Docens Series in Education
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48 research outputs found
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STRATEGIES TO IMPROVE CHILDREN’S ENGLISH SPEECH PRODUCTION IN KINDERGARTEN IMMERSION SETTINGS : Received: 10th January 2025 Revised: 4th February 2025 & 12th February 2025 Accepted: 29th January 2025
No full textThis study examines the strategies teachers employ to enhance children’s English speech production in kindergarten immersion settings in Japan. Reflecting global trends in early English education, many Japanese pre-primary institutions have incorporated English into their curricula. At this developmental stage, a primary learning objective is increased English verbal output, yet this goal remains challenging, particularly when this is instructed as a foreign language. Therefore, understanding the methods teachers use to stimulate verbal engagement among young learners is crucial. For this research, teachers of immersion classes for children aged three to five were interviewed. Interview data were transcribed and analyzed using Braun and Clarke’s (2022) reflexive thematic analysis approach. Findings indicated that teachers focus on creating a positive and supportive environment for English learning. In doing so, they consider the roles of four primary stakeholders in the learning process: children, parents, colleagues, and themselves. To support children, teachers employ strategies such as choosing topics that match children’s interests, systematically introducing new vocabulary, and building trusting relationships. In their interactions with parents, teachers prioritize frequent and transparent communication, fostering a collaborative approach to language learning. For their colleagues, teachers utilize cooperative techniques to promote teamwork and maintain a cohesive learning environment. Concerning their own practices, teachers engage in regular reflection, account for individual differences among children, and maintain realistic expectations regarding children’s English retention at this stage. In summary, this study suggests that teachers take a comprehensive approach to meet the needs of all stakeholders, ultimately centering their practices around the best interests of the children. These findings imply that teachers in English immersion programs implement child-centered strategies, even within educational frameworks that prioritize target language acquisition
USING CHATGPT IN ENGLISH LANGUAGE LEARNING: HOW MALAYSIAN POLYTECHNIC STUDENTS VIEW IT: Received: 25th November 2025, Revised: 2nd December 2025 & 03th December 2025, Accepted: 05th December 2025, Date of Publication: 10th December 2025
No full textThe study explores Malaysian polytechnic students’ perceptions on using the increasingly popular ChatGPT (a large language model chatbot created by OpenAI) in their English language learning. The objectives of the study include determining to what extent ChatGPT is used in students’ English language learning, and how students perceive about using ChatGPT in helping them learn English language. The research design employed in this study is a survey study, and specifically a cross-sectional survey. For this purpose, a set of questionnaire adapted from relevant studies was distributed to diploma-level students in a Malaysian polytechnic. The results of this preliminary study will provide useful insight into how ChatGPT can benefit both formal and informal English language learning
CHATGPT AS A SOCRATIC ASSISTANT: DEVELOPING STUDENTS’ REFLECTIVE AND CRITICAL THINKING: Received: 26th November 2025, Revised: 2nd December 2025 & 04th December 2025, Accepted: 05th December 2025, Date of Publication: 10th December 2025
No full textThe introduction of ChatGPT and its use in the education sector has received varying responses. Termed as ‘apocalyptic’, ChatGPT presents an ethical dilemma with the possibility of leading students towards plagiarism, lack of criticality and passivity. However, if used properly, this tool, similar to other technological pedagogical tools that have initially been feared or criticised, may contribute to the development of STEM skills such as critical analysis, communication, independent thinking and reflection. Within this perspective and building on the principles of the Socratic Method with an emphasis on critical thinking, intellectual engagement and reflection, this paper explores the use of ChatGPT as a Socratic assistant. ChatGPT is, therefore, presented as a collaborative tool that enriches the learning environment whereby students can develop their critical skills, question assumptions, develop intellectual curiosity through prompting and eventually produce reflective and critical responses. This research adopts a posthumanist innovative methodology where data is produced through the intra-action between the researcher (human) and ChatGPT (non-human). The chosen methodology reflects the entanglement of the human (students, teachers) and non-human (AI) in an educational space dominated by chatbots and other technological assistance. Through generated examples, this paper shows how ChatGPT can be integrated into teaching and learning contexts, fostering deeper inquiry and self-reflection aligning with the Socratic Method. This research contributes to discourses on AI and its ethical use in transforming teaching and learning through innovative methods and may assist teachers in the development of innovative teaching practices assisted by AI
