International Journal on Social and Education Sciences
The International Journal on Social and Education Sciences (IJonSES) is a peer-reviewed scholarly online journal published quarterly in Winter, Spring, Summer, and Fall. IJonSES does not charge any publication fees. IJonSES welcomes original and unpublished research papers in the fields of education and social sciences. The journal publishes a wide range of scholarly contributions, including original theoretical studies, literature reviews, research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues. The primary focus of the journal is education. Therefore, submissions from social science–related fields are required to clearly demonstrate their educational relevance or implications. The journal aims to cover a broad range of educational topics while maintaining a strong educational perspective. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. All manuscripts submitted to IJonSES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. Due to the significant time and effort invested by editors and reviewers, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes approximately six months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The galley proof will be shared with the authors before publication. Any final requests for changes should be made at this stage. Once the paper has been published, no further changes can be made. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
International Journal on Social and Education Sciences (IJonSES)
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal on Social and Education Sciences (IJonSES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The Lived Experiences of Non-Education Graduates Teaching in the Department of Education
Driven by the persistent teacher shortage in the Philippines, this qualitative phenomenological study explored the lived experiences of non-education graduates transitioned into the Department of Education. The study aimed to uncover how these subject-matter experts navigate the "pedagogical gap" between technical mastery and instructional delivery. Utilizing Braun and Clarke’s thematic analysis on interviews with eight purposively selected educators, the study identified a central theme: "The Paradox of Competence and Credential." Results and discussions highlighted that while participants possess high content authority, they suffer from professional marginalization, instructional inconsistencies, and a mismatch between industry instincts and educational psychology. Also, institutional support was found to be largely transactional and compliance-driven rather than developmental. The study concludes that the current system prioritizes administrative staffing over pedagogical competence, leaving educators in a state of structural vulnerability. It is recommended that the Department implement differentiated induction programs and formalized mentorship to bridge the instructional gap and ensure long-term educational quality.
Copyright (c) 2026 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of Factors Causing Low Scientific Literacy Skills of Students and Ways to Improve Scientific Literacy
The low level of scientific literacy in various parts of the world is still a problem. The goal of scientific literacy is to understand scientific concepts and scientific facts. Scientific literacy skills are expected to detect and identify social problems and provide solutions to the issues faced. Scientific literacy skills can help students detect and identify problems faced by students. This study aims to identify and analyze publications of low scientific literacy and how to improve scientific literacy. Publication articles are used in the last five years, from 2020 to 2024. The method used is a systematic literature review using the PRISMA diagram. Data obtained from Scopus, Eric, and Science Direct articles. After going through the screening and eligibility process, 30 articles were obtained that met the criteria as samples. Our findings show that low scientific literacy is a problem in many countries. Various factors cause low scientific literacy, and scientific literacy can be improved in various ways.
Analysis of Anti-Cyberbullying Attitudes Among Generation Z as a Manifestation of Global Citizens Responsibility
This study aims to explore anti-cyberbullying attitudes among Generation Z as an expression of their responsibility as global citizens. A descriptive quantitative approach was employed, involving 86 Generation Z respondents from Surakarta and surrounding areas. The respondents’ characteristics are as follows: the majority were born between 2005 and 2008 (74.4%), reside in urban areas (55.8%), are female (81.4%), and nearly all have social media accounts (98.8%). Approximately 20.9% reported having experienced cyberbullying victimization. The results indicate that, overall, respondents hold positive attitudes toward anti-cyberbullying. Based on three attitude indicators: cognitive, affective, and conative, the distribution of responses on a Likert scale (ranging from 1 = Strongly Disagree to 5 = Strongly Agree) is as follows: for the cognitive dimension, 45% strongly agree, 22% agree, 17% are neutral, 8% disagree, and 8% strongly disagree; for the affective dimension, 65% strongly agree, 14% agree, 9% are neutral, 4% disagree, and 8% strongly disagree; and for the conative dimension, 2% strongly agree, 1% agree, 7% are neutral, 23% disagree, and 67% strongly disagree. These findings suggest that young people demonstrate a relatively strong awareness of the importance of anti-cyberbullying attitudes, although there is still room for further enhancement of understanding and commitment. Within the context of globalization, such attitudes represent a crucial aspect of moral and social responsibility as global citizens.
