International Journal on Social and Education Sciences
type: channel
description: 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 IJonSES welcomes original and unpublished research papers in the fields of education and social sciences.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 All manuscripts submitted to IJonSES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. Due to the significant time and effort invested by editors and reviewers, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or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 i…
publisher: International Journal on Social and Education Sciences (IJonSES)
language: en
publication name: International Journal on Social and Education Sciences
issn: 2688-7061
copyright: 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.
items: Social Work Educators' Use of Information Technology in Social Work Education
items: Dialogic Discourse in Primary School Classrooms: A Deductive Analysis of Teacher Talk
items: AI in the Hands of Students: How Undergraduate Use and Perceive Generative Tools
items: The Impact of Gamification on Motivation in Teacher Education: A Meta-Analysis
items: Artificial Intelligence for Supporting College Students with Attention-Deficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives
items: Alternative Learning System (ALS) as a Tool for Social Reintegration: Former Inmate Learners’ Perspective
items: Academic Preferences and Performance of Post-Secondary Autism Spectrum Disorder Students: A Comparative Analysis
items: Evaluating How Personalized AI Agents Influence Decision-Making, Self-Presentation, and Digital Identity Management: A Literature Review
items: Building Organizational Culture: The Role of Supportive Leadership of School Principals
items: Research on the Role Transformation of Teachers in the AI Era
items: A Study on Web Accessibility in Public and Foundation Universities in Turkiye
items: The Mentorship from Senior Faculty to Junior Faculty at Historically Black Colleges and Universities
items: Who is Represented? A Content Analysis of Characters in Award-Winning and Acclaimed Literature for Elementary and Middle School Students
items: Adaptation of Climate Change Stages of Change Questionnaire into Turkish: A Study of Reliability and Validity
items: University Teachers’ Perspectives on Using Artificial Intelligence in Teaching and its Related Aspects
items: Improvement Capacity in High-Poverty Rural Schools
items: Positive Exploring on Online Teaching Learning
items: Interest Matters: A Motivational Variable in Translation - Survey on the Interest Area
items: Fostering Interdisciplinary Learning Activity for Gifted Students
items: An Analysis of Situational Challenges and Opportunities in Educational Knowledge System
items: Enhancing Pre-service Science Teachers' Views on the Nature of Science through QR Code Activities
items: Digital-Based Learning Media Innovation: Improving Motivation and Science Learning Outcomes
items: Analysis of Attitudes of Undergraduate Art Students Toward Painting Workshop Lessons
items: Investigation of the Academic Career Awareness of Teacher Candidates
items: Motivation and Learning Strategies of University Students in a Self-Paced Developmental Course
items: Designing and Developing Learning Management Processes to Promote Self-Directed Knowledge Construction
items: In Their Words: Assessing Undergraduate Intellectual Curiosity Across Home, Classroom, and Digital Landscapes
items: An Ecological Examination of Elderly American Racial/Ethnic Disparities in Time Allocation
items: Challenges and Experiences in Teaching Multilingual Learners in Social Studies Classrooms
items: The Relationship between Critical Thinking Standards and Critical Thinking Attitudes of Teacher Candidates

Social Work Educators' Use of Information Technology in Social Work Education
type: item
description: 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.
subject: Articles
  topic: section
subject: 21st century
  topic: keywords
subject: Information technology
  topic: keywords
subject: Technology in education
  topic: keywords
subject: Social work education
  topic: keywords
creator: Mehmet Can Aktan
rights: Copyright (c) 2026 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 75
ending page: 96
doi: 10.46328/ijonses.6167

Dialogic Discourse in Primary School Classrooms: A Deductive Analysis of Teacher Talk
type: item
description: 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.
subject: Articles
  topic: section
subject: Primary school
  topic: keywords
subject: Authoritative discourse
  topic: keywords
subject: Dialogic discourse
  topic: keywords
subject: Case study
  topic: keywords
creator: Yilmaz Saglam
creator: Esra Sarac Yildirim
creator: Irem Sultan Erdogan
rights: Copyright (c) 2026 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 41
ending page: 55
doi: 10.46328/ijonses.6164

AI in the Hands of Students: How Undergraduate Use and Perceive Generative Tools
type: item
description: 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.
subject: Articles
  topic: section
subject: generative artificial intelligence
  topic: keywords
subject: AI literacy
  topic: keywords
subject: student use of technology
  topic: keywords
subject: higher education
  topic: keywords
subject: ethical use
  topic: keywords
subject: academic integrity
  topic: keywords
subject: STEM education
  topic: keywords
creator: Smita Jadhav
rights: Copyright (c) 2026 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 115
ending page: 128
doi: 10.46328/ijonses.5987