SYSTEMATIC LITERATURE REVIEW: WHAT DO THE STUDIES REVEAL ABOUT PROBLEM-BASED LEARNING IN PHYSICS EDUCATION? Received: 15th July 2025, Revised: 12th August 2025, 25th September 2025, Accepted: 25th October 2025, Date of Publication: 17th December 2025
No full textTwenty-first century education demands the development of higher-order thinking skills (HOTS) such as critical thinking, creative thinking, and problem-solving. However, physics education often faces challenges due to its abstract nature and lack of visualization, which are worsened by the continued dominance of conventional teaching methods. Problem-Based Learning (PBL) emerges as a potential solution, especially when integrated with technology. This study is a Systematic Literature Review (SLR) of 57 selected articles from Scopus, Web of Science, and Google Scholar, aiming to analyze trends, effectiveness, challenges, and recommendations for the implementation of PBL in physics education. The findings reveal that PBL consistently enhances students’ HOTS, with technological support such as Augmented Reality (AR), digital simulations, and e-scaffolding strengthening the understanding of abstract concepts. However, the implementation of PBL faces pedagogical challenges (lack of teacher training), technological challenges (limited infrastructure), and institutional challenges (rigid curricula). Practical recommendations include the development of interactive digital teaching materials, teacher training, the combination of PBL with STEM or blended learning approaches, and the use of performance-based authentic assessments. These findings underscore the need for a holistic approach to optimizing technology-enhanced PBL in preparing students for 21st-century challenges
ADAPTING THE REGGIO EMILIA APPROACH IN SINGAPORE: ADDRESSING PROFESSIONAL DEVELOPMENT AND TRAINING NEEDS OF PRESCHOOL TEACHERS: Received: 26th November 2025, Revised: 2nd December 2025 & 04th December 2025, Accepted: 05th December 2025, Date of Publication: 10th December 2025
No full textWith the ongoing reform of early childhood education in Singapore, the Reggio Emilia Approach (REA) has attracted more attention in the field. This qualitative study explores the practical challenges and professional development needs of preschool teachers in Singapore in implementing the REA. Despite the increasing popularity of the REA, which emphasizes child-centered pedagogy. Research findings from semi-structured interviews with three preschool teachers indicate that teachers face barriers. Challenges include inadequate resources, insufficient training, and cultural differences between the REA philosophy and the prevailing parental expectations of education (focus on academic achievement). This study highlights the need for professional development that not only deepen teachers' understanding of REA, but also equip them with practical skills to adapt to the cultural expectations of Singaporean education. This study contributes to the discourse on adapting Western educational models in Asian settings and emphasizes the importance of aligning educational innovations with local cultural and educational norms
FACTORS CAUSING AVERSION TO MATHEMATICS AMONG GRADE 12 STUDENTS IN PRIVATE SCHOOL IN THE MUNICIPALITY OF TAMPARAN PROVINCE OF LANAO DEL SUR, PHILIPPINES: Received: 28th September 2024, Revised: 04th December 2025 & 05th December 2025, Accepted: 08th December 2025, Date of Publication: 15th December 2025
No full textThis study investigated the factors causing aversion to mathematics among grade 12 students of a private school in the municipality of Tamparan, Lanao del Sur, Philippines, enrolled in the school year 2023-2024. One hundred fifty (n=150) grade 12 students were surveyed using the Causes of Students’ Aversion in Mathematics Questionnaire (CSAMQ) developed by the authors. The following two questions guide the investigation: 1) what are the causes of students’ aversion to mathematics? 2) What are the students’ levels of aversion to mathematics? Students’ aversion to learning mathematics was hypothesized as caused by the nature of mathematics, the teacher, and student factors. On the causes of aversion, students declared that of mathematics factors (40.65%) and the teacher factors (56.3%) do not cause aversion, while the student factors (39.26%) cause aversion among them. On the level of aversion, students have a low level of aversion in mathematics due to the nature of mathematics factors (40.65 %) and teacher factors (56.3%), while having a high level due to student factors (39.26%). The results underscore the need to reduce the causes of aversion among students due to teachers’ teaching practices and students’ learning attitude, study practices, and personality characteristics of both teachers and students
STUDY HABITS OF THE STUDENTS IN THE UNIVERSITY OF PRISHTINA ‘’HASAN PRISHTINA’’: Received: 26th November 2025, Revised: 1st December 2025 & 03rd December 2025, Accepted: 04th December 2025, Date of Publication: 10th December 2025