An Examination of Complaint Behaviours in the Context of Social Status and Gender in Preschool Education
The purpose of this study is to examine how children’s complaint behaviours in preschool settings vary by social status (popular, average, rejected, neglected) and gender. The study was conducted with 19 five-year-old children attending a private preschool in Istanbul, using a descriptive design drawing on sociometric assessment and five weeks of naturalistic observation. The findings indicate that children with average social status are the most frequent complaint makers and also among the groups most frequently complained about, whereas children rejected by their peers are the most frequent recipients of complaints. Children with popular status were also observed to make complaints but not to receive complaints. In addition, girls were found to make complaints more frequently, while boys were more likely to receive complaints. A negative, statistically significant relationship was found between the frequency of making complaints and the frequency of receiving complaints. Overall, complaint behaviours appear to play both protective and exclusionary roles in peer relationships. In this regard, it is recommended that teachers treat these behaviours as a pedagogical opportunity and develop strategies to support children’s problem-solving skills.
Learning at Home vs. in the Classroom: Exploring Self-Directed E-Learning
The rapid expansion of e-learning has sparked debate over whether learning environments, i.e. home versus classroom, affect academic outcomes when using digital materials. This study investigates the effectiveness of e-learning for undergraduate students by comparing two settings: (1) self-paced learning at home and (2) structured e-learning in a classroom. Participants were provided identical digital resources (lecture videos and a PDF textbook) and checked by engagement levels, learning outcomes, and satisfaction. Data were collected through surveys, online learning systems, and academic performance from over 500 students enrolled in an information science course as part of their general education requirements. Results reveal significant difference in learning time, with students in the classroom group spending less time than those in the home group. The classroom learning group also shows better degree of understanding, lower dropout rate, and higher level of satisfaction. The findings suggest that while e-learning can be equally effective in both contexts, the learning environment plays a crucial role in shaping student learning experiences. This study provides valuable insights for educators and institutions seeking to optimize e-learning instruction, particularly in the context of hybrid or fully online engineering courses.
Social Work Educators' Use of Information Technology in Social Work Education
One of the areas where technology is used extensively, especially information and communication technologies, is education. Social work education is gradually changing from traditional practices to technology based. In this study, the use of information technology by social work educators teaching at universities in Türkiye is discussed. The participant of the study consists of 414 social work educators teaching in Türkiye. Data within the sample were collected via Google Forms. “Personal Information Form”, "21st Century Skills Teaching Scale" and "Attitude Scale Towards the Use of Technology in Education" were used in the research. The obtained data were analyzed via SPSS 29 for Windows software. According to the results, the majority of the participants find information technologies necessary in social work education and use these technologies at a moderate level or quite a lot. When the relationships between the scales are examined, it is seen that there is a statistically significant, negative relationship between the participants' Attitude Scale towards the Use of Technology in Education scores and the 21st Century Skills Teaching Scale scores. It is recommended that future researches examine social work educators' relationships with information technologies at a longitudinal level.
Dialogic Discourse in Primary School Classrooms: A Deductive Analysis of Teacher Talk
The purpose of this study is to examine the types of discourses employed by teachers from different subject areas in a primary school. Designed as a case study within the qualitative research paradigm, the study was conducted with ten teachers working at a public primary school in the Southeastern Anatolia Region of Turkey. Of these participants, eight were classroom teachers, one was an English teacher, and one was a psychological counselor. The teachers’ classroom dialogues were video-recorded, transcribed, and then analyzed deductively. The teachers’ discourses were analyzed using the coding framework of authoritative and dialogic discourses defined by Saglam and Kanadli. The code definitions provided in their framework guided the identification and categorization of discourse types within the classroom interactions. The results showed that classroom dialogues were mostly characterized by authoritative talk. In other words, teachers displayed a statistically significant tendency to use authoritative discourse more often than dialogic discourse. Further to that teachers’ classroom discourse patterns show relative consistency across different subjects, teaching experience, and interaction durations, indicating an overall tendency toward authoritative communication. Based on these findings, the study offers practical implications for improving classroom interaction patterns and provides recommendations for researchers and policymakers aiming to promote more dialogic and student-centered practices in primary education.
