International Journal of Essential Competencies in Education
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Assessing Critical Thinking in Mathematics Education: A Systematic Review and Analysis Using the PRISMA Framework
No full textDeveloping critical thinking skills is paramount in the realm of mathematics education in today's era. It's crucial to monitor learners' advancements in critical thinking, as such insights are valuable for enhancing educational methodologies. Recognizing this, the availability of tools for evaluating critical thinking abilities is vital for fostering students' proficiency in these skills. This research sets out to review existing literature on the assessment of critical thinking capabilities within the sphere of mathematics. A thorough analysis was conducted on relevant scholarly articles focusing on the evaluation of critical thinking in mathematics education. The study adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, which includes the steps of identification, screening, eligibility, and inclusion. Literature from the SCOPUS database was meticulously reviewed, given its esteemed status in providing precise data for international research indexing. Data from the selected documents were visualized using VOSviewer software. Adhering to the PRISMA methodology, findings reveal the significance of critical thinking in the field of mathematics education and highlight various methods and tools that can assess these skills within mathematical contexts. Nonetheless, there remains a gap in consensus on the definition of critical thinking due to the diverse array of theories and perspectives, leading to variability in assessment standards, particularly in mathematics education. Thus, there is a pressing need to precisely define critical thinking within the mathematical domain and to develop accurate tools for its assessment
Examining the Strategic Role of Soft Skills and Their Implications for Supporting Resource Development: A Narrative Literature Review
No full textThis narrative literature review examines how soft skills function strategically within human-resource and educational contexts and explores their implications for designing support resources. The review draws on twenty peer-reviewed studies published between 2015 and 2025, selected through systematic screening of keywords such as soft skills, human resources, and educational resources. Through interpretative thematic analysis, the study identifies core competencies of soft skills: communication, collaboration, problem-solving, adaptability, leadership, empathy, time management, creativity, and metacognition. Findings highlight the strategic role of soft skills in recruitment, professional development, team dynamics, and organizational culture within education, as well as systemic implications for curriculum design, assessment practices, teacher preparation, and institutional policy. Major barriers include curricular inertia, limited facilitator capacity, measurement challenges, and equity gaps in learner engagement. The review recommends embedding explicit soft skills into educational program frameworks and investing in sustained educator training. Future research should undertake detailed, longitudinal analyses of student soft-skills development using robust quantitative measures alongside qualitative approaches to identify effective instructional strategies and contextual factors that drive sustainable skill acquisition
Rethinking Matrix Instruction: A Mixed-Methods Analysis of Students’ Problem-Solving Skills and Pedagogical Challenges
No full textThis study aims to analyze students’ problem-solving skills in the matrix topic and to identify instructional constraints that influence the learning process. A mixed-methods approach was employed: the quantitative phase involved an eight-session expository intervention (90 minutes per session) and an assessment consisting of 30 multiple-choice and 5 essay questions (scored 0–100), while the qualitative phase included open-ended interviews with the teacher responsible for matrix instruction. Quantitative findings revealed that most students remained at the basic mastery level, with an average score of 26.82 and a distribution dominated by the “Low” category. Only 3.88% of students reached the “Good” level, and a binomial test confirmed that this proportion was significantly lower than the reference threshold (p < 0.001), reinforcing the conclusion that student performance fell short of expected standards. These findings highlight the urgent need for early diagnosis of foundational algebra skills—such as row-column operations and linear equation manipulation—before introducing more complex matrix concepts. The qualitative analysis revealed that although the teacher still employed expository methods—lectures, question and answer, and open discussions—these strategies were insufficient for fostering deep problem-solving skills. Students often relied on mechanical procedures without conceptual understanding, struggled to connect algebraic notation to real-world contexts, and lost motivation when facing multi-step problems. The combined results suggest that instructional design should shift toward more contextual and concept-exploratory approaches. Strategic steps are recommended, including the adoption of structured problem-solving methods to improve learning outcomes in mathematics. Furthermore, curriculum development should allocate sufficient time and resources to matrix topics, provide professional development for teachers in designing innovative instruction, and ensure access to digital infrastructure that supports mathematical visualization
When Inquiry Isn’t Enough: Why Structured Reflection Can Strengthen Preservice Science Teachers’ Critical Thinking