The Impact of Gamification on Motivation in Teacher Education: A Meta-Analysis
type: item
description: 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.
subject: Articles
  topic: section
subject: Gamification
  topic: keywords
subject: Teacher education
  topic: keywords
subject: Motivation
  topic: keywords
subject: Meta-analysis
  topic: keywords
creator: Turan Konuk
creator: Mustafa Fidan
rights: Copyright (c) 2026 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 18
ending page: 30
doi: 10.46328/ijonses.5980

Artificial Intelligence for Supporting College Students with Attention-Deficit/Hyperactivity Disorder: Cognitive, Emotional, and Ethical Perspectives
type: item
description: 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.
subject: Articles
  topic: section
subject: Artificial intelligence
  topic: keywords
subject: Attention-Deficit/Hyperactivity Disorder (ADHD)
  topic: keywords
subject: Higher education
  topic: keywords
subject: Cognitive assistance
  topic: keywords
subject: Emotional regulation
  topic: keywords
subject: AI-driven interventions
  topic: keywords
subject: Disclosure and data privacy
  topic: keywords
creator: Promethi Das Deep
creator: Nitu Ghosh
creator: Adam P. Natoli
rights: Copyright (c) 2026 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 1
ending page: 17
doi: 10.46328/ijonses.5915

Alternative Learning System (ALS) as a Tool for Social Reintegration: Former Inmate Learners’ Perspective
type: item
description: 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.
subject: Articles
  topic: section
subject: Alternative Learning System
  topic: keywords
subject: Social Reintegration
  topic: keywords
subject: Former Inmates
  topic: keywords
subject: BJMP
  topic: keywords
subject: Post-release Support
  topic: keywords
creator: Rogelio C. Sala
creator: Mark Alden Arcenal
creator: Roullette P. Cordevilla
creator: Himeji-ken V. Dela Peña
rights: Copyright (c) 2026 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 31
ending page: 40
doi: 10.46328/ijonses.5868

Academic Preferences and Performance of Post-Secondary Autism Spectrum Disorder Students: A Comparative Analysis
type: item
description: 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.
subject: Articles
  topic: section
subject: Autism Spectrum Disorder (ASD)
  topic: keywords
subject: Post-secondary education
  topic: keywords
subject: Academic performance
  topic: keywords
subject: Academic preference
  topic: keywords
subject: Retention
  topic: keywords
subject: Supportive accommodations
  topic: keywords
creator: Dax-Andrew Parcells
creator: Hersh Chaitin
creator: Jesse Bell
creator: Richard Hunter
creator: Ornella Barile
creator: Javad Hashemi
rights: Copyright (c) 2026 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 97
ending page: 114
doi: 10.46328/ijonses.5822

Evaluating How Personalized AI Agents Influence Decision-Making, Self-Presentation, and Digital Identity Management: A Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Personalized AI agents
  topic: keywords
subject: Recommender system
  topic: keywords
subject: Decision making
  topic: keywords
subject: Digital identity
  topic: keywords
subject: Algorithmic self
  topic: keywords
subject: Extended self
  topic: keywords
subject: Identity ownership
  topic: keywords
subject: Autonomy
  topic: keywords
subject: Nudging
  topic: keywords
creator: Oluwatoyosi Ogunsola
rights: Copyright (c) 2026 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-01-01
publication date: 2026-01-01
starting page: 56
ending page: 74
doi: 10.46328/ijonses.5800

Building Organizational Culture: The Role of Supportive Leadership of School Principals
type: item
description: 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.
subject: Articles
  topic: section
subject: Supportive leadership
  topic: keywords
subject: Organizational culture
  topic: keywords
subject: Principal
  topic: keywords
subject: Papua
  topic: keywords
creator: Akhmad Irfan
creator: Cepi Safruddin Abd Jabar
creator: Arif Budiman Al Fariz
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 360
ending page: 375
doi: 10.46328/ijonses.5791