Beyond Ecological Challenges: International Students’ Strengths and the Impact of Culturally Responsive Peer Mentorship on Academic Writing
This qualitative case study challenges the persistent deficit-based discourse and explores how culturally diverse international students negotiate ecological differences as academic writers in higher education. It highlights underrepresented student writers’ assets as highly motivated, self-efficacious learners while it also addresses ecological challenges including academic language and cultural differences. Drawing on ecological, high-impact practices, self-transformation, and culturally responsive teaching frameworks, the research investigates participants’ academic writing experiences including other-perceived surface-level barriers and self-perceived cultural challenges and learners’ transformative strategies as well as peer mentors’ culturally responsive mentoring strategies to provide targeted language support and foster deeper engagement for mutual transformations. Findings emphasize the importance of writer-assessed improvements in writing competence, tailored language support, culturally responsive peer mentoring, interaction with diverse peers, and fostering international cultural awareness. This study provides implications for curricular and extracurricular design and institutional support, and calls for reframing the discourse around international student engagement and success, acknowledging their strengths and the value of culturally responsive high-impact peer mentorship.
Impact of Servant Leadership on Graduate Students' Perceptions of their Preparedness to Serve Society after Graduation
The problem addressed in this study was the unpreparedness of students leaving Christian higher education institutions in the United States to engage, serve, and contribute to the common good of society after graduation. Student unpreparedness for life after college is now considered a significant threat to higher education enterprise in the United States. Servant leadership is gaining recognition as a viable model for addressing challenges in higher education. The purpose of this qualitative descriptive single case study was to explore graduate students' perceptions of the impact of servant leadership behaviors of the administrators, staff, and faculty at a private Christian university in the Southeastern region of the United States on their preparedness to engage, serve, and contribute to the common good of society after graduation. Greenleaf's servant leadership theory was utilized as the guiding theoretical framework for this study. Thirteen participants who met the eligibility criteria were recruited for the study through purposive sampling. The thematic analysis of the study's one-on-one interviews and focus group data, using NVivo 14, identified two themes that addressed the research question that guided the study. The study findings showed that graduate students developed servant leadership by observing and learning from campus administrators, faculty, and staff who exhibited servant leadership behaviors and offered them opportunities to practice servant leadership. Also, the findings indicated that graduate students believed their experiences with servant leadership on campus have equipped, prepared, inspired, and motivated them to contribute meaningfully to society after graduation. This qualitative descriptive single case study has contributed to the existing body of knowledge on the appropriateness, applicability, and impact of servant leadership in higher education institutions by examining and providing new insights into graduate students' perceptions of servant leadership, which has been lacking in the literature. Future studies should include quantitative analyses to evaluate the impact of servant leadership from the perspective of graduate students across various colleges and universities nationwide.
AI in the Hands of Students: How Undergraduate Use and Perceive Generative Tools
As generative artificial intelligence (AI) tools such as ChatGPT, Copilot, and BearcatGPT become more common in higher education, undergraduate students are increasingly using them to support learning, often without formal guidance from instructors. This mixed-methods study explores how students use, perceive, and navigate AI in their coursework, focusing on both learning benefits and ethical challenges. With Institutional Review Board (IRB) approval, data were collected from 240 anonymous survey responses and 40 semi-structured interviews in General Chemistry, Biology, and other STEM courses. Results show that nearly three-fourths of students have used AI for study support, most commonly to review concepts, generate practice problems, and clarify feedback. ChatGPT and Grammarly were the most frequently used tools, followed by Copilot and BearcatGPT, an institutionally managed generative AI platform developed for educational use. While students valued AI for its accessibility and immediacy, nearly half expressed uncertainty about what constitutes ethical use, citing confusion about academic integrity policies. Qualitative analysis revealed themes of curiosity, self-directed experimentation, and a strong desire for clearer faculty guidance. Findings suggest that students are using AI as a supplemental learning aid rather than a shortcut, but the lack of consistent instruction can lead to inequitable outcomes. The study concludes with recommendations for embedding AI literacy and responsible-use frameworks into course design to promote effective and ethical engagement with emerging technologies.
The Impact of Gamification on Motivation in Teacher Education: A Meta-Analysis
Gamification has been gaining increasing attention in the field of education. Although numerous empirical studies have been conducted across various educational levels—particularly in primary and secondary education—relatively few have focused on teacher education. Investigating the use of gamification in teacher training from is essential for synthesizing and clarifying inconsistent findings. The present meta-analysis examined the effects of gamification on motivation in teacher education. Jamovi was used to analyze eight studies published between 2011 and 2025, involving 743 participants in total. Based on the heterogeneity test results, a random-effects model was applied. Publication bias analyses (Fail-safe N, Kendall’s Tau, and Egger’s regression) suggested that the findings were robust. The results revealed that gamification had a medium positive effect on motivation in teacher education (Hedges’ g = .538, 95% CI [.159, .917], p < .001). Overall, the findings indicate that gamification is an effective pedagogical strategy for enhancing motivation in teacher education. The study provides empirical evidence and practical implications for teacher educators and policymakers seeking to promote motivational engagement through gamified learning environments.