No full textStudents cannot use the study skills effectively, until they are not having good habits (Bajwa, Gujjar, Shaheen &Ramzan, 2009). This survey report identifies the main study habits of the Students of the University of Prishtina (UP), and their impact on students` learning process. 100 undergraduate students of the UP were participants in this study; they were supposed to fill in a questionnaire of 25 questions. This paper outlines the most common study habits of the students of UP. Findings suggested that students possess effective study habits, and that they are aware of the impact that their study habits have in their learning achievement. The results show that students do a study schedule for each semester, and that students feel quite confident with their study habits. However, significant differences are found between the results, and what was expected. Nevertheless, further work is suggested in order to make adjustments in students` learning process
ARCHITECTURAL INNOVATION AND EDUCATIONAL PHILOSOPHY IN EARLY CHILDHOOD EDUCATION AND CARE: THE CASE OF FUJI KINDERGARTEN IN JAPAN: Received: 24th April 2025 Revised: 30th April 2025 &1st May 2025 Accepted: 1st May 2025 Date of Publication: 7th May 2025
No full textThis case study explores Fuji Kindergarten, located in Tachikawa City, Tokyo, Japan, renowned for its innovative architecture and design. Rooted in Montessori philosophy, the kindergarten emphasizes free play, children's connection with nature, and autonomy. Designed by architects Takaharu and Yui Tezuka, the building features a distinctive circular layout, offering a 360-degree experience when standing at the center of the grassy playground. This paper examines Fuji Kindergarten's unique architectural features, its educational principles in alignment with Montessori education, and its broader implications for early childhood education. The success of Fuji Kindergarten not only challenges traditional educational practices but also introduces a new paradigm for integrating architectural innovation with child-centered pedagogies. By blending traditional Japanese architecture with contemporary educational philosophies, it demonstrates how thoughtful design can significantly impact young children's developmental outcomes and educational experiences. This study highlights the importance of creating educational environments that align with pedagogical goals, fostering spaces that support the holistic development of children
UNLOCKING COGNITIVE ENGAGEMENT IN LEARNING OF UNIVERSITY STUDENTS: DYNAMICS AND DRIVERS: Received: 17th May 2024 Revised: 10th July 2024. 2nd August 2024 Accepted: 21st May 2024
No full textThis research paper explores the multi-dimensional factors influencing cognitive engagement among university students in Shanghai, integrating individual, familial, and institutional dynamics. Utilizing a mixed-methods approach, the study draws on data from the "China College Student Survey (CCSS)" to measure cognitive engagement through a specifically designed Likert scale. The study sample consists of 1,452 valid responses from 1,600 distributed questionnaires across six universities. Through descriptive statistics, correlation, and regression analyses, the research identifies significant determinants of cognitive engagement. Key findings indicate that cognitive engagement is profoundly influenced not only by individual characteristics—such as holding leadership positions—but also by familial factors like parental education and social networks, as well as comprehensive institutional factors including teaching quality and university infrastructure. Notably, urban-rural backgrounds and family economic conditions emerge as significant moderators, affecting how institutional and familial inputs influence students’ cognitive engagement. Results underscore the critical role of tailored educational strategies and supportive familial and institutional environments in enhancing cognitive engagement. The research contributes to educational theory by providing empirical support for the integration of multi-dimensional factors in understanding student engagement, offering actionable insights for educational policy makers and institution administrators aiming to foster enriched learning environments
SCRIPT RELATIVITY IN PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: WRITING SYSTEMS AS A CATALYST FOR COGNITION AND CULTURE: Received: 07th August 2023; Revised: 26th December 2023; Accepted: 29th December 2023
No full textScript relativity posits that the writing system in which we read affects our thinking, information processing, cognitive mapping, and thought patterns. Given that script effects have been investigated primarily in psycholinguistics, this paper discusses the potential to extend the scope and sequence of research to a broader level of sociolinguistics. As the microscopic psycholinguistic analysis can be complemented by a macroscopic sociolinguistic view, the interplay among cognitive, linguocultural, and sociocultural variables can facilitate our holistic understanding of script effects. To this end, this paper provides an account of writing systems as a catalyst for building cognition and culture. The dynamic interaction between individual language processing (psycholinguistics) and language use in social and cultural contexts (sociolinguistics) is discussed, which has both theoretical and methodological implications for future research, policy, and practice