University of Windsor, Ontario: Open Journal Systems
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Integrating Gamification in LMS to Enhance Self-Directed Learning and Learning Outcomes in Social Education
No full textThe integration of gamification in learning management systems (LMS) has gained traction as a strategy to enhance learning outcomes and promote self-directed learning (SDL); however, existing studies often lack a comprehensive understanding of its specific impacts on student engagement and SDL behaviours in the context of social education. Addressing this gap, this study aims to explore the effects of gamified LMS on learning outcomes and SDL dimensions, self-management, self-motivation, and self-control. A sequential mixed-methods approach was employed, involving 60 undergraduate students in the social education program at Universitas Negeri Surabaya, Indonesia. Quantitative data were collected through pre- and post-tests on learning outcomes and an SDL questionnaire, while qualitative insights were obtained via in-depth interviews. Findings revealed significant improvements in learning outcomes, with students demonstrating better mastery of course content. In terms of SDL, notable gains were observed in self-motivation and self-control, although challenges persisted in maintaining consistent self-management among some participants. Negative insights included technical difficulties and varying levels of digital literacy, both of which affected engagement. These findings suggest that gamified LMS can effectively enhance educational experiences but require tailored support to address individual learner needs. Implications include the need for adaptive gamification designs and instructor facilitation to maximize SDL behaviours
A Systematic Literature Review on the Impact of Reading Literacy on Students’ Critical Thinking Skills in Vocational Education
No full textThis study is a systematic literature review (SLR) aimed at identifying and analyzing the relationship between reading literacy and critical thinking skills among vocational school pupils. Following the PRISMA guidelines, a total of 20 selected articles published between 2015 and 2025 were thoroughly reviewed using databases such as Scopus, ERIC, Web of Science, and Google Scholar. The findings indicate that reading literacy serves not only as a tool for text comprehension but also as a fundamental component in fostering pupils\u27 analytical, reflective, and evaluative thinking abilities. Instructional strategies such as reciprocal teaching, problem-based learning, and critical questioning have been proven effective in simultaneously enhancing both reading literacy and critical thinking skills. Moreover, digital literacy plays a crucial role in fostering critical thinking in the age of information. Nevertheless, the study identifies several limitations, including inconsistencies in measurement methods and the underrepresentation of studies from developing countries. The results highlight the importance of integrating reading literacy and critical thinking into the vocational education curriculum, as well as the need for strengthened policy support, teacher training, and the development of valid and context-sensitive assessment instruments
Transnational Surrogacy, Active Nationality Principle, and the Legitimacy of (Transnational) Criminal Law
No full textThis article starts from the heated political and cultural discussion stirred up in Italy by a draft law criminalizing gestational surrogacy carried out by Italian citizens abroad. Extraterritorial punishment would be then enforced beyond the limiting requirements set out by the current domestic system of extraterritorial criminal jurisdiction –i.e., unconditionally. While the domestic debate is mainly concerned with classical operational aspects of extraterritorial criminal jurisdiction (e.g., content and scope of the double criminality requirement; interstate cooperation especially in evidentiary issues), this contribution intends to underline the relevance of the case-study for the broader issue of legitimacy to impose criminal punishment. In this vein, it provides a critical overview of conventional foundations of the nationality principle from an analytical standpoint, accounting for a human-rights oriented reconceptualization. After considering authoritative philosophical criticisms of extraterritorial jurisdiction in general, with special reference to Duff’s ‘citizen theory of criminal law’, the article maintains that legitimacy does not lie in the (however defined) concept of citizenship, but rather in the actual relationship between any authority vested with a legitimate criminal power and the complex ‘situation of life’ set up by the behavior carried out by individuals. This leads to an innovative functional reading of criminal jurisdiction that, while overcoming a purely geographical notion of territory, overcomes the very distinction between territoriality and extra-territoriality in the legal space built through social relations that fall within the remit of criminal law
Legal Developments and Challenges in Eastern Europe (2022-2024)
No full textThis report examines recent legal developments in transnational criminal law in Eastern Europe from 2022 to 2024, focusing on the impacts of the war in Ukraine. It analyzes regional efforts to address challenges such as human trafficking, cybercrime, arms smuggling, and money laundering. Key initiatives include the UNTOC review mechanism, GRECO’s anti-corruption evaluations, GRETA’s efforts to combat human trafficking, and regional and global cybercrime initiatives. Additionally, the report discusses landmark cases, such as the seizure of oligarch-owned yachts and the prosecution of former Georgian President Saakashvili. The findings highlight the importance of international cooperation, legal reforms, and adherence to global standards in combating organized crime in the region
Moving Beyond Allyship: Embodying the Role of Co-conspirator in Elementary Teacher Education
No full textWe are education professors who teach a mandatory equity course for elementary teacher candidates (TCs). Based on qualitative data from our teaching observation notes and post-instruction reflections, we identify course experiences that cultivated TCs’ interest in distinguishing the roles of allyship and co-conspirator within the context of education. Using Sealey-Ruiz’s (2021) racial literacy framework and Love’s theory of abolitionist teaching (2019), this work is situated within teacher education scholarship (Bacak & Byker, 2021; Cochran-Smith & Lytle, 1999; Darling-Hammond, 2017). Our research contributes to the growing discourse that critiques the limitations and the superficial comfort that performative allyship offers to those in power. Key themes include centering instructors’ personal narratives as a pedagogical strategy, moving beyond theory, and showing up with intention. The article concludes with implications for teacher education programs aiming to deepen equity and justice commitments in pre-service teaching
Optimizing Learning Through Contextual SDGs-Based Card Match Index Media