Artificial Intelligence for Supporting College Students with Attention-Deficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives
College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face academic underperformance, executive functioning challenges, and emotional regulation difficulties that hinder persistence and success in higher education. Advances in artificial intelligence (AI) offer promising opportunities to provide adaptive support through innovative tools for personalized interventions and cognitive assistance. A literature search conducted across PubMed, ERIC, SpringerLink, ScienceDirect, PsycINFO, and IEEE Xplore identified peer-reviewed studies relevant to ADHD in higher education and the application of AI-based tools. Findings indicate that AI-based systems, including explainable AI models and biometric frameworks, can enhance risk estimation and pattern recognition related to ADHD symptomatology, while also raising concerns about responsible data governance. Importantly, these tools do not perform clinical diagnoses; rather, they support licensed professionals by aggregating and organizing data that may inform clinical decision-making. Generative and assistive technologies, such as ChatGPT, socially assistive robots, and mobile applications, have been found to enhance academic writing, self-regulation, and executive functioning; however, their adoption is limited by gaps in digital literacy and inconsistent institutional support. Ethical considerations, including privacy, algorithmic fairness, trust, and students’ willingness to disclose ADHD status, critically influence acceptance and effectiveness. The review highlights the importance of inclusive design, participatory development, and AI literacy training. When ethically implemented within institutional frameworks, AI-driven interventions can complement traditional services, fostering more accessible, supportive, and responsive learning environments for neurodivergent college students.
Attention-Deficit/Hyperactivity Disorder (ADHD)
Alternative Learning System (ALS) as a Tool for Social Reintegration: Former Inmate Learners’ Perspective
The Alternative Learning System (ALS) is a vital tool for rehabilitating Persons Deprived of Liberty (PDLs) in the Philippines; however, its success in social reintegration is poorly understood from the learners' long-term, post-release perspectives. To address this critical gap, this qualitative case study investigated the long-term experiences of six (n=6) former BJMP inmate learners who completed the ALS program and successfully transitioned back into society. Thematic analysis revealed that ALS functions as a profound internal catalyst, providing essential tangible educational attainment (e.g., a diploma) and fostering significant psychological and social empowerment (e.g., renewed confidence, reduced shame). Despite this internal transformation, the study's central finding is that ALS's long-term efficacy is ultimately compromised by external, systemic barriers. Specifically, the absence of mandated post-release follow-up from correctional institutions, coupled with pervasive societal stigma and prejudice from employers and the community, effectively neutralizes the educational achievement. The findings highlight a crucial need for policy intervention that shifts the focus from solely providing education to mandating sustained post-release support and actively combating societal prejudice, ensuring ALS fulfills its potential as a true tool for successful social reintegration.
Academic Preferences and Performance of Post-Secondary Autism Spectrum Disorder Students: A Comparative Analysis
A substantial body of literature has explored the barriers Autistic students face in completing post-secondary education, often citing challenges in social integration, academic engagement, and retention. However, much of this research relies on self-reported data. To address this gap, the present study used institutional transcript data to compare the academic profiles of Autistic students registered with the College’s accessibility office to their peers in the same Associate of Science (AS) degree programs. From an initial pool of 2,488 students enrolled from Fall 2020 to Spring 2024, a final dataset of 731 students was analyzed, including 26 SAO-registered Autistic students. Key outcomes included student major, GPA, and credit completion ratio. Findings revealed that Autistic students disproportionately pursued majors such as Computer Programming (27%), Movie Production (27%), and Graphic Design (19%). GPA analysis showed that these students performed on par with their peers overall and outperformed them specifically in the Computer Programming/Networking track. Credit completion ratios were similar between groups, with Autistic students exceeding peers in Movie Production. The study demonstrates that, when provided with federally mandated accommodations, Autistic students achieve academic success equivalent to or greater than their peers. Their consistent interest and strong performance in specific technical and creative fields suggest valuable opportunities for targeted program development, advising, and ongoing efforts to promote equitable access that supports the strengths and goals of students with disabilities.
