International Journal of Instruction
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Information and Communication Technologies Serving Educational Transformation: Emotions, Benefits and Efficacy of ICT
Full text linkEducation systems must be constantly renewing to offer quality education that is in-keeping with 21st-century society’s demands. In recent times, information and communication technologies (ITC) have gained strength and become revitalising elements at all social levels. In the education domain, the application of technological resources can make a valuable contribution to promote overall student development and to favour the teaching-learning process. Bearing in mind this reality, this article aims to analyse the perceptions of the relatives of students aged 3-18 years of the impact that technology has on their children’s education in terms of emotions, benefits and efficiency. It also aims to examine if the emotional factor is a conditioning factor for how the benefits and efficacy obtained from using ICT in classrooms are perceived. Likewise, the underlying relation between the variables referring to ICT benefits and efficacy is studied. For this purpose, a survey was devised, which 720 mothers and fathers completed. To this end, descriptive statistics (means and standard deviations) and the Structural Equation Model (SEM) were applied. The application of SEM revealed that positive emotions had a positive significant effect on perceived benefits. Another positive significant effect was found for positive emotions and benefits on perceived efficacy. Although there is a significant diversity of perceptions, families identify the greatest benefit of ICT in education as its remarkable capacity to motivate students in their educational processes and to develop digital competence. Regarding the efficacy of these tools, participants have highlighted how ICT can facilitate access to online materials for all students. From the study results, we can conclude that relatives recognise that technological tools confer their children’s educational process benefits and efficacy
Developing Language Learning Strategies in Technology-Enhanced Learning Environment at Tertiary Level
Full text linkThe article explores the potential of technology-enhanced learning environments in developing language learning strategies (LLSs) that are pivotal in encompassing, shaping, and enhancing learning behaviors, activities, or experiences. To evaluate the LLS development level in non-linguistic students, we conducted two surveys (initial and final) based on Oxford’s Strategy Inventory for Language Learning (SILL) into students’ strategic competence profiles for the A2/B1 (45 students) and B2/B2+ (21 students) English proficiency levels. The initial survey drew the students’ attention to the strategic approach to language learning, and the response data allowed the teachers to gain insights into students’ learning preferences and challenges. The longitudinal survey was administered on an ongoing basis throughout the two-year core course in English as a Second Language (ESL) via the end-of-class ‘I can’-statements and open-ended end-oftopic questions. It supported the teachers in selecting the appropriate teaching methods and the students in getting acquainted with and adopting the best-working LLSs. The final SILL survey confirmed an increase in the strategic competence of students. It yielded valuable feedback on the effectiveness of the instructional methods employed. The study emphasizes the need for integrating LLS instruction into ESL curricula by aligning teaching practices with the demands of techenhanced learning environments
Inquiry-Based Learning in Phonetics and Phonology: Promotion of Critical Thinking Skills in an EFL Higher Education Context
Full text linkThis study investigates the effectiveness of Inquiry-Based Learning (IBL) strategies in enhancing Critical Thinking (CT) skills and academic performance in the study of English Phonetics and Phonology among students at a Spanish Higher Education Institution. A total of 54 students from a Bachelor’s Degree in Primary Education were divided into control and experimental groups to compare traditional teaching methods with IBL methodologies. Results indicated that students in the IBL group showed significant improvements in academic performance, critical thinking skills, and long-term retention of complex subject matter compared to those in the control group. Furthermore, the study highlights that the IBL approach not only facilitates the immediate educational outcomes but also equips students with essential cognitive tools for real-world problem-solving. This research underscores the pedagogical value of learner-centered models in the study of English Phonetics and Phonology, promoting active engagement and systematic thinking. The findings contribute to the growing body of literature advocating for the integration of active learning strategies across various disciplines and educational contexts
Teacher Satisfaction And Grade 4 Reading Literacy Achievement: An Austrian Perspective Using International Large-Scale Assessment Data
No full textThe complexity of the teaching environment requires now more than ever a satisfied and fulfilled teacher population. This study uses the Austrian Progress in International Reading Literacy Study (PIRLS) 2021 data to uncover those factors specifically associated with the school environment when controlling for school socio economic status as predictors of teacher dissatisfaction. Results show that the current model explains 22% of the variance, yet school emphasis on academic success, teaching being limited by a number of lacking elements and school safety were found to be of no statistical significance. The study provides two important points to consider, namely the role of short cycle teachers in producing reading literacy scores well above those of their degreed counterparts, and the significant role of socio-economic status and its effect on achievement. The study concludes that a systems perspective that considers the shared beliefs and values, relationships and social interactions, leadership, and physical environment may shed more light on the underlying dynamics that can be associated with those less than satisfied teachers
ChatGPT-Based Simulation Helps to Develop the Pre-Service Mathematics Teachers’ Critical Thinking
No full textThe development of IT affects society in general and the education sector in particular. The emergence of AI (in particular ChatGPT), which is constantly being improved, already causes specific problems in the organization and administration of the educational process. Still, the peculiarities of its functioning make it possible to perceive ChatGPT as learning means in the pre-service mathematics teachers’ training. The article presents the results of a study that answers the following questions: (1) "Can ChatGPT be a digital platform that generates pupils' answers (secondary school)? - Yes"; (2) "Are students (preservice mathematics teachers) prepared to check answers that ChatGPT generates? - Yes"; (3) "Does checking answers that ChatGPT generates affect the development of students' critical thinking? - Yes". The study involved a pedagogical experiment in which authors described how ChatGPT generates solutions to math problems and what mistakes it makes. We ensured that students sometimes find mathematical mistakes in the answers generated by ChatGPT, but repeated use of ChatGPT shows its positive impact on the development of preservice mathematics teachers’ critical thinking
