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Carol Ann Tomlinson, “The Differentiated Classroom: Responding to the Needs of All Learners.” Alexandria, VA: ASCD, 2014.
Stephen Kwame Ameko; Sandra Boateng; Patrick Ocran5/11/202510.63467/red.13.2025.art1Education, ResearchCarol Ann Tomlinson’s The Differentiated Classroom is a foundational work in the field of inclusive pedagogy and instructional design. It advocates for responsive teaching that accommodates students’ diverse needs, interests, readiness levels, and learning profiles. Grounded in constructivist theories of learning, the book promotes active, student-centred classrooms where instructional planning is dynamic, purposeful, and structured around equitable access to content and success. Tomlinson challenges educators to move beyond rigid, one-size-fits-all approaches and embrace flexible grouping, choice, and multiple modes of assessment and instruction to reach every learner. This edition integrates updated research in cognitive psychology and educational neuroscience, reflecting how developments in understanding the brain can and should inform classroom practices. It discusses the systemic pressures educators face, including standardised testing, bureaucratic constraints, and shifting societal expectations, and situates differentiated instruction (DI) as both a pedagogical and ethical response to such challenges. -
Enhancing Clinical Education in Physiotherapy: Students’ Perceptions of Effective Teaching and Learning Opportunities – Prospective Cross-Sectional Study
The study examined final-year physiotherapy students’ perceptions of effective teaching and learning opportunities and the roles and attributes of clinical teachers during clinical education. Conducted at the Faculty of Health Sciences, University of Ljubljana, Slovenia, the study used a culturally adapted, structured questionnaire based on validated instruments. Students identified demonstrations, feedback, and discussion as the most valued teaching and learning opportunities. Clinical teachers were mainly seen as knowledge providers, feedback givers, and role models. Key personal attributes included communication skills and approachability. The findings underscore the importance of standardised training for clinical teachers to promote consistency and enhance the quality of clinical education. -
Teaching to Think: Exploring How University Teachers Develop Students’ Critical Thinking
Sohaib Ullah; Azmat Ullah; Marwa Zaib26/11/202510.63467/red.13.2025.art3Education, ResearchThe present study explores university teachers’ understanding and experiences in developing critical thinking among students in higher education. To investigate how educators perceive and encourage critical thinking in the classroom, a qualitative phenomenological research approach was employed. Fourteen higher education teachers, lecturers, and university professors from different cities and disciplines at the tertiary level were selected for this purposive sample. In-depth semi-structured interviews were used to achieve a more nuanced understanding of how they conceptualise and practice challenging the critical thinking concept. Data were transcribed and subject to a thematic analysis aimed at identifying patterns/themes. The results showed that the majority of teachers had a good understanding of the concept of critical thinking and were well aware of its significance in fostering intellectual development, improving problem-solving ability, and encouraging independent learning. Collaborators described using class discussions, question-and-answer sessions, cases, and reflective activities to strengthen students’ analysis and evaluation skills. Despite this will and intention, teachers pointed out contextual-institutional obstacles that do not always consistently foster critical thinking. In general, the research highlights how important teachers are and can be (or, on the other hand, are not) in the development of critical thinking skills through GE and calls for continual provision of support and training by HE institutions to enhance this crucial skill. -
Identifying the Educational Needs of Children from the Rural Area of Cluj County
Bianca Andrianu; Ioana Bulău-Olaru31/12/202510.63467/red.13.2025.art4Education, ResearchThe present study explores the educational needs and challenges of students from the rural area of Cluj County, focusing on middle school students. This research employed a quantitative approach, encompassing a sample of 459 students ranging in age from 11 to 14 years. The survey concentrated on evaluating the present circumstances of the students with regard to educational provisions, their motivation to attend school, and their challenges in their educational process. -
What Skills Do Students Have in Solving Proportionality Problems?