Personality and Personal AI Agents: A Co-Evolutionary Framework
Research on personality and technology has traditionally focused on a one-directional model where stable user traits predict digital behavior. This paradigm is insufficient for understanding the influence of modern adaptive AI agents, which actively and continuously personalize user experiences. This paper challenges the static view by introducing the Personality–Agent Co-Evolution (PACE) framework, a conceptual model that theorizes the dynamic, bidirectional, and reciprocal relationship between human personality and personal AI agents. We argue that users and agents are engaged in a process of mutual influence, where personality shapes agent interaction, and the agent, in turn, reinforces and nudges user behaviors and self-presentation over time. The framework details the reinforcement and corrective feedback loops that drive this co-evolution. From this model, we derive a set of crucial design principles for creating autonomy-supportive, transparent, and ethically-aligned systems. Finally, we present a research agenda to guide future empirical investigation into these dynamics. The PACE framework offers a new theoretical lens for communication and HCI scholars, providing a blueprint for the responsible design of the next generation of human-centric AI.
Evaluating How Personalized AI Agents Influence Decision-Making, Self-Presentation, and Digital Identity Management: A Literature Review
The increased interaction of humans with personalized AI agents has had a significant impact on how individuals engage with the digital world, influencing everything from the choices they make to the digital personas they present. While personalization is designed to optimize user experience, current scholarship remains fragmented, treating its influence on decision-making, self-presentation, and digital identity management as separate phenomena, thus failing to capture their systemic entanglement. This paper addresses this gap with a systematic literature review across Human-Computer Interaction, Communication Studies, and Psychology, building upon the theoretical concept of the extended self. The review reveals that personalized AI agents act as adaptive mediators, co-producing user behavior. Key findings confirm that personalized AI agents introduce systematic risks: algorithmic nudging erodes autonomy in decision-making; optimization for engagement leads to homogenization and loss of authenticity in self-presentation; and data-driven profiling actively constructs a constrained "Algorithmic Self" in digital identity management. Critically, these effects are found to operate through a continuous co-adaptive feedback loop. We propose an Integrative Evaluative Framework that formalizes this interconnected relationship as a Co-Adaptive Cycle. This framework offers a unified lens for scholarship. It generates critical implications for design, necessitating a shift toward systems that prioritize transparent identity modeling, support identity exploration, and ensure user ownership of the algorithmically extended self.
Building Organizational Culture: The Role of Supportive Leadership of School Principals
This research aimed to prove the existence or absence of the influence of supportive school principal leadership in building the school organizational culture in Papua Island. The method used was a quantitative method with a survey approach. The research respondents consisted of 52 teachers spread across the provinces on the island of Papua. The sampling technique used the snowball method. Data collection through questionnaires distributed to principals and teachers in various schools in Papua. Data were analyzed using statistical techniques to identify patterns, relationships, and influences among variables related to supportive leadership and organizational culture. The research results indicate that supportive leadership by school principals plays a significant role in shaping a positive organizational culture in schools on the island of Papua. Supportive and flexible principals are able to face the geographical and social challenges in Papua more effectively, thereby improving the quality of education and the welfare of the school community. This research suggests that educational policies in Papua should place greater emphasis on developing supportive leadership to achieve higher and more sustainable educational goals.
Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
Research on the Role Transformation of Teachers in the AI Era
With the rapid development of emerging information technologies, the art education system is gradually entering the era of intelligence and building a new type of educational ecosystem. In this context, the transformation of society, the widespread application of artificial intelligence technology, and the sustained development of the education field urgently require art history teachers to change their role positioning. This study focuses on the impact and reshaping mechanism of AI technology on the professional role of art history teachers. Through literature research and semi-structured interview analysis, it reveals three major challenges faced by teachers: digital literacy gap, curriculum design paradigm transformation pressure, and insufficient interdisciplinary collaboration ability. The study proposes a "trinity" role transformation strategy: ability reshaping: functional upgrading; Collaborative mechanism. The research conclusion points out that the transformation of teachers' roles needs to break through the level of "tool operators" and deepen towards "educational value leaders": using AI technology to deconstruct knowledge authority and reconstruct a teacher-student equal dialogue model with "problem exploration" as the core. Teachers fully recognize the development of disciplines, educational value, technological tools, and AI ethics, implement human-machine collaborative educational activities, and possess intelligent educational literacy covering three dimensions: society, technology, and education. Universities should establish a collaborative support system of "technology teaching humanities" to assist teachers in achieving a leap from "adapting to technology" to "mastering technology".