No full textHuman Resources and employment are one of the issues related to achieving one of the SDGs goals, namely SDGs 4 and SDGs 8 in the field of sustainable education and Decent Work and Economic Growth. The study process is a series of interactive communicative activities of educators and students that take place in a study situation to obtain results according to the objectives that have been set. The aim of this research is to create stimulation to foster interest in learning, be contextual, able to foster motivation and be able to overcome various learning obstacles in accounting subjects. The purpose of implementing this Index Card Match model is to build group cooperation and mutual giving appreciation and correction of learning. This research uses a mix method, namely a combination of the paired T test and model uses the 4-D Thiagarajan method. The instrument for collecting research data uses an open questionnaire that is validated by expert review. The research results show that overall students have high learning motivation towards the accounting material studied in class when using contextual index card matching and there is a significant difference between using a card match index and not using a card match index. Based on the research results, it shows that learning using the index card match type active learning method has an effect on learning activities and achievement compared to learning using the talking stick method. This implies that the use of the index card match type active learning model can provide opportunities for students to increase learning activities and student achievement. This research aims to test and prove that all parties are aware that educational success is not only determined by the teacher concerned but also by innovative new learning strategies and media
Teacher Competency in Practicing Inclusive Education: A Systematic Review
No full textDealing with the diverse characteristics and learning needs of learners in inclusive learning is one of the main challenges of education today. Teacher competency in inclusive education plays a critical role in addressing these challenges. This systematic review, conducted using the PRISMA method, analyzed literature from Scopus, PubMed, and Web of Science (WoS) databases published between 2020 and 2024. A total of 1,237 articles were initially identified, and after applying inclusion and exclusion criteria, 21 articles were selected for analysis. The review found that core competencies in professional knowledge, classroom management, and differentiated teaching are essential for effective inclusive education. Positive teacher attitudes toward inclusion and self-efficacy significantly influence the success of inclusive practices, particularly in countries such as Indonesia, Mauritius, and South-Central Vietnam. Challenges identified include insufficient training, large class sizes, and a lack of specialized support, all of which hinder the implementation of inclusive strategies. Recommendations for improving teacher competencies include enhancing collaboration between general and special education teachers, providing ongoing professional development, and integrating technology. The findings emphasize the need for tailored training programs, self-assessment tools like the Self-Assessment of Inclusive Skills (SAIS), and the development of competency-based teacher education (CBTE) models to enhance inclusive teaching practices
Teachers’ Perspective about National Assessment: How do Vocational Teachers Enhance Literacy in the Classroom?
No full textThe 21st-century skills students require have underscored teachers\u27 need to incorporate these skills into the learning process. In this context, the role of teachers is pivotal, as they are the primary influencers in shaping the learning journey. However, information on how teachers incorporate literacy in this context is not widely available. Therefore, there is a need to delve deeper into this aspect. The study adopts a phenomenological research approach in which data is collected through in-depth interviews, and thematic analysis is performed using manual methods and ATLAS.ti 23. The research findings reveal that some teachers are familiar with the National Assessment, which primarily focuses on literacy assessment, without mentioning character development. Most teachers perceive the National Assessment as a tool to enhance the quality of education. Preparing for the National Assessment involves focusing on classroom learning and infrastructure, particularly computers and networks. The final theme highlights the unique experiences of each vocational teacher in teaching literacy in their schools. Participants shared their perspectives in various ways, most incorporating data into the learning process. They believe that this approach can significantly enhance students\u27 literacy. Our research also revealed several recommendations based on the teacher\u27s perspective on science subjects
Overcoming the Divide Between Evidence-Based Education and Its Critics: An Alternative Conceptualization of the Relationship Between Academic Knowledge and Educational Practice
No full textThis paper addresses the current divide in the field of education between proponents and critics of evidence-based education. It examines the nature of this divide and argues that it is caused by a particular way of conceptualizing the relationship between academic knowledge and practice, called technical rationality, that is shared by both sides. The paper argues that technical rationality is fallacious and highlights an alternative approach grounded in the centrality of people’s understanding of situations of practice. It further argues that this alternative conceptualization of the relationship between knowledge and practice makes it possible to overcome the divide and foster advancement toward a science-based education
Reflection-Based CPD in Madrasah Education: A CIPP-Guided Framework for Enhancing Teacher Professionalism in Islamic School Contexts
No full textThis study examines the effectiveness of reflection-based Continuous Professional Development (CPD) in enhancing teacher professionalism in Indonesian madrasahs. Employing a sequential mixed-methods design, the research combined qualitative methods interviews, classroom observations, and document analysis with a quantitative survey of 123 teachers from four madrasahs in Metro. Findings indicate that CPD programs significantly improved teachers’ pedagogical competence, motivation, and adoption of innovative teaching practices. However, several challenges were identified, including limited institutional support, misalignment between CPD content and actual teaching needs, and low stakeholder engagement. A statistically significant positive correlation was found between CPD participation and perceived pedagogical competence (r = 0.68, p < 0.05). Guided by the CIPP evaluation model and grounded theory, the study proposes a culturally responsive, context-specific CPD evaluation framework tailored to the dual religious and academic mandate of madrasah education. The findings contribute to the underexplored area of CPD in Islamic educational contexts and offer practical recommendations for integrating reflective practices into teacher development policies and programs