Laëtitia Dragone; Gaëtan Temperman; Bruno De Lièvre31/12/202510.63467/red.13.2025.art5Education, ResearchProblem solving is a central skill in mathematics education, yet it remains a persistent challenge for many students, particularly in proportional reasoning. This concept, essential for success in mathematics and science, requires abstract thinking and the coordination of multiple quantities through multiplicative relationships. Research shows that difficulties persist well into secondary school, with consequences for academic performance and confidence. In this exploratory study, we investigate the abilities of 13-year-old students in French-speaking Belgium to solve simple direct proportionality problems, classified according to Vergnaud’s (1990) framework. Using a specially designed diagnostic test, we aim to identify the problem types causing the greatest difficulties. The diagnostic approach, rooted in both internal and external assessment practices, allows for the early detection of conceptual obstacles and the adaptation of teaching strategies. Our preliminary findings reveal distinct performance variations depending on problem structure, with certain categories posing significant cognitive challenges. Performance varies significantly according to this typology, with a critical rate of 59% for the fourth proportional group. Interpreted as a gap in mastery (Leclercq, 2003), this result identifies 41% of students as a target population for remediation. This study fills a gap in the francophone context and provides a basis for designing effective interventions to strengthen proportional reasoning skills in lower secondary students. -
Students’ Ethical Reasoning about Generative AI in Higher Education Assessment: A Cross-National Survey Study of Romania and Moldova
Laura Malița; Olga Balmus; Gabriela Grosseck; Roza Dumbraveanu31/12/202510.63467/red.13.2025.art6Education, ResearchGenerative AI (genAI) has spread through higher education since late 2022, raising urgent questions about assessment practices and academic integrity. Yet students’ ethical reasoning about these tools remains under-examined. This cross-national survey study compares how Romanian and Moldovan students perceive and reason about genAI in academic assessment. We collected data from 189 students (146 Romanian, 43 Moldovan) at two pilot institutions during 2024-2025. Students show complex reasoning: 95% use AI and 70% endorse it for education, but 58% worry about plagiarism alongside concerns about critical thinking, privacy, and fairness. Romanian students report higher AI familiarity (χ²=13.00, p=.011, V=.26) and stronger perceived benefits for research skills (Mann-Whitney U: M=3.35 vs. M=2.98, p=.042, r=.15) and content creation (M=3.32 vs. M=2.70, p=.002, r=.23). Benefits and concerns did not correlate (r<.07, p>.37), showing students can hold both positive and critical views simultaneously. Both groups want clear institutional policies, AI literacy education, redesigned assessments, and ongoing dialogue about responsible use. These findings challenge both prohibition and unrestricted approaches, instead supporting context-sensitive policies that distinguish among AI types, assessment contexts, and teaching purposes. This pilot study adds empirical evidence to debates about AI integration and offers practical guidance for educators and policymakers in contexts with different technological development levels. -
Mapping the Strategic Documents of Universities through the Lens of the United Nations Sustainable Development Goals: the Case of Romanian Public Universities
Margareta-Gabriela Biliga-Nisipeanu; Raluca Dinescu31/12/202510.63467/red.13.2025.art7Education, ResearchThe Sustainable Development Goals (SDGs) provide a structured framework for addressing sustainability, and their applicability for higher education institutions has only increased in recent years, as some international rankings use them as a reference. In this context, the purpose of this study is to map the strategies of Romanian public universities to determine how they internalise the SDGs in their actions. Our perspective is twofold as we are interested in identifying both explicit and implicit references. For this purpose, we conducted a content analysis by examining any explicit references to sustainability and then using keywords associated with the first 16 SDGs. The results indicate that universities that report their commitment to sustainability international rankings have more SDG-related links in their strategies. However, institutional documents do not directly pursue the UN SDGs; instead, they implicitly correlate to them through their specific operations and activities. Additionally, we determined the most relevant SDGs for universities’ operations, observing differences in the distribution of interest. Clustering universities based on their interactions with the SDGs was influenced by their internal characteristics. As sustainability becomes increasingly important on universities’ agendas, our approach provides a state-of-the-art analysis showing that, although not always directly, institutions have prior experience. -
Exploring Asia in the Bibliography of Dissertations in the Field of Cultural Studies at a Master’s Programme in Romania