A Study on Web Accessibility in Public and Foundation Universities in Turkiye
The rapid development following the emergence of web technologies has facilitated users' access to information. The design processes of web platforms are of great importance to ensure that all users can access these platforms. Within this process, it can be said that the use of web accessibility in the field of web technologies has become a key element. In this context, the need has arisen for individuals with various disadvantages and general users to access digital platforms on equal terms. Web accessibility is not limited to the implementation of technical criteria; it is also associated with users’ ability to perceive and interpret focal points through the fundamental principles of visual and cognitive psychology. In this regard, the transition of web accessibility from technical standards to the process of visual perception and interpretation offers a significant perspective through Gestalt Psychology and theory. The visual perception principles of Gestalt Psychology and theory, which are increasingly utilized in design processes, are widely used in interface designs of digital platforms and in the design of accessible websites. Web platforms prepared in accordance with Gestalt principles and WCAG 2.1 web accessibility criteria are of critical importance in being equal, accessible, and barrier-free for all users. In this context, the aim of this study is to examine the websites of universities in terms of web accessibility criteria and to determine the extent to which they comply with these criteria. The study provides information on the use of Gestalt principles and web accessibility criteria in web interface design, the importance of web accessibility, and fundamental issues related to the web. In the study, based on the Webometrics Index ranking, the websites of the foundation universities ranked among the top three and the state universities ranked among the bottom three in Türkiye were examined within the scope of 30 basic web accessibility criteria of WCAG 2.1 Level A. In this context, the web accessibility status of the universities was revealed, deficiencies were identified, and necessary recommendations were provided.
The Mentorship from Senior Faculty to Junior Faculty at Historically Black Colleges and Universities
An important feature of higher education is the mentorship of junior faculty by senior faculty. Addressing the vital role mentorship plays in an academic institution's survival promotes more opportunities and positive learning experiences. Research shows that mentorship programs for faculty have numerous benefits. Dr. Dessell and others found in their literature review that formal mentoring programs have been associated with faculty member job satisfaction, commitment, reductions in turnover, and productivity. Conversely, faculty mentorship at Historically Black Colleges and Universities (HBCUs) provides emerging research on the importance of recruiting, retaining, and promoting faculty within HBCUs. However, there are benefits of mentorship including professional development, peer mentoring, and psychosocial support. For instance, through their mentors, junior faculty can better become acquainted with the unique needs and strengths of the student body and be introduced to faculty and student resources and protocols. Therefore, this article will present some of the benefits of mentorship as well as the specific issues and aspects of mentorship in HBCUs.
Historically Black Colleges and Universities
Who is Represented? A Content Analysis of Characters in Award-Winning and Acclaimed Literature for Elementary and Middle School Students
Equity and inclusion in education are global priorities, and teachers play a vital role in promoting these values through diverse children's literature. Many U.S. classrooms feature extensive collections of inclusive books that foster cultural awareness and provide tools to address discrimination. This study supports global audiences in understanding how U.S. children’s literature reflects educational values by analyzing character representation in award-winning and acclaimed titles for PreK–8 students. A database of 4,244 titles from 23 awards and recommended lists was compiled, with 86 titles selected for descriptive content analysis. The study examined main characters’ representation across race/ethnicity, gender, socioeconomic status, disability, religion, and sexual orientation. Findings reveal a lack of representation that reflects contemporary U.S. children. While gender representation is balanced, non-binary characters are absent. White characters dominate, and other groups—particularly in terms of religion and disability—remain underrepresented. These patterns echo previous research and highlight the need for more inclusive literature. The paper argues that educators must intentionally select diverse books to promote equity, inclusion, and empathy, ensuring all children see themselves in the stories they read. It also emphasizes the global significance of U.S. children’s literature in reflecting cultural values and advancing representation.
Adaptation of Climate Change Stages of Change Questionnaire into Turkish: A Study of Reliability and Validity
There is growing interest in climate change education, however there are very limited tools in elementary and secondary level to measure students’ understanding. Departing from this need, this study aimed to adapt the Climate Change Stages of Change Questionnaire into Turkish and examine its validity and reliability. The adaptation process stated with the International Test Commission guidelines and involved expert consultation, forward-backward translation, and pilot testing. The latter phase included large scale data collection and the questionnaire was distributed to randomly selected middle school students in three different Turkish cities. 493 sixth- and seventh-grade students participated in the large-scale data collection. Confirmatory Factor Analysis supported the original five-factor structure, yielding acceptable fit indices (e.g., RMSEA = 0.075; CFI = 0.915). Internal consistency reliability ranged from acceptable to high across most subscales, although the two-item contemplation subscale showed a lower alpha value. Results indicate that the Turkish version of the CCSOCQ is a valid and reliable tool for assessing students’ behavioral change stages regarding climate action. The scale can serve as a valuable resource in designing targeted climate education interventions and evaluating their impact on students’ progression toward sustainable behaviors.