No full textInquiry-based learning is frequently treated as a ready-made route to critical thinking, but classroom inquiry often becomes procedural unless students are pushed to examine assumptions, justify claims, and revise interpretations. This commentary discusses the focal study “Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills” and argues that its strongest contribution is showing how structured reflective elements can turn inquiry activities into repeated practice in reasoning. At the same time, the evidence should be read carefully: the gains are very large, and the intervention bundles several supports (anomalies, monitoring worksheets, prompts, and feedback) that may each contribute. We outline alternative explanations, identify what the study clarifies and what it does not yet prove, and offer implications for future research designs and teacher-education practice
Enhancing Biology Learning through 3D Models: A Study of Academic Performance in Nigerian Secondary Schools
No full textDespite the recognized importance of Biology in secondary education, students' performance in the subject remains persistently low, particularly in Nigeria, due to the continued reliance on abstract, text-based instructional methods. This study addresses this pedagogical gap by evaluating the impact of a 3-Dimensional Model of the Human Circulatory System (3-DMHCS) on students' academic performance. Grounded in constructivist and multimodal learning frameworks, the study utilized a quasi-experimental post-test non-randomized control group design involving 60 students (49 from public and 11 from private schools). Participants were assigned to either a control group receiving conventional instruction or an experimental group taught using the 3-DMHCS. The Biology Performance Test (BPT), validated and yielding a reliability coefficient of 0.86 (KR-20), was used for assessment. Quantitative results revealed that the experimental group achieved a higher mean post-test score (M = 13.36, SD = 3.44) compared to the control group (M = 11.42, SD = 2.87), with a statistically significant mean difference of 1.94 (t(58) = 2.83, p < 0.01). Additionally, over 53% of students in the experimental group scored within the high range (16–20), whereas none in the control group reached this threshold. Notably, no significant difference was observed between public and private school students’ performance in the experimental group (t(58) = -0.180, p = 0.86), indicating the model’s equitable effectiveness across institutional contexts. The study contributes novel evidence on how low-cost, tactile instructional models can bridge educational disparities and enhance students' grasp of complex biological systems. It advocates for integrating 3D instructional tools into mainstream science curricula and underscores the need for professional development to support such pedagogical innovations
Charting the Future of Prompt Engineering: Critical Reflections on Methodology, Ethics, and Research Directions
No full textPrompt engineering has emerged as a transformative strategy for optimizing Large Language Models (LLMs), offering a cost-effective alternative to full model fine-tuning. In a recent bibliometric review, Fatawi et al. (2024) analyzed 437 Scopus-indexed publications from January 2022 to February 2024, using VOSviewer to identify key thematic clusters—including transformer architectures, deep learning innovations, and few-shot learning—and documenting a fivefold increase in related publications over the review period. Building on their macro-level mapping, this commentary extends the discussion by articulating the strategic and democratizing potential of prompt engineering while addressing critical gaps in methodology and ethical oversight. We critique the review’s reliance on a single English-language database, its exclusion of preprints and non-English sources, and its omission of qualitative insights into user practices and system impacts. In response, we offer concrete recommendations to guide future research: diversify data sources for bibliometric analysis, implement rigorous prompt audit frameworks, conduct longitudinal A/B testing in real-world environments, and adopt mixed-methods approaches to capture human-centered dynamics. We also explore emerging synergies—such as quantum-enhanced NLP and neuro-linguistic prompt design—as promising frontiers for advancing prompt optimization. By addressing these gaps, this commentary aims to ensure that prompt engineering evolves not only as a technical solution but as a responsible and inclusive foundation for next-generation AI development
Empowering EFL Writers: The Impact of Unlimited Time and Dictionary Use on Writing Accuracy
No full textIntermediate EFL learners often struggle with producing accurate and coherent writing, particularly in settings constrained by limited time and restricted access to language resources. While prior research has separately examined the effects of dictionary use or time flexibility, this study explores the combined impact of both. Through a quasi-experimental design, 50 male intermediate EFL learners were divided into control and experimental groups. The experimental group received unlimited time and access to both digital and print dictionaries during writing tasks, while the control group followed traditional time-bound instruction without resource access. Results showed a significant improvement in the experimental group’s writing scores, which rose from a pre-test mean of 14.76 to a post-test mean of 16.72 (t(24) = -5.70, p < 0.001, Cohen’s d = 1.06). The control group’s post-test mean was 15.12, and between-group comparisons also revealed a statistically significant difference (t(48) = 3.121, p = 0.003, Cohen’s d = 0.88). Error analysis further supported the intervention’s effectiveness, with reductions exceeding 50% in key error categories such as verb tense (from 43 to 21), sentence structure (27 to 13), and spelling (28 to 12). These results affirm that integrating flexible time policies and dictionary access enhances learners’ ability to self-monitor, revise, and control their writing. The study advocates for instructional models that promote learner autonomy, highlighting the need for EFL curricula to support more adaptive, resource-enriched learning environments. This dual-intervention model offers a practical pathway to elevate writing proficiency and reduce persistent error patterns in EFL contexts
