International Journal of Instruction
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Enhancing Undergraduates’ Creative Thinking through Mathematics Courses: A Systematic Literature Review
No full textCreative thinking (CT) is recognized as a critical competency for global citizens in the 21st century. This study conducts a systematic literature review, following PRISMA guidelines, examining instructional interventions designed to foster CT in undergraduate mathematics courses. Focusing on articles published between 2019 and 2024 from Web of Science and Scopus databases, 17 relevant studies were identified for in-depth analysis. Both quantitative and qualitative research methodologies were employed to evaluate the characteristics, effectiveness, and assessment tools of these interventions. The study emphasizes the importance of strategic pedagogical practices and rigorous evaluation methods in fostering CT within university-level mathematics education. Findings highlight the need for educators to clearly define CT objectives, including its attributes, criteria, and standards, and utilize varied teaching strategies and assessment tools for effective implementation
Enhancing Teacher Preparation to Support Students with Autism in Primary Mathematics Education
No full textThere is a growing need for preservice primary teachers to be prepared to teach mathematics to students with autism spectrum disorder. Teacher education programs often lack opportunities to develop specialized knowledge for this purpose. This study addressed this gap by designing, implementing and evaluating the impact of an instructional unit for preservice primary teachers, focused on teaching word problem-solving strategies to students with autism. A teaching experiment involving 81 preservice primary teachers was conducted. The instructional unit was designed to improve teachers’ knowledge on mathematics teaching and on features of learning mathematics. The experiment evaluated improvements in those two knowledge subdomains of the Mathematics Teacher’s Specialized Knowledge model. A questionnaire was created to identify the knowledge that preservice teachers were expected to develop upon completing the unit. A list of observable indicators was designed to code the participants’ responses. Results report the number or percentages of participants in whose responses the expected indicators were found. Findings show increased knowledge about representations, task statements, methodologies, common errors and aids adapted to autism. Lower achievement was detected in relating learning characteristics and autism cognitive features. Implications for teacher education are discussed
Mapping Research Trends in Experiential Learning and Design Thinking for Science Teacher Education
No full textThis study explores research trends in Experiential Learning and Design Thinking for science teacher education through a PRISMA-guided systematic review and bibliometric analysis. A total of 237 Scopus-indexed publications (2020–2025) were analyzed to identify thematic clusters, methodological developments, and scholarly collaboration. The findings highlight growing global interest in AI literacy, experiential pedagogy, and digital instructional innovation. Six thematic clusters emerged: AI education and computational thinking, digital curriculum platforms, experiential learning models, design-based pedagogy, teacher professional development, and AI ethics and digital competence. Bibliometric mapping illustrates a multidisciplinary convergence among education, computer science, and engineering. Furthermore, ethical considerations, platform equity, and empirical validation remain pressing research needs. By integrating qualitative synthesis and quantitative bibliometric insights, this study provides a conceptual foundation for advancing AI-enhanced science teacher education and guiding future research in innovative pedagogy. The thematic findings further offer insights for designing reflective, inclusive, and evidence-based teacher preparation programs
Teachers' Behavioral Intention to Use E-books to Promote Reading Skills in Preschoolers: Adoption of the UTAUT2 Model
Full text linkThe current study aims to investigate teachers' behavioral intention to use e-books to promote reading skills in young children post COVID-19 ERA, applying the UTAUT2 Model. A quantitative, non-experimental survey design was used to study the relationships between the independent variables (UTAUT2 constructs) and dependent one (behavioral intention to use e-books). A total of 480 responses was received. As indicated by findings all the constructs impacted teachers' behavioral intention to use e-books to promote reading literature in young children positively and significantly. this study support evidence on UTAUT’s application in using e-books to promote reading literature in young children
Transformational Leadership and Technological Competence in Nonformal Education: Implications for Equitable Access and Digital Inclusion
Full text linkThis mixed-methods study examines the relationship between managerial leadership styles, technological competence (TC), and attitudes towards remote work among non-formal education coordinators in Israel's Arab society during the COVID-19 pandemic. The research, which focuses on social-community education coordinators in schools (SCECs) and non-formal education coordinators in local authority youth departments (NFECs), investigates how cultural norms, values, and challenges shape non-formal experiences during crises. Validated questionnaires collected data from 97 coordinators, while semi-structured interviews with 18 coordinators yielded qualitative insights. Findings revealed positive correlations between transformational leadership (TLS), TC, job satisfaction, and openness to remote work, with TC mediating the link between TLS and remote work attitudes. SCECs reported higher satisfaction, TC, and positive attitudes towards remote work than NFECs, who perceived more laissezfaire leadership from directors. The findings underscore the pivotal roles of adaptive leadership and digital competence in sustaining inclusive, resilient nonformal education (NFE) for minority communities in times of disruption. Theoretical and practical implications emphasize the need for culturally responsive leadership development and technology training to foster equitable learning ecosystems
English Grammatical Morphemes Acquisition by Young EFL Learners
Full text linkThis study explored the grammatical morpheme acquisition patterns of Saudi EFL learners, focusing on their alignment with Krashen's Natural Order Hypothesis (NOH). Conducted in a private primary school in Saudi Arabia, the study involved 11 randomly selected fifth-grade students who wrote essays to elicit morpheme usage. Using a qualitative approach, the analysis revealed high accuracy in progressive -ing and plural -s, supporting NOH predictions. However, third-person singular and possessive -s posed challenges, likely influenced by the learners’ first language (L1, Arabic). These findings underscore the interplay between L1 transfer and second language acquisition, highlighting areas where instructional strategies can support learner development. Despite the small sample size, the study offers valuable, context-specific insights into the interplay between L1 transfer and second language acquisition, providing a foundation for targeted teaching strategies. Future research with larger and more diverse samples could validate these patterns and deepen understanding of L1's role in morpheme acquisition. This study contributes to the field by offering insights to inform curriculum design and targeted teaching interventions for young EFL learners