Cultural Studies, an interdisciplinary field, has various bibliographic sources belonging to authors from different cultural backgrounds, creating a favourable environment for aligning Romanian higher education to an intercultural approach. Being marked by European or American theories, the presence of Asian bibliography in Cultural Studies from Romania, although not excluded, might be questioned. The article presents an interdisciplinary exploratory study in Cultural Studies and Education focused on analysing the bibliography of dissertations from a master's programme in Cultural Studies at a Romanian university. A sample of 31 dissertations between the years 2022-2024 was analysed. The research aim was to provide preliminary data about Asia’s presence in the bibliographies by exploring data on authors with names of perceived Asian origin, regardless of their nationality or citizenship. Using a mixed methodology and applying assumptions assisted by technology, the study gathered preliminary data about the names’ numerical and territorial distribution. The final results reflected a numerical underuse of perceived Asian names with a decreasing curve in most of the data from 2022 to 2024. Despite an overall higher territorial diversity in names’ places of origin, the average number per dissertation was low. Due to the challenges encountered, the results could only be approximated. -
Gamification as a Curriculum Strategy: Effects on Mathematics Performance and Anxiety in Relation to Intelligence Types
This study examines the correlation between the performance of primary school students following a gamification-based mathematics curriculum and their levels of anxiety during mathematics lessons, considering individual differences in intelligence types. The theoretical framework highlights the most important empirical studies that analyse the extent to which gamified interventions reduce anxiety. In addition, it emphasises the methodology for structuring a curricular educational programme centred on gamification as a complex educational strategy to promote specific values, attitudes, and behaviours. The quasi-experimental design involved a control and an experimental group, both of which were each subjected to a one-month curricular educational programme. Specifically, the experimental group's programme assumes solving didactic tasks related to the curricular content exclusively through gamification. Furthermore, the effect of gamification on school anxiety, moderated by the levels of logico-mathematical and intrapersonal intelligence, was also studied. The results of study indicated that statistically significant correlation existed between school-level efficiency and students' anxiety but the levels of intelligence did not moderate this correlation. Overall, the study highlighted that a school environment focused on the specific advantages of using gamification has direct effects through modelling an efficient learning environment, increasing the ability to understand mathematical phenomena, and decreasing anxiety regarding assessment situations in mathematics (operationalised by the McKenzie, Multiple Intelligences Inventory), without being statistically significantly moderated by logical-mathematical or intrapersonal intelligence levels. -
The Journey of Academic Resilience: Lived Experiences of Overcoming Academic Challenges by International Master’s Students in Chinese Universities
Previous studies have documented the globalised educational challenges faced by international students; little has been written about the resilience pathways of master's students beyond Western contexts, such as China. This qualitative study fills this gap by addressing the experiences of 16 international master's students in China through semi-structured interviews. By employing Masten's (2001) process model of resilience, this study revealed that international master's students face challenges linked to language and instructional approach. In turn, these students were able to create resilience pathways, including a creative application of hybrid learning, which regained and adapted home and host academic cultures in novel ways, and self-regulation to tackle academic challenges. This qualitative research offers a new contribution by identifying "self-regulation" as a primary resilience pathway and recognising the salient role of cultural hybridity within these pathways. This study highlighted the implications of the findings for stakeholders to ensure that institutional support is culturally and temporally focused, whereby students experience academic persistence and success. -
Students’ Personality Traits as Predictor of Career Choice among Undergraduates in Ekiti State University, Ado Ekiti
Amos Onipede; Matthew Damilola Omojemite; Bukola Akinlade31/07/202510.63467/red.12.2025.art5Education, ResearchThis study explored how personality traits shape the career choices of undergraduate students at Ekiti State University, Ado-Ekiti. Using a descriptive survey design, the research examined this relationship within a real-world academic environment without altering any variables. The target population included students across various faculties and academic levels, from which a sample of 300 was carefully selected through stratified random sampling to ensure broad representation. Data were gathered using a structured questionnaire—the Students’ Personality Traits and Career Choice Questionnaire (SPTCCQ) which featured sections on demographic details, the Big Five personality traits (based on McCrae & Costa, 1992), and career decision-making indicators drawn from standardised scales. Content validity was confirmed through expert review by professionals in Educational Psychology and Guidance and Counselling, and a reliability test conducted with 30 students from