Development of Case-Based Learning Device with Cognitive Conflict Strategies to Improve the Critical Thinking Ability of Prospective Teacher Students
No full textThis study aimed to develop and evaluate a Case-Based Learning (CBL) device incorporating cognitive conflict strategies to enhance the critical thinking abilities of prospective teacher students, a response to the global competitiveness challenge faced by Indonesian education. Through a methodological lens of research and development, the study meticulously validated a suite of educational devices, including lesson plans, student worksheets, teaching materials, and instruments designed to test critical thinking abilities. Additionally, the research scrutinized the practicality of these devices in actual classroom settings, ensuring their applicability in real-world educational environments. The findings from this comprehensive analysis revealed that the CBL device not only met the criteria for validity and reliability but also demonstrated significant practicality, as evidenced by its seamless integration and consistent application in classroom scenarios. A pivotal aspect of the study was the quantifiable enhancement in the critical thinking capabilities of the students involved, which was rigorously assessed through pretest and posttest measures. These assessments, underpinned by substantial effect sizes obtained via paired t-test analyses, highlighted a marked improvement in the critical thinking skills of the prospective teachers. The empirical evidence garnered through this research underscores the transformative potential of the CBL device, advocating for its widespread adoption in teacher education programs. The study posits that such an innovative educational device is quintessential for equipping future educators with the necessary skills to navigate and contribute effectively to the 21st-century educational landscape, thereby responding adeptly to the evolving demands of global educational competitiveness
Curiosity in Science Learning: A Systematic Literature Review
No full textThis review systematically examines the role of curiosity in science learning, focusing on its influence on engagement, cognitive processes, and educational outcomes. A comprehensive literature search was conducted using databases such as Scopus, resulting in the selection of 40 peer-reviewed empirical studies published between 2019 and 2024. Inclusion and exclusion criteria ensured the relevance and rigor of the selected studies. The findings reveal that curiosity significantly enhances memory encoding and consolidation, motivates learners, and supports exploratory behavior. Specifically, studies indicated that curiosity-driven learning leads to improved attention and learning processes, resulting in better educational outcomes. Pedagogical strategies that foster curiosity, including the integration of large language models and innovative teaching tools, have been shown to effectively enhance student engagement and learning in science. Quantitative data from the reviewed studies demonstrate that curiosity-driven approaches lead to a 25% increase in student engagement and a 30% improvement in learning outcomes. The review underscores the importance of systematically integrating curiosity-enhancing strategies within pedagogy to create more engaging and effective educational experiences. Future research should focus on developing comprehensive measurement tools for assessing curiosity and conducting longitudinal studies to explore its long-term impact on academic achievement and skill development. Additionally, the exploration of modern technologies in enhancing curiosity-driven learning should be prioritized. Educators are encouraged to implement pedagogical strategies that stimulate curiosity to maintain and enhance student engagement and achievement in science learning
Examining the Impact of Online Learning Platforms on Undergraduate Academic Performance: Insights from the University of Ilorin
No full textThis study explores the impact of Online Learning Platforms (OLPs) on undergraduate academic performance at the University of Ilorin, Nigeria. Employing a descriptive survey design, the study targeted all undergraduates, with a simple random sampling technique selecting 200 respondents from various faculties. Data were analyzed using descriptive statistics for frequency counts and mean scores, while hypotheses were tested using ANOVA and t-tests at a 0.05 significance level. Key findings revealed that a majority of students (51.9%) did not utilize several available OLPs, reflecting significant gaps in platform integration. Nevertheless, OLPs positively influenced academic performance, with a grand mean score of 3.21, demonstrating enhanced engagement and resource accessibility. Challenges such as inadequate internet connectivity and limited instructor guidance (mean score 3.08) hindered effective utilization. No significant differences were observed in OLP usage across gender (p=0.822) or specialization (p = 0.613), highlighting their inclusivity. The study concludes that OLPs hold considerable potential to improve learning outcomes but require improved integration, infrastructure, and user training to address identified challenges. Recommendations include regular evaluations of platform effectiveness, tailored interventions to meet discipline-specific needs, and investments in digital infrastructure to bridge accessibility gaps. These measures will ensure that OLPs maximize their impact as equitable and effective educational tools