' distance learning behaviour. The findings suggest that inadequate leadership and a lack of distance learning capacity building contribute to teachers' unpreparedness to implement effective distance learning. This unpreparedness leads to ineffective students' distance learning behaviour. Therefore, teachers must develop the necessary skills to enhance students' ability to engage in distance learning. This development should be supported by strong leadership and initiatives to build their capacity, ultimately resulting in more effective distance learning experiences
Counseling communication competencies of counselors in Jordanian schools and their impact on gender and type of educational institutions
Full text linkThis study aimed to identify the nature of counseling communication competencies among educational counselors in Jordanian schools and the extent to which these competencies are affected by gender and work organization variables. The study sample consisted of 115 male and female counselors in Jordanian schools. This study relied on the descriptive analytical approach. The counseling communication competencies scale which was prepared by the researcher himself was also applied to the study sample. The results of the study indicated the absence of a statistically significant relationship between the components of counseling communication competencies, especially between knowledge of counseling competency and training in counseling competency. There was also a statistically significant relationship between knowledge of counseling competency and the ability to practice counseling competency as well as between training in counseling competency and the actual practice of counseling competency and the ability to practice counseling competency. In addition, the results indicated the absence of statistically significant differences between the components of counseling communication competencies among educational counselors in Jordanian schools attributable to gender and work organization variables. The researcher recommends the necessity of qualifying and developing counseling communication competencies among educational counselors in Jordanian schools based on the results of the study
Digital resources and escape rooms: Innovative strategies that improve motivation
Full text linkInnovations have been made to educational strategies in health sciences to increase intrinsic motivation in students which helps generate a significant and active learning in students with the help of methodologies, such as gamification, using escape rooms (ER) and the use of digital tools, such as the Sectra Table. The objective of this study is to determine the correlation of motivation in medical students using the Sectra Table digital tool versus nursing students who implemented escape rooms in anatomy sessions. This study was carried out at the Universidad Autónoma de Guadalajara. It is a cross-sectional study using a descriptive analysis technique for comparing samples. With a convenience sample of 72 students from the medicine and nursing program, subjecting medicine students to Sectra Table learning and nursing students to escape rooms determining the level of motivation using the RIMMS questionnaire with an alpha greater than .81 for all constructs having as independent variables, confidence, attention, relevance and satisfaction. We performed a statistical analysis by a two-sample comparison model. Obtaining that “escape room” presented higher levels of motivation and with a p-value of 0.0000 satisfaction presented greater motivation levels. Gamification prepares today’s society and helps them acquire professional skills that prepare them for life
Assessing digital competencies: A self-evaluation approach for university students' academic success
Full text linkUniversity students must be equipped with key digital competencies in Education 4.0, where connectivity, technological fluency, and digital literacy are essential for academic and professional development. This study analyzes the self-perceived digital competencies of university students enrolled in education degrees across seven universities in Spain and Latin America. Data were collected through an online survey comprising Likert-scale items assessing five core areas of digital competence aligned with the DigComp framework: information management, communication, content creation, digital safety, and problem-solving using a quantitative and descriptive methodology. The results show that students feel most competent using digital technologies to communicate, share information and search for and manage data. However, significant weaknesses were identified in areas, such as digital content creation, pro-gaming, and solving technical problems as well as managing digital safety and copyright issues. Gender and age differences were statistically significant although with small effect sizes. These findings highlight the need to enhance training programs in higher education, especially in underdeveloped areas of digital competence to better prepare future teachers. This research contributes to the growing knowledge on digital self-assessment and underscores the importance of integrating comprehensive digital literacy into teacher education curricula
Enhancing graduation outcomes through challenge-based learning: A strategic proposal
Full text linkThis article examines the potential of Challenge-Based Learning (CBL) and Evidence-Based Software Engineering (ESBE) as a strategy for higher education, combining quality teaching with the development of professional skills. The article specifically aims to mitigate all-but-thesis syndrome in degree programmes. The methodology comprises three phases: the initial phase, development phase and the validation phase. Phase 1. An exploratory literature review was conducted to identify relevant theoretical and methodological components to support the proposal. The review highlighted the adaptation of the all-but-thesis (ABD) syndrome to undergraduate capstone projects and the use of Challenge-Based Learning (CBL) as a core theoretical framework. Additionally, the development of student-centered strategies involves adapting the ESBE method. Therefore, in the validation phase, the published data from defended degree projects at a public higher education institution were used as a case study. The findings of this study validate the proposal to integrate CBL and ESBE to address the research question. Practical implications: This proposal provides a foundation for formulating a strategy that links companies and universities through CBL. This could potentially reduce graduation delays and deliver technological solutions to relevant contexts. Furthermore, the proposal can be expanded to include additional theoretical elements and empirically extended to incorporate primary data sources for developing new indicators