a similar institution produced a Cronbach’s alpha of 0.84, indicating strong internal consistency. The questionnaires were distributed during non-lecture periods with the help of trained assistants to encourage participation. Data analysis involved descriptive statistics, Pearson’s correlation, and multiple regression, with a 0.05 level of significance guiding interpretation. Findings showed that ‘openness to experience’ emerged as the most prominent personality trait and the strongest predictor of students’ career choices. Students predominantly favoured careers in Medicine/Health Sciences and Business/Management, with personal interest, potential earnings, and job opportunities being the most decisive influences. Peer influence was found to be the least significant. Based on these findings, the study recommends incorporating personality profiling into university career counselling services to help students make well-informed career decisions aligned with their individual traits. -
Access to Education as a Human Security Requisite in the Context of Ukrainian Refugees Inclusion in Romania
At the beginning of 2022, Romania faced an impressive wave of refugees from Ukraine, following the Russian invasion on the 24th of February. The extraordinary mobilisation of the civil society and authorities to receive war refugees from Ukraine – mostly women, children, the elderly and people with disabilities – led to a rapid change in the migration and asylum policy in Romania and in the European Union. By means of statistical data and legislative documents as well as content analysis of semi-structured, audio-recorded interviews with Ukrainian refugees, Romanian citizens from the business environment, academia, the public sector and NGOs, as a non-representative sample, the paper addressed the research question whether education influences human security in the context of the inclusion in Romania of Ukrainian war refugees. The present mixed methods study revealed that, despite the lack of a legal framework and linguistic barriers, the access of Ukrainian children, war refugees to Romanian schools and kindergartens was ensured, as part of human security. The Ukrainian refugee crisis enhanced the collaboration between the Romanian public and private sectors and civil society, which calls for a greater future involvement of the civil society, alongside competent authorities, in immigration policies. -
Discerning Myths from Methods: University Faculty’s Understanding of Learning Science and Metacognition on Pedagogy
Joshua A. Cuevas; Bryan L. Dawson; Gina Childers30/06/202510.63467/red.12.2025.art3Education, ResearchThis study assessed the pedagogical knowledge and metacognitive awareness of pedagogy of faculty (N = 107) at a large state university in the United States. The purpose was to ascertain whether faculty could distinguish effective learning practices from ineffective ones, as determined by empirical research in learning science. Faculty responded to items regarding the efficacy of effective practices and others shown by research to be neuromyths or misconceptions. Faculty across all colleges correctly identified most of the effective practices but also endorsed myths/misconceptions, ultimately showing limited pedagogical knowledge. Tenured faculty showed stronger pedagogical knowledge than newer faculty. Faculty were also assessed on their confidence in their knowledge of pedagogical practices. Respondents demonstrated poor metacognitive awareness as there was no relationship between confidence in pedagogical knowledge and actual pedagogical knowledge. Surprisingly, education faculty scored no better in pedagogical knowledge than faculty of any other college and also showed low metacognitive awareness. Results indicate that universities preparing doctoral students for faculty positions should ensure candidates are exposed to accurate information regarding learning science. The implications for colleges of education are more dire in that they may be failing to prepare candidates in the most essential aspects of the field. -
Exploring Artificial Intelligence Tool Adoption in a Higher Education Faculty’s Pedagogical Practices through CHAT: Supporting International Students in Improving Academic Performance
Artificial Intelligence tools are increasingly utilised across various domains, including higher education, owing to their potential to enhance teaching and learning. This study examines how tutors in a UK higher education faculty adopt AI tools to help international students improve their academic performance. International students often encounter challenges, such as language barriers, cultural differences, and adapting to new educational systems, which can adversely affect their academic success and learning experience. AI tools can potentially mitigate these challenges and support international students. Findings from semi-structured interviews with four tutors reveal the types of AI tools used, factors influencing their adoption, and their perceived effectiveness. The study identifies challenges in integrating AI tools, framed as secondary contradictions through Cultural Historical Activity Theory (CHAT), and offers recommendations for effective integration. These insights can guide faculty policies and training programmes to improve international students' academic outcomes and enhance AI integration in teaching practices. -
John. D. Bransford, Ann. L. Brown, Rodney. R. Cocking, “How people learn” (Vol. 11). Washington, DC, Publisher: National Academy Press, 2000.