Effects of Differentiated Instruction on Students' Empowered Learning Skills
No full textEducation policymakers and teachers’ roles are vital in providing an environment that empowers learners. In a classroom, each learner has different learning profiles and in such an environment, a one-size-fits-all teaching method is ineffective. Given this context, this randomised controlled experimental study aimed at measuring the effect of differentiated instructional strategy as a pedagogy on students' empowered learning skills. This study developed and standardised an intervention module of 16 lesson plans on English grammar and poetry integrating essential components of empowered learning into differentiated instruction. Randomly selected 100 students of standard 9, boys and girls, from an English medium ICSE school in the urban district of Bangalore comprised the samples. The researcher implemented the intervention on differentiated instruction for 3 months. This research employed control and experimental groups and pre-test and post-test designs. The quantitative data were collected through a measuring tool. Data analysis of the pre and post-test scores of the experiment group underscores a significant impact of differentiated instruction on the empowered learning skills of students. This study significantly contributes to augmenting traditional teaching methods with differentiated instruction, particularly in the Indian context. The findings of this study help teachers in a mixed-ability classroom to consider individual differences, provide a wide range of choices for students and treat both gifted students and students with poor abilities equally. Besides, teacher training institutions and special educators can integrate differentiated instructional strategies in their curricula to help potential teachers develop the rubrics of differentiation and make individualised plans for each student as per the special needs of the students and empower them
Physics Teaching with Artificial Intelligence (AI): A Personalized Approach for Accommodator-Style Learners According to Kolb
No full textThis paper focuses on the integration of artificial intelligence (AI) applications in physics education, with the aim of improving the learning experience and performance of students identified as accommodative learners according to Kolb's model. We adopt a qualitative approach to integrate AI into the teaching and learning process, with an emphasis on pedagogical methods and the exploration of new perspectives. This work presents a case study on the evaluation of a physics assignment, involving a sample of 85 high school girls in science stream. To do this, we use tools such as questionnaires and interviews to collect information on the difficulties encountered during the assignment and in learning physics in general. Our results show that AI can offer personalized learning solutions, adapted to the specific needs and preferences of learners. We formulate concrete recommendations to optimize the use of AI, aimed at facilitating learning and developing students' skills. Finally, this approach highlights the importance of personalized pedagogy in physics teaching, opening the way to new perspectives to meet the unique needs of students
Verbal Working Memory and Syntax Comprehension Skills in Children with Developmental Language Disorders and Typically Developing Peers
No full textThe intertwined nature of language with mental functions can be used in examining the relationships between different language components and mental functions. problems in understanding syntax, which may arise in the form of understanding the word order in the sentences and the relationships between words and sentence types, also make it difficult to understand verbal language in children with special needs. The aim of the study was to determine the relationship between verbal working memory and complex syntax comprehension skills in typically developing children and children with developmental language disorder. The Developmental Language Disorder (DLD) group consisted of 60 Arabic-speaking participants aged 6,;3 to 12,4 (Mage = 9,5; SD = 3,2), included 47 boys and 13 girls, all of them were monolinguals. The typically-developing group (TD) consisted of 60 Arabic -speaking monolingual participants aged 6,11 to 12,6 (Mage = 9,7; SD = 3,2), included 44 boys and 16 girls. Descriptive, correlational analysis statistics and simple regression analysis were used. The results of this study found a difference in syntax comprehension skills by typically developing children and those with developmental language disorder, and that difference was significant
Collaborative Scripts: A Scaffold to Enhance Research Self-efficacy and Intrinsic Motivation in Undergraduate Research Projects
No full textUsing experimental design, this study attempted to identify how collaboration may increase students' Research Self-Efficacy (RSE), promote Intrinsic motivation (IM) for doing research and IM for writing a research paper, and improve their academic writing during undergraduate research projects. A questionnaire that measures RSE and IM for doing research and writing a research paper was developed and applied twice to both the experimental group and the control group. To scaffold students’ during the collaborative work, a collaborative script was developed and introduced to the experimental group only while the control group worked individually. Students' research papers were evaluated using an analytical rubric. To analyze data, a One-Way MANOVA and an Independent Samples t-test were conducted. The use of a collaborative script demonstrably enhanced participants' Research Self-Efficacy (RSE), and their Intrinsic Motivation (IM) for both writing and conducting research. This suggests that collaborative learning approaches can be highly effective in fostering confidence and engagement among students undertaking research projects. Furthermore, the collaborative script group significantly outperformed the individual learning group in terms of organization, language accuracy, and mechanics in their research papers. This highlights the potential of collaborative writing to improve the technical aspects of academic writing. The lack of a significant difference in content scores, however, indicates that collaborative learning may not directly enhance the generation of novel ideas, suggesting a need for complementary strategies to bolster content development in such instructional contexts. These results fill a critical gap and display the bidirectional relationship of collaboration between RSE and IM in undergraduate EFL programs. They confirm the need for conducting further research to probe into this area and its implications for educational practice