OD and lean with the advent of AI: Evolving change models for industry 5.0
Full text linkThis study examines how Organizational Development (OD), Lean practices, and Artificial Intelligence (AI) intersect to shape transformation in the era of Industry 5.0. The purpose is to reframe traditional change models by highlighting human-centric innovation, ethical AI integration, and sustainable organizational resilience. A qualitative synthesis approach was employed, combining systematic literature review, framework integration, and case analysis across manufacturing and healthcare contexts. The findings demonstrate that Tucker’s systemic alignment framework and Kotter’s 8-Step process can be adapted as complementary tools, with AI functioning as a cognitive amplifier that enhances decision-making, employee engagement, and strategic agility. Practical implications suggest that organizations can achieve both operational efficiency and cultural sustainability by embedding AI into Lean and OD initiatives in ways that preserve human dignity, foster resilience, and align technological advancement with ethical leadership
Analysis of measurement of metacognitive skills and students' self-efficacy using the Rasch model
Full text linkThis study aimed to develop an instrument to measure students' metacognitive skills and self-confidence, focusing on Statistics and Data Science courses at a Police Science College in Jakarta, Indonesia. Using a quantitative approach, the population included all students enrolled in the 2024–2025 academic year from three study programs. A total of 142 students were selected through random group sampling, with 45 students representing each program. Data were collected via a Google Form containing 25 multiple-choice items for metacognitive assessment and 25 Likert-scale statements for self-confidence measurement. Data analysis used Winstep, Jamovi, and ConQuest software, based on the Rasch model's assumptions: unidimensionality, local independence, parameter invariance, and log-linear properties. The findings showed that 73.7% of participants had intermediate to high ability levels, with raw scores between 21–24. No extreme scores (0 or 25) were found, suggesting a relatively homogeneous ability distribution. In contrast, self-confidence levels were higher across the sample. The combined average logit score for metacognitive skills and self-confidence was +3.08, indicating high performance and confidence among students. These results support the reliability of the developed instrument and provide insight into students’ cognitive and affective readiness in quantitative courses within police science education
Enhancing TPACK: Preservice mathematics teachers' experiences with digital and non-digital visualisation tools
Full text linkThis paper investigates how pre-service mathematics teachers interact with both digital and non-digital tools to visualize mathematical concepts and develop their technological pedagogical content knowledge (TPACK). Based on the TPACK framework, this study explores how preservice mathematics teachers (PSMTs) transformed their teaching approaches when visualization tools were adopted, along with the respective challenges and affordances involved. An interpretivist qualitative phenomenological design was employed, which included semi-structured interviews, reflective journals, and pre- and post-microteaching observations of six third-year Bachelor of Education students. The intervention focused on delivering graduate-level mathematics content using GeoGebra and physical manipulatives. Results demonstrate a significant difference in PSMT’s technological knowledge (TK), technological pedagogical knowledge (TPK), and technological content knowledge (TCK) before and after the intervention. Participants teaching practices shifted from from being traditional, teacher-centered to modern, student-centered approaches. Challenges such as limited technical proficiency and infrastructural barriers were initially evident; however, exposure and support during the intervention improved confidence, tool fluency, and pedagogical adaptability. The study emphasizes the importance of embedding a TPACK-based teaching approach into mathematics teacher training programs to enhance PSMTs readiness for technology-integrated instruction. Consequently, the study contributes to the growing scholarship on visualization in mathematics education and highlights the pedagogical shifts necessary to prepare future teachers for 21st-century learning environments
Intuition as a foundational human competence for creativity, ethics, and professional judgment in education in the age of artificial intelligence
Full text linkIntuition is often treated as an imprecise or secondary form of knowledge, yet research across psychology, neuroscience, and education demonstrates that it plays a central role in human judgment. In the context of artificial intelligence (AI), this capacity becomes increasingly significant as analytical and predictive tasks shift toward automated systems. The article explores intuition as a foundational human competence that supports creativity, ethical discernment, and rapid decision-making in complex environments. A narrative literature review was conducted to synthesize classical philosophical perspectives with recent empirical findings from cognitive science, neuroscience, professional studies, and human–AI interaction. Evidence shows that intuition operates as an embodied, experience-based process that enables individuals to recognize patterns, anticipate possibilities, and respond to uncertainty with contextual sensitivity. Studies further indicate that intuition improves through deliberate practice, feedback, and reflective learning. Recent work in human–computer interaction demonstrates that the most effective outcomes arise when intuitive human judgment is combined with algorithmic analysis, forming what scholars call hybrid intelligence. The article argues that intuition should be explicitly recognized within education and training as a learnable skill that complements analytical and digital literacies. Strengthening intuitive competence is essential for sustaining human agency, professional responsibility, and creativity in AI-rich environments