European Journals of Education Studies
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THE USE OF FLIPPED CLASSROOM MODEL IN ADVANCED GRAMMAR LESSONS AT AN GIANG UNIVERSITY, VIETNAM
Full text linkGrammar knowledge is the basis for effective communication, especially in tertiary grammar instruction. Many studies have pointed out that innovative teaching methods can help enhance students’ understanding and engagement in grammar and reshape traditional ones by emphasizing pre-class preparation and active in-class learning. Providing opportunities for greater student engagement and improved proficiency helps the teaching tendency to address the often monotonous nature of grammar instruction. In other words, this approach brings about significant opportunities to improve student involvement and proficiency. This paper, thus, aims to review the impacts of flipped instruction in advanced grammar education for second-year students at An Giang University (AGU). At the same time, the paper mentions the ability to foster active learning, enhance grammatical proficiency, and address challenges identified in prior research. Article visualizations
CHINESE LANGUAGE TEACHING IN GERMAN UNIVERSITIES OF APPLIED SCIENCES: CURRENT CHALLENGES AND OPTIMISATION APPROACHES
Full text linkTaking universities of applied sciences in Germany as the research context, this study analyses the core challenges faced by Chinese language courses in terms of setting teaching objectives, structuring textbook content, adopting teaching methods, and ensuring course sustainability, based on the authors’ teaching practices and observations. The study finds that, although the existing textbooks are academically rigorous, their career-oriented design does not sufficiently address the professional development needs of local students. Moreover, the use of certain fonts may hinder beginners' cognitive acquisition in learning Chinese character writing. In addition, the administrative requirement of a ‘minimum number of students’ poses difficulties in maintaining continuity in teaching programmes, which not only disrupts the systematic nature of language learning but also dampens student motivation. To address these issues, the article proposes a multidimensional approach involving the reconstruction of teaching materials, institutional adjustments, and the optimisation of pedagogical details. The aim is to promote the high-quality and sustainable development of Chinese language courses in universities of applied sciences, and to provide practical support for the deeper integration of Chinese and German cultural education. Article visualizations
ENGLISH-MAJOR STUDENTS’ PERCEPTIONS AT NAM CAN THO UNIVERSITY REGARDING THE USE OF INFOGRAPHICS TO IMPROVE ENGLISH VOCABULARY LEARNING
Full text linkThe present study investigates English-major students at Nam Can Tho University’s perceptions on using infographics for improving English vocabulary. Through a mixed-method study that included the use of quantitative data from questionnaires (N = 213) and the collection of qualitative information from semi-structured interviews. The study was designed to identify the benefits and challenges of infographics for vocabulary learning from the learners’ viewpoint. The results addressed the use of infographics as very useful by students in terms of perceived usefulness, engagement and motivation, visual appeal, learning preference, and challenges. Infographics provided an opportunity for dual coding and multimodal processing, which supported learners in making links between visual and text information. In addition, student-created infographics inspired creativity, ownership, and collaboration, and all these factors generated a deeper understanding through social and cognitive connective processes. The research also noted positive emotional effects from infographics. These findings advocate that infographics can be used as successful and learner-friendly tools in EFL vocabulary teaching in the Vietnamese tertiary education system, where digital literacy and learner autonomy are encouraged. Article visualizations
EXAMINING MA TESOL STUDENTS' MOTIVATIONS FOR JOINING POSTGRADUATE STUDIES: A STUDY OF INTRINSIC, EXTRINSIC AND DEMOTIVATION
Full text linkFor examining the motivations of MA TESOL students and the factors that influence their decisions, the self-determination theory of motivation was taken into consideration. The aims of the study were to determine the prevalent style of motivation and the factors associated with motivation. Moreover, the study aims to identify any lack of motivation. A mixed-methods design (quantitative and qualitative) was adopted involving the Academic Motivation Scale (AMS) and a semi-structured interview. The findings indicate that MA TESOL students were significantly motivated to join the program. In addition, the prevalent styles of motivation were a combination of intrinsic and extrinsic, with a slightly stronger emphasis on extrinsic motivation. Moreover, the factors that influence motivation were the desire for personal growth, career advancement, and external rewards. In conclusion, this study is mainly focused on identifying styles of motivation and understanding the underlying factors that motivate graduate students to pursue a master’s degree in TESOL. Article visualizations