University Teachers’ Perspectives on Using Artificial Intelligence in Teaching and its Related Aspects
This study explores interconnections between university teachers’ self-efficacy beliefs, intrinsic motivation, behavioural commitment, and teachers’ views on the ethics of AI and the possibilities of using AI in teaching. Furthermore, the aim is to investigate how teachers’ teaching experience and their participation in AI training relate to these aspects. The data consist of teachers’ (n=92) survey responses and open-ended answers. Data analyses included both quantitative and qualitative methods. The quantitative data were analysed with correlations, t-test, and ANOVA, while content analysis was used to analyse the qualitative data. The results indicated that teachers emphasized the importance of ethical perspectives on AI. A positive connection was found between university teachers’ self-efficacy for using AI in teaching, intrinsic motivation, and behavioural commitment. Teachers with AI training reported higher self-efficacy for using AI in teaching, and they had significantly higher levels of intrinsic motivation and behavioural commitment than teachers without AI training. Moreover, they highlighted more possibilities for using AI in planning their teaching and supporting student learning than teachers without AI training. This study enhances understanding of how university teachers’ self-efficacy, intrinsic motivation, and behavioural commitment to using AI in teaching are interrelated, highlighting the potential moderating role of AI training participation.
Improvement Capacity in High-Poverty Rural Schools
This study examines the capacity for improvement in high-poverty Mississippi schools by comparing internal coherence (IC) levels in Mississippi high-needs improving (MHN-I) and Mississippi high-needs struggling (MHN-S) schools. Despite decades of research identifying best practices in leadership and instruction, the state ranks among the lowest in national student achievement metrics. This research builds on the Internal Coherence Framework, which emphasizes the role of leadership, collaborative instructional practices, and organizational structures in fostering sustainable school improvement. The study utilized a quantitative approach, analyzing IC survey results from 19 schools through statistical tests, including t-tests and correlation measures. Findings indicate that MHN-I schools exhibit significantly higher IC levels than MHN-S schools, underscoring the importance of leadership that promotes shared instructional goals and professional collaboration. The results provide insights for policymakers, educators, and researchers interested in leveraging IC strategies to enhance educational outcomes in underperforming schools. Future research should explore the longitudinal impact of IC interventions and the role of external supports in sustaining coherence-driven school improvement.
Positive Exploring on Online Teaching Learning
Online education is considered a type of education in which students and faculty members use their own devices to access the internet instead of presenting physically in the institution. The present study aimed to explore positive exploration of online teaching-learning at the postgraduate level at the University of Dhaka. Under a qualitative research design, a total of 27 students and 4 faculty members were selected by convenience sampling. Semi-structured interviews for 6 students and 4 faculty members and a focus group discussion were organized for the other 21 students in three sessions. Data was analyzed using the thematic data analysis method. Treating these difficulties rigorously, this study recommended that strong network coverage, cost-efficient data packages, proper planning, incentives for faculty members, and enhancement of their skills will create a positive field of education and blended learning as an alternative to conventional teaching and learning, resulting in great outcomes in all areas. However, the study identified multiple prospective solutions, such as developing a comprehensive strategy for digital infrastructure, increasing financing for digital literacy training, and establishing partnerships between international, corporate, and governmental organizations to promote e-learning.
Interest Matters: A Motivational Variable in Translation - Survey on the Interest Area
Translation has been considered a readily accessible tool that can be utilized to build national image, possibly ensure intercultural communication and the exchange of knowledge between any two given countries that differ in culture and belong to different language groups. Deliberating on the question of what to translate? Who to translate for? And what topic will interest a particular target population in space and time, this article through a survey, investigated the interest areas of foreigners, particularly Ghanaians about knowing China, to initiate a purposeful translation activity base on the topmost interest area of the target population. The results of the findings indicated that Ghanaians are interested in a translated material on China’s trade policy and E-commerce, an outcome that runs contrary to the presumption of the author that Ghanaians would be interested in Chinese culture and Chinese medicine. This study has also through empirical evidence, demonstrated and proposed the need for the consideration of the “concept of interest” of both the audience and the translator involved in translation action especially for those involved in domain-specific translations. This study creates awareness and calls for the consideration of the concept of interest in translation. It also contributes new knowledge to the existing literature in the field of translation and applied linguistics.