The Issue of Platformisation, Philanthropy and Sovereignty: Guarantee to Refugee Access to Higher Education
No full textThis article describes the results from the second stage of a research conducted from 2022 to 2024 using descriptive, exploratory and analytical methodologies in a social action and formation programme of a Dutch university and of a startup acting in Germany. Both support refugees undergoing a process of recognition and integration by promoting access to higher education. The paper aims to analyse concepts derived from a research focusing on governance production from the notion of GovTech, platformisation, philanthropy, sovereignty in education, with refugees as key actors facing violations of basic human rights. The socioeducational besides judicialisation perspective, provides an approach to understanding the subject complexity. Two academic visits were conducted to explore the university inclusion program and the startup initiatives, complemented by reflections from two leaders engaged in collaborative interventions with refugees. The findings indicate that while digital platforms enhance access to educational resources, inadequate technological infrastructure hampers refugee participation. Continued investment and philanthropy in these platforms can cultivate a diverse and innovative educational environment. In alignment with the post-COVID-19 movement and e-governance, promoting local-global access and citizenship by collaboration among stakeholders is vital. The conclusions underscore the need for policies that ensure equal access and ongoing support for keeping refugees, the most vulnerable group, in higher education
Investigating the Effect of Lecturer-Student Interaction on Student Engagement in Class
No full textLecturer-student interaction, as a key determinant of student attitudes toward learning and academic performance, has garnered considerable attention and investigation by researchers. A positive interaction between lecturers and students can help students bolster their learning engagement. This study undertakes a review of relevant literature and research concerning lecturer-student interactions and examines its effects on student engagement at a public university in Vietnam. A self-designed cross-sectional quantitative survey was used in this study. Analysis of the 225 responses indicates that students exhibit a significant interest in lecturer-student interactions, and the current level of such interactions is relatively high. Additionally, the findings reveal a positive correlation between lecturer-student interactions and student engagement, and demonstrate a substantial effect of that interaction on student engagement. Specifically, when students perceive a high degree of care, support, and rapport from lecturers, they exhibit increased involvement in learning across behavioural, emotional, and cognitive dimensions. The limitations and academic suggestions for further research are also addressed in this study
Transactional Speaking in the Classroom: Insights from Lower Secondary English Language Teaching
No full textThis study examines the development of the speaking function talk as a transaction among lower secondary school learners and its implementation in English language classrooms. The research explores how this function is supported by course materials and actual teaching practices. A qualitative research approach was employed, incorporating three methods: (1) content analysis of textbooks and workbooks to identify activities promoting talk as a transaction, (2) classroom observations to assess how teachers implement these activities, and (3) interviews with teachers to understand their perspectives on teaching transactional speaking. Afterward, the research results are analysed and compared within each method. The findings indicate that dialogues, role-plays, information gaps, discussions, interviews, and surveys represent transactional speaking in the analysed textbooks. Despite the availability of these activities in textbooks, classroom observations revealed limited implementation. In 15 observed lessons, only a few instances of transactional speaking activities were noted: one dialogue activity and two information-gap activities. Interviews with teachers confirmed that both rely on textbook activities such as role-plays and dialogues, occasionally supplementing them with their activities (e.g., “Find someone who” tasks). While one teacher reported that students enjoy these interactive activities, the other observed a lack of enthusiasm due to language difficulties. The study concludes that while textbooks provide sufficient opportunities for developing transactional speaking skills, their practical implementation in classrooms remains limited. To enhance speaking skills, teachers are encouraged to incorporate additional role-plays and structured practice activities. These findings highlight the importance of balancing textbook-based instruction with creative, communicative approaches to foster more effective language use
Lecturers' Perspectives on Undergraduate Students' Innovative Thinking Skills and Creative Problem-Solving Skills: A Comparative Needs Analysis
No full textThis study aimed to identify the gap between undergraduate students’ actual and expected levels of innovative thinking skills (ITS) and creative problem-solving skills (CPSS), as perceived by faculty lecturers. Specifically, it examined lecturers’ perspectives to prioritize areas for enhancing students' ITS and CPSS within computer science, information technology, and digital business fields. A sample of 30 lecturers at Southeast Bangkok University was selected through simple random sampling. Data were collected using two validated, structured questionnaires, achieving reliability coefficients of 0.93 (ITS) and 0.95 (CPSS) for expected conditions and 0.95 and 0.98 for actual conditions, respectively. Statistical analysis included calculating means, standard deviations (SD), and the Priority Needs Index (PNImodified), with paired t-tests applied to determine significant gaps. Findings revealed that while lecturers expected students' ITS to be high, the actual performance was moderate, prioritizing knowledge of innovative techniques for enhancement. CPSS was also observed as a development priority, particularly in creative problem-solving processes and complex problemsolving, suggesting targeted improvements to meet lecturer expectations
Factors Influencing Teachers’ Behavioral Intention to Adopt E-books for Children with Learning Disabilities in Classroom
No full textThis study investigates the factors influencing users' willingness to use e-books. A quantitative research method was employed. 600 valid questionnaires were finally obtained, with an effective rate of 93.7 %. They were from both sexes: male (n=120; 20%) and female (480; 80%). Demand satisfaction, social impact, price value, and reading habits had a positive impact on users' willingness to use ebooks, among which reading habits have the greatest impact on willingness to use. Among the factors that satisfy users' demand, content demand, social interaction demand, and leisure and entertainment demand could all positively reflect demand satisfaction, among which leisure and entertainment demands had the highest degree of reflection