THERAPEUTIC APPROACHES THROUGH PLAY AND DRAMA FOR CHILDREN AND ADOLESCENTS WITH PSYCHOSOCIAL PROBLEMS: A SYSTEMATIC REVIEW
Full text linkThe therapeutic application of play and theater treatments for children and adolescents with psychosocial issues is examined in this study. The study examines 15 studies conducted over the previous 20 years, focusing on children aged 6 to 17, and assesses the impact of these innovative therapies in a range of situations, such as community centers, schools, and hospitals. The results show that play therapy and drama greatly improve emotional expression and social integration while also reducing symptoms of anger, despair, and anxiety. For kids who have trouble expressing themselves verbally and with conventional treatment approaches, these therapies provide beneficial substitutes. Even with the encouraging outcomes, more study is required to improve intervention techniques and evaluate long-term effects. Article visualizations
REFRAMING MULTIMODALITY IN CONTEMPORARY EDUCATION: A CRITICAL REVIEW OF RESEARCH PATTERNS AND PEDAGOGICAL SHIFTS
Full text linkThis paper explores the evolving role of multimodality in education, highlighting its shift from a focus on digital learning environments to a broader pedagogical paradigm. Multimodality, rooted in social semiotic theory, recognises meaning as constructed through diverse modes—text, image, sound, gesture—making it essential for modern teaching and learning. Technological advancements and cultural pluralism have reinforced the need for multimodal pedagogies that support learner agency, inclusivity, and critical literacy. The study draws from the multiliteracies framework to argue that traditional language-centred education must expand to accommodate complex, multimodal communication practices. It positions the learner not as a passive recipient but as an active designer of meaning, capable of selecting and combining semiotic resources to communicate and learn. Multimodal learning is particularly relevant in multilingual and multicultural settings, where expressive diversity enhances identity formation and cross-cultural understanding. Recent literature advocates for integrating multimodality into teacher education and classroom practice, particularly through project-based and collaborative digital activities. In these contexts, learners develop critical literacies by navigating and producing multimodal texts across platforms and modes. The paper also calls for the integration of adjacent concepts such as multiplicity, hybridity, and cognitive complexity into multimodality research. These dimensions can enrich understanding of how learners from diverse backgrounds construct knowledge using a mix of cultural and semiotic resources. Methodologically, the study supports mixed-methods and participatory approaches to capture the depth of multimodal interaction. Ultimately, the authors propose a reimagining of multimodality as a foundational principle in 21st-century education—one that supports equitable, creative, and reflexive learning ecosystems across disciplines and educational settings. Article visualizations
THE CONTRIBUTION OF TEACHER FEEDBACK IN ENHANCING STUDENTS' COGNITIVE SKILLS IN SECONDARY EDUCATION: A REVIEW OF RESEARCH, PROPOSALS, AND FUTURE DIRECTIONS
Full text linkFeedback is essential for helping students identify their weaknesses and improve their performance, ultimately reducing the gap between their current abilities and desired goals. To be effective, feedback should be immediate, clear, and offer actionable suggestions for improvement. In secondary education, feedback aims to foster autonomy, responsibility, and self-regulation skills, preparing learners for their future paths. Skills can be categorized into cognitive and non-cognitive types, the latter including personal, social, and strategic skills. This research analyzed thirty-three studies published in the last decade using the PRISMA 2020 methodology to assess the impact of feedback on the non-cognitive skills of secondary education students. The research concluded that teacher feedback positively influences several areas: a) Personal development, as it enhances self-regulation, self-esteem, resilience, and emotional management; b) Social development, as it encourages extroversion and boosts social intelligence, improving students' ability to navigate social interactions; c) The development of mindset and attitudes, enhancing student motivation and responsibility; d) Cultural development, by increasing cultural awareness and contributing to a more active social identity; e) Learning strategies, as it improves critical thinking, creativity, and written argumentation skills. Article visualizations