Fostering Interdisciplinary Learning Activity for Gifted Students
The study focuses on the importance of interdisciplinary learning experiences for exploring diverse subjects. Qualitatively conducted with 9 gifted high school students at a Science and Arts Center in Türkiye, the research involved collaboration among teachers in science, information technologies, and English, guided by a gifted education specialist. The interdisciplinary activity spanned 16 class hours, integrating Molecular Biology and Genetics with English, cinema, and information technologies. The students undertook a DNA comparison and gel electrophoresis experiment, followed by vocabulary activities, English improvisation, and a short film creation. Feedback from students was positive, and expert evaluations noted a high level of creativity in both the short film (average score 4/5) and the poster (average score 3.75/5). The study underscores the success of the tailored interdisciplinary approach for gifted students, offering valuable insights for future research and guidance for teachers in the gifted education domain.
An Analysis of Situational Challenges and Opportunities in Educational Knowledge System
This study examines Thailand’s educational knowledge system, analyzing its structural characteristics, challenges, and opportunities for development. Using a mixed-methods approach, the research combined survey data from 195 faculty members, in-depth interviews with 30 experts, and analysis of institutional research outputs from 2016-2021. The findings reveal significant patterns in knowledge production, including a 5.2% annual growth in research outputs but with notable imbalances - thesis production dominates at 77.1%, while international publications remain limited at 12.3% of total output. Analysis identified key structural challenges: centralized research funding (reported by 80.0% of respondents), limited research support infrastructure (only 32.4% of institutions maintain dedicated research offices), and high teaching workloads (x̄=4.45). However, emerging opportunities include increasing domestic research collaboration (45.3%) and growing digital research adoption (68.4%). The study contributes to understanding educational knowledge systems in developing contexts, offering evidence-based recommendations for system enhancement through decentralization, capacity building, and infrastructure development. These findings provide a foundation for policy reforms aimed at strengthening Thailand’s educational research ecosystem while addressing both immediate challenges and long-term development needs. The research highlights the importance of balanced development approaches that consider both local contexts and global research standards.
Enhancing Pre-service Science Teachers' Views on the Nature of Science through QR Code Activities
The aim of this study is to enhance pre-service science teachers' understanding of astronomy topics, such as the Kuiper Belt, dwarf planets, and Pluto's reclassification as a non-planet, and to develop their views on the nature of science through activities utilizing QR code technology. Additionally, the study aims to encourage pre-service teachers to design similar activities and incorporate various aspects of the nature of science, such as variability, imagination and creativity, subjectivity, observation, and inference, into these activities. Designed as a qualitative research, the study used pre- and post-implementation interviews, reflective evaluations, and QR code activities developed by the pre-service teachers as data collection tools. The data were analyzed using descriptive analysis. The findings indicate that QR codes helped improve the participants' conceptual understanding and successfully integrated aspects of the nature of science into their activities. Furthermore, the pre-service teachers found the QR code activities to be interactive and useful. However, concerns were raised about using this technology in their professional lives due to the lack of technological infrastructure in schools. This highlights the importance of supporting technology integration in teacher education programs.
Digital-Based Learning Media Innovation: Improving Motivation and Science Learning Outcomes
This study aims to explore the effectiveness of digital-based learning media innovation in improving students' motivation and learning outcomes in Natural and Social Sciences (IPAS) subjects at elementary school level. The research approach used is qualitative with a case study method on fifth grade students at an elementary school in Indonesia. Data were obtained through observation, in-depth interviews, and analysis of relevant documents. The results of the study indicate that the use of digital-based learning media, such as interactive applications and learning videos, can increase students' enthusiasm in the learning process. Students show higher motivation, characterized by active involvement and positive responses during learning. In addition, student learning outcomes also increase, both in terms of understanding concepts and the ability to apply the material. Supporting factors for the success of digital media implementation include technology accessibility, teacher training, and the suitability of the material to the curriculum. This study concludes that digital-based learning media innovation not only facilitates more interesting learning but also contributes significantly to increasing student motivation and learning outcomes. This study recommends further development of child-friendly digital media designs and improving technology infrastructure in elementary schools.