How People Learn is a seminal work that synthesises research on human learning, cognitive science, and instructional practices. It examines how neuroscience developments and empirical studies on cognition can inform instructional strategies to optimise learning. The book aims to bridge the gap between research and educational practice, providing insights into how teaching methodologies can support students in achieving their full intellectual potential. It highlights the critical role of well-structured curricula, effective instructional strategies, and an understanding of how people process and retain knowledge. -
Probing the Influence of Blended Learning Approach on Student’s Academic Achievement in Biology: A Moderating Role of Gender
Lilian Chioma Ugwuoti; Juliana Nkiru Nnoli; Nnaemeka Kenechi Oguezue31/12/202410.63467/red.11.2024.art1Education; ResearchAlthough the implementation of the blended learning approach (BLA) in the classroom has attracted significant research attention, previous studies on their impact on students’ learning outcomes such as achievement have reported contrasting findings. In this study, we extended the study of BLA’s influence on students’ academic achievement in biology. Two research questions and three hypotheses guided the study. The sample size involved 87 students, (36 males and 51 females), enrolled in the experimental group (42 students) and the control group (45 students) in the 2022/2023 academic session. The data for the study was collected using the Biology Achievement Test (BAT) and was analysed through descriptive analysis for the research questions, while the analysis of variance (ANCOVA) was employed to test the null hypotheses at 0.05 alpha level of significance. The findings revealed a significant difference in students’ achievement in biology in favour of BLA. However, no significant influence of gender on students’ achievement was observed. The findings also show that the interaction effects of teaching methods and gender do not significantly influence students’ achievement. Conclusion, implications, and future directions were discussed. -
Evaluating ChatGPT’s Effect on Students’ Independent Learning Experiences: The Case of Pentecost University, a Ghanaian Higher Educational Institution
Harry Atieku-Boateng; Anita Addo-Tara; Richard Darko Osei; Beatrice Atieku-Boateng; Stephen Kwame Ameko31/12/202410.63467/red.11.2024.art2Education; ResearchThis study evaluates the impact of ChatGPT, a generative AI tool, on students’ independent learning experiences within Pentecost University, a higher education context in Ghana. The study adopts a quantitative research approach using a descriptive research design, focusing on Pentecost University, one of the Ghanaian private universities with significant involvement in artificial intelligence studies. The survey collected data from 334 students, representing an 87.7% response rate, to assess various aspects of their interaction with ChatGPT, including engagement, reliability, motivation, and personalisation of learning. Results indicate that ChatGPT is widely used among students for completing assignments (45%), conducting research (35%), and learning new topics (20%). The findings demonstrate that ChatGPT significantly enhances student engagement, particularly through its real-time response capabilities, providing immediate feedback and fostering interaction. Multiple regression analysis highlights that personalised learning goals and real-time response are key predictors of increased student motivation, accounting for 62% of the variance observed. However, gender and educational level do not significantly impact engagement, indicating the inclusivity of ChatGPT as a learning tool. The study concludes that while ChatGPT has proven beneficial in enhancing independent learning experiences, its effectiveness is maximised when integrated with structured support from educators. -
Perceptions and Representations of Romanian School Teachers Regarding the Design and Implementation of Didactic Activities in the Perspective of Outdoor Education
The research explores the perceptions and representations of Romanian schoolteachers regarding the design and implementation of didactic activities from the perspective of outdoor education (OE). The study involved 642 teachers from various curriculum areas, focusing on their pedagogical practices and how they integrate outdoor education into teaching, learning, and assessment processes. The findings emphasise the potential of outdoor education to enhance students’ cognitive, social, and emotional development by fostering collaboration, critical thinking, and environmental awareness. Teachers perceive outdoor education as an extension of formal classroom learning, offering practical and engaging contexts that reinforce theoretical concepts. However, challenges such as logistical constraints, lack of resources, and the limited diversity of outdoor activities hinder its full integration into the school curriculum. The study concludes that outdoor education can significantly enrich the educational experience, provided it is systematically planned and aligned with curriculum objectives. Proper teacher training, resource allocation, and institutional support are critical for successful implementation. Outdoor education emerges as a valuable tool for promoting holistic learning and bridging the gap between theoretical knowledge and real-world application. -
The Impact of Employment on Burnout Levels among Master’s Degree Students