FOSTERING ENVIRONMENTAL AWARENESS IN PRIMARY SCHOOL STUDENTS: EVALUATING THE IMPACT OF A WASTE MANAGEMENT EDUCATION PROGRAM
Full text linkThis study investigates the environmental knowledge and perceptions of primary school students in Greece, emphasizing critical gaps in waste management awareness and sustainability within the context of Greece's efforts to align with the European Union’s Circular Economy Action Plan. The research examines students’ understanding of fundamental concepts such as waste types, recycling, and sustainability while also assessing the impact of a targeted educational intervention. The intervention consisted of a structured teaching session supplemented by an engaging creative activity, where students designed posters to celebrate World Environment Day, fostering environmental literacy through experiential learning. The findings revealed initial gaps in students' knowledge, especially regarding sustainability and organic waste. However, the intervention significantly enhanced their understanding, particularly in linking sustainability to economic, societal, and environmental factors, and fostered a sense of personal responsibility for waste reduction. This research underscores the pivotal role of targeted, experiential interventions in primary education, advocating for their integration into formal curricula to cultivate environmental stewardship and advance global sustainability goals. It highlights the need for integrating experiential learning and environmental education into school curricula to better prepare students for addressing global sustainability challenges. The study offers important insights for educators, policymakers, and curriculum developers in designing effective programs to enhance environmental literacy. Article visualizations
SOCIAL MEDIA'S IMPACT ON ACADEMIC ACHIEVEMENT OF PRE-SERVICE TEACHERS AT COLLEGES OF EDUCATION
Full text linkRecent trends show that students are increasingly ignoring their academics, raising concerns about the impact of social media on academic achievement. This study investigated social media's impact on the academic achievement of pre-service teachers at colleges in the Northern Region of Ghana. A quantitative descriptive survey design was used for the study. Through convenience sampling strategy, 272 pre-service teachers were selected from three Colleges of Education, out of a total target population of 1,483. Data collection was done using questionnaires. The results highlighted that students commonly utilize social media platforms to access course-related materials, yet it was observed that social media usage has led to a reduction in study hours and sleep duration. Furthermore, significant gender disparities were identified in the effects of social media. To address these issues, it was recommended that guidance and counseling services be enhanced to better support students in managing their academic pursuits and sleep patterns amidst the influence of social media. Article visualizations
INSTRUCTIONAL LEADERSHIP OF SCHOOL HEADS, WORKPLACE SPIRITUALITY AND SCHOOL CLIMATE: A CAUSAL MODEL ON TEACHER ENGAGEMENT IN PUBLIC SCHOOLS
Full text linkThis study aimed to determine the best-fit structural model predicting teacher engagement in public elementary schools in Region XII. The research utilized a non-experimental, descriptive-correlational design, using Raosoft sample size calculator. Mean, Pearson r, with structural equation modeling to analyze relationships among instructional leadership, workplace spirituality, school climate, and teacher engagement. A total of 400 public elementary teachers served as respondents from Sarangani, General Santos, Koronadal, and South Cotabato divisions who comprised the sample utilizing validated survey instruments. The findings revealed that teacher engagement and school climate achieved very high results, with instructional innovation and collaboration as strong indicators of the model. However, workplace spirituality scored lower, particularly in compassion, due to inconsistencies in its application, suggesting a need for further development in creating a compassionate work environment. The best-fit model demonstrated a significant causal relationship between school climate and teacher engagement, with instructional innovation and decision-making serving as vital indicators The implications of these results highlight the importance of fostering strong leadership and supportive school climates to enhance teacher engagement, ultimately leading to improved student outcomes.SDG Indicator: #4 Quality Education Article visualizations