Research on the Role Transformation of Teachers in the AI Era
type: item
description: 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".
subject: Articles
  topic: section
subject: AI intelligent era
  topic: keywords
subject: Intelligent education literacy
  topic: keywords
subject: Teacher role
  topic: keywords
subject: Reform of art history
  topic: keywords
subject: Curriculum
  topic: keywords
creator: Hai Tao Du
creator: Xi Wang
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 346
ending page: 359
doi: 10.46328/ijonses.5774

A Study on Web Accessibility in Public and Foundation Universities in Turkiye
type: item
description: 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 WCA…
subject: Articles
  topic: section
subject: New Media
  topic: keywords
subject: Web Design
  topic: keywords
subject: Internet
  topic: keywords
subject: Gestalt Principles
  topic: keywords
creator: Nurettin Guz
creator: Israfil Yucel
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 307
ending page: 320
doi: 10.46328/ijonses.5555

The Mentorship from Senior Faculty to Junior Faculty at Historically Black Colleges and Universities
type: item
description: 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.
subject: Articles
  topic: section
subject: Mentorship
  topic: keywords
subject: Junior faculty
  topic: keywords
subject: Senior faculty
  topic: keywords
subject: Historically Black Colleges and Universities
  topic: keywords
creator: Beverly Edwards
creator: Queinton Nichols
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 321
ending page: 330
doi: 10.46328/ijonses.5407

Who is Represented? A Content Analysis of Characters in Award-Winning and Acclaimed Literature for Elementary and Middle School Students
type: item
description: 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.
subject: Articles
  topic: section
subject: Children's literature
  topic: keywords
subject: United States
  topic: keywords
subject: Diversity
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Global audiences
  topic: keywords
subject: Content Analysis
  topic: keywords
creator: Sunah Chung
creator: Kathleen A. Paciga
creator: Melanie D. Koss
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 292
ending page: 306
doi: 10.46328/ijonses.5405

Adaptation of Climate Change Stages of Change Questionnaire into Turkish: A Study of Reliability and Validity
type: item
description: 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.
subject: Articles
  topic: section
subject: Climate Change
  topic: keywords
subject: Stages of Change
  topic: keywords
subject: Questionnaire
  topic: keywords
subject: Adaptation
  topic: keywords
creator: Zeynep Dertli
creator: Behiye Akcay
creator: Ibrahim Delen
creator: Nisa Nur Karabacak
creator: Hakan Akcay
creator: Bahadir Yildiz
creator: Bora Senceylan
creator: Gokhan Ince
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-10-01
publication date: 2025-10-01
starting page: 331
ending page: 345
doi: 10.46328/ijonses.5267

University Teachers’ Perspectives on Using Artificial Intelligence in Teaching and its Related Aspects
type: item
description: 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.
subject: Articles
  topic: section
subject: AI in teaching
  topic: keywords
subject: Self-efficacy
  topic: keywords
subject: Intrinsic motivation
  topic: keywords
subject: AI ethics
  topic: keywords
subject: Higher education
  topic: keywords
creator: Sirkku Anneli Lähdesmäki
creator: Sanna Väisänen
creator: Heidi Hyytinen
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-25
publication date: 2025-06-25
starting page: 290
ending page: 309
doi: 10.46328/ijonses.765

Improvement Capacity in High-Poverty Rural Schools
type: item
description: 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.
subject: Articles
  topic: section
subject: Rural Schools
  topic: keywords
subject: School Improvement
  topic: keywords
subject: School Leadership
  topic: keywords
creator: Paula W. Tharp
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-25
publication date: 2025-06-25
starting page: 275
ending page: 289
doi: 10.46328/ijonses.755

Positive Exploring on Online Teaching Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Post graduate level
  topic: keywords
subject: Teaching learning
  topic: keywords
subject: Remote learning
  topic: keywords
subject: Distance education
  topic: keywords
subject: Online teaching-learning
  topic: keywords
creator: Mahmud Hasan
creator: Muhammad Ferdaus
creator: Abu Raihan
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-25
publication date: 2025-06-25
starting page: 260
ending page: 274
doi: 10.46328/ijonses.752

Interest Matters: A Motivational Variable in Translation - Survey on the Interest Area
type: item
description: 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.
subject: Articles
  topic: section
subject: Interest area
  topic: keywords
subject: Translation
  topic: keywords
subject: Translated material
  topic: keywords
subject: China
  topic: keywords
subject: Concept of interest
  topic: keywords
creator: Kate Benedicta Amenador
creator: Bright Nkrumah
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-18
publication date: 2025-06-18
starting page: 222
ending page: 239
doi: 10.46328/ijonses.751