The paper analyses the impact of employment status on Burnout levels among master’s degree students at the University of Petroșani, Romania. For this, a questionnaire designed and validated by researchers at Purdue university and which is aimed at identifying the level of Burnout has been applied to the target group of 27 working students following a master’s degree program at this university. The results were interpreted with help of descriptive statistics and the Burnout scoring system provided by the authors of the questionnaire and show that although participants were both hired and following a master’s degree program, the levels of observed Burnout among them were moderate with only isolated cases of participants experiencing what would be considered high or severe levels of Burnout. This moderate level of Burnout might have been linked to the seemingly healthy work environments that the students reported working in, environments in which they felt safe, and supported, and which provided good rewarding systems. -
The Role of Peer Education in Promoting Gender Awareness in Secondary Schools of Eastern Cape, South Africa: Panacea for Sustainable Development Goal
Matthew Damilola Omojemite; Elphina Nomabandla Cishe31/12/202410.63467/red.11.2024.art5Education; ResearchThe study investigates the contribution of the peer education programmes in encouraging gender awareness among secondary schools’ students in the Eastern Cape, South Africa, focusing on achieving the SDGs. The quantitative research design was implemented through a case study approach as it would give more detailed insight into the process and implementation and the outcome of gender education initiatives. The population comprised students, teachers, and peer educators in secondary schools where gender awareness programmes were being carried out. Simple random sampling techniques selected the sample of 170 (100 students, 50 teachers, and 20 peer educators). Data collection was through a structured questionnaire. The experts validated the research instrument, which was further tested for its reliability through a pilot study, obtaining a reliability coefficient of 0.85. Data analysis was based on descriptive statistics, comprising means and standard deviation, and an inferential statistics through ANOVA tested at 0.05 levels of significance. The results reveal that peer education programmes greatly increased students’ knowledge on gender issues, awareness about gender-based violence, and challenge negative stereotypes. Nevertheless, it also identified several limitations such as a lack of training for peer educators, resource constraints, and deep-seated cultural norms that hamper the effectiveness of these interventions. It recommends comprehensive training for the peer educators, adequate resources, engagement with the community to solve cultural barriers, more collaboration among stakeholders, and continued monitoring and evaluation for sustaining the impacts of peer education programmes. This can provide an enabling environment at schools to empower students in advocating for gender equality and engender positive behavioural changes in the long term. -
The Impact of University Educational Managers Profiles on Educational Quality: Enneagram and Leadership Styles
Adriana Elizabeth Ricartti; Erik Iván Hernández-Cosain; Marko Antonio González-Preza; Imelda Shahar Bujanda-Celis31/12/202410.63467/red.11.2024.art6Education; ResearchThis study examines the influence of university educational managers profiles on educational quality, using the Enneagram and leadership styles as analytical tools. The research aims to correlate leadership characteristics and managers profiles with institutional quality, focusing on the School of Medicine at the Universidad Juárez del Estado de Durango. A quantitative approach was employed, with structured surveys administered to three groups within the institution: students, professors, and administrative staff. The objective was to determine how these factors interact to impact academic performance and educational quality. Findings reveal a significant relationship between leadership characteristics and improvements in educational quality. Certain Enneagram types were associated with higher levels of educational quality and better academic outcomes, suggesting that personality traits play a key role in leadership effectiveness. The study concludes that understanding the Enneagram can facilitate the development of tailored leadership strategies to address specific institutional challenges. These findings offer valuable insights for university administrators, policymakers, and educators, providing actionable recommendations to enhance institutional quality, improve academic outcomes, and establish a framework for future research and practical applications in educational management. -
The Optimisation of Education through Feedback and Advanced Technology in Motor Learning and the Correction of Technical Sports Errors
Carmen Pârvu George Dănuț Mocanu Petronel Cristian Moisescu Zukhro Bahadirovna Khamraeva30/07/202410.56177/red.10.2024.art.8Research & EducationFeedback plays an essential role in motor learning, facilitating error correction and performance improvement by providing precise and immediate information. Our study examines the impact of detailed and immediate feedback (audio and video) on the technical performance of novice volleyball players. The research involved 60 participants (mean age 10.5 ± 1.2 years, sports experience 1.48 ± 0.504 years), evaluated through two tests using an advanced feedback system. Statistical analysis was conducted using SPSS (Version 26), with a confidence interval of 95% (P<0.05). The paired samples t-test showed significant differences between conditions with and without feedback. The analysis revealed significant differences between the conditions with and without feedback (p < 0.001), indicating a significant reduction in the number of technical errors when feedback was provided immediately. These results highlight the importance of integrating feedback into sports training programs to optimize the motor learning process. The study's conclusions suggest that feedback-based strategies significantly improve the development of motor skills and the achievement of performance objectives in the sports field. -
Identification of Students’ Conceptual Understanding of Sound Wave Materials through the Contextual Teaching and Learning (CTL) Model
Sinta Oktaviana Himawan Putranta30/07/202410.56177/red.10.2024.art.7Research & EducationThis study aims to identify students' conceptual understanding of sound wave material through the Contextual Teaching and Learning (CTL) model at MAN 3 Sleman Yogyakarta—this quantitative research with descriptive analysis involved 20 students as respondents. Data were collected through a conceptual understanding test covering subtopics of sound waves such as definitions, properties, string sound sources, organ pipe sound sources, resonance, the Doppler effect, wave interference, intensity, and sound intensity level. The results showed that students' conceptual understanding of sound waves was very high, with an average correct answer percentage of 87.5%. The resonance and wave interference subtopics achieved the % correct answer percentage of 100%. In comparison, the definition of sound waves had the lowest correct answer percentage of 60%, falling into the "sufficient" understanding category. The high resonance and wave interference achievement was due to practical methods using everyday tools and materials, helping students understand these concepts in a real-world context. In conclusion, the CTL model effectively enhances students' understanding of physics concepts. It is recommended that the CTL model continues to be applied in physics and other subject areas to improve students' conceptual understanding -
Social Media Use and Psychosocial Implications of Covid-19 Pandemic among Adolescent Students
Jincy T. C. A. Enoch Jesmy P. J.30/07/202410.56177/red.10.2024.art.6Research & EducationCOVID-19 has been an unexpected crisis period, directing the minds of people into ear and anxiety. Social distancing being a major preventive activity to overcome this contagious disease, which led to affect all aspects of life worldwide. The new pandemic experience has highly affected the psychosocial aspects of adolescents. Social media has become the centre of communication during this isolated period. Classroom learning has changed to virtual teaching during the lockdown period. A research was conducted to analyse the influence of COVID-19 on adolescents' social media usages. The study focused on social media usage and its impact on adolescents' psycho-social behaviour. Participants were 287 adolescent students from 6 mostly affected states of India. Data gathering was carried out during the COVID -19 Lockdown in India with a self-structured online questionnaire. The respondents have not agreed that online classes are better than classroom learning. There was a high increase in the use of social media during the lockdown period. Social media has helped them to cope with the isolated situation and has led to an increase in their creativity. WhatsApp, YouTube, Facebook, and Instagram are the prominent social media used during this pandemic situation. -
Digital Tools in the Educational Environment Empower Student Collaboration. A Study Case in Higher Education
Today educational institutions participate actively in empowering students to get involved in projects, to participate but also to collaborate in this major change in order to overcome internal and external vulnerabilities in the learning process. Digital education has great potential for innovations and investments, offering huge opportunities for universities to allow digital transformation and allow students to learn in their rhythm. Academic researchers are trying to secure the vulnerabilities of the online environment in higher education through the development of multiple digital tools. The work is based on a qualitative methodological approach, through content analysis. Content analysis was used as the main technique of data collection and analysis, from the specialised literature, from international databases, regarding the importance using digital tools in the higher education environment. Based on content analysis, this research presents the most important tools that support digital collaboration among students by offering a study case for overcoming learning barriers and focusing on students' creativity in how they approach problem-solving. The study case is based on "Six Thinking Hats" and it is used to support creative thinking in achieving a good collaboration between teams in an educational project. The tools that support digital collaboration among students facilitate communication, increasing the opportunities for academia to interact with as many users as possible.
ISSN 2559-2033
ISSN-L 2559-2033
Nr.13 / 2026
Research and Education
Copyright ©2017, All rights reserved
A project developed by Enformation
Teaching to Think: Exploring How University Teachers Develop Students’ Critical Thinking
Identifying the Educational Needs of Children from the Rural Area of Cluj County
What Skills Do Students Have in Solving Proportionality Problems?
Graphical Abstract Exploring Asia in the Bibliography of Dissertations in the Field of Cultural Studies at a Master’s Programme in Romania
Graphical Abstract Gamification as a Curriculum Strategy: Effects on Mathematics Performance and Anxiety in Relation to Intelligence Types
Graphical Abstract The Journey of Academic Resilience: Lived Experiences of Overcoming Academic Challenges by International Master’s Students in Chinese Universities
Graphical Abstract Students’ Personality Traits as Predictor of Career Choice among Undergraduates in Ekiti State University, Ado Ekiti
Graphical Abstract Access to Education as a Human Security Requisite in the Context of Ukrainian Refugees Inclusion in Romanial
Graphical Abstract Discerning Myths from Methods: University Faculty’s Understanding of Learning Science and Metacognition on Pedagogy
Graphical Abstract Exploring Artificial Intelligence Tool Adoption in a Higher Education Faculty’s Pedagogical Practices through CHAT: Supporting International Students in Improving Academic Performance
Graphical Abstract Exploring Artificial Intelligence Tool Adoption in a Higher Education Faculty’s Pedagogical Practices through CHAT: Supporting International Students in Improving Academic Performance