Fostering Interdisciplinary Learning Activity for Gifted Students
type: item
description: 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.
subject: Articles
  topic: section
subject: Interdisciplinarity
  topic: keywords
subject: Gifted students
  topic: keywords
subject: Design and evaluation
  topic: keywords
subject: Creativity
  topic: keywords
subject: Education
  topic: disciplines
subject: Special education
  topic: disciplines
subject: Gifted education
  topic: disciplines
creator: Derya Akpinar
creator: Leyla Ayverdi
creator: Yunus Emre Avcu
creator: Esra Kanlı
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-06-25
publication date: 2025-06-25
starting page: 240
ending page: 259
doi: 10.46328/ijonses.720

An Analysis of Situational Challenges and Opportunities in Educational Knowledge System
type: item
description: 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.
subject: Articles
  topic: section
subject: Educational research
  topic: keywords
subject: Knowledge systems
  topic: keywords
subject: Research management
  topic: keywords
subject: Capacity building
  topic: keywords
subject: Thailand education
  topic: keywords
subject: Education
  topic: disciplines
subject: Foundations of Education
  topic: disciplines
subject: Development Education
  topic: disciplines
creator: Omsin Jatuporn
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-28
publication date: 2025-03-28
starting page: 114
ending page: 134
doi: 10.46328/ijonses.736

Enhancing Pre-service Science Teachers' Views on the Nature of Science through QR Code Activities
type: item
description: 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.
subject: Articles
  topic: section
subject: QR code technology
  topic: keywords
subject: Nature of science (NOS)
  topic: keywords
subject: Astronomy
  topic: keywords
subject: Science and technology
  topic: keywords
subject: Science education
  topic: keywords
subject: Science Education
  topic: disciplines
creator: Banu Avsar Erumit
creator: Zeliha Yerlikaya
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-04-30
publication date: 2025-04-30
starting page: 135
ending page: 156
doi: 10.46328/ijonses.729

Digital-Based Learning Media Innovation: Improving Motivation and Science Learning Outcomes
type: item
description: 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.
subject: Articles
  topic: section
subject: Media Digital Learning
  topic: keywords
subject: Motivation
  topic: keywords
subject: Learning Outcomes
  topic: keywords
subject: IPAS
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Education
  topic: disciplines
creator: Aan Nurhasanah
creator: Eko Handoyo
creator: Arif Widiyatmoko
creator: Rusdarti Rusdarti
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-04-08
publication date: 2025-04-08
starting page: 185
ending page: 194
doi: 10.46328/ijonses.723

Analysis of Attitudes of Undergraduate Art Students Toward Painting Workshop Lessons
type: item
description: Art education has a very important place in the general education system. Given the history of education of civilized nations, the importance of art education is obvious. For this reason, we have to develop our art education by put it in the center of our education system. Students are given art drawing and painting basic art workshop lessons in many art faculties that maintain art education at undergraduate level. These lessons are different from each other regard to quality and quantity. There are also differences in students’ painting workshop lessons according to their secondary education fields and types they graduated. In this study, it’s been researched the attitudes of undergraduate art education students toward the art drawing lesson at first level and the painting workshop lessons at the second, third and fourth levels are analyzed according to their high school graduation fields. In the clarity of findings, some recommendations were made and it’s been tried to make contributions to art education by them.
subject: Articles
  topic: section
subject: Art education context
  topic: keywords
subject: Art
  topic: keywords
subject: Attitude
  topic: keywords
creator: Mustafa Lütfi Ciddi
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-04-18
publication date: 2025-04-18
starting page: 195
ending page: 204
doi: 10.46328/ijonses.764

Investigation of the Academic Career Awareness of Teacher Candidates
type: item
description: The aim of this study is to examine the academic career awareness of prospective Turkish and Turkish language and literature teachers. It is important in terms of contributing to the field due to the limited studies conducted at the undergraduate level to examine the academic career awareness of prospective Turkish and Turkish language and literature teachers. Relational survey model, one of the quantitative research methods, was used in the study. In the 2022-2023 academic year, Atatürk University Faculty of Education Turkish and Turkish language and literature teacher candidates who continue to teach Turkish and Turkish language and literature at the 1st grade level 131; at the 2nd grade level 85; at the 3rd grade level 133 and at the 4th grade level 87 in total 436 teacher candidates were voluntarily included in the study group using the convenience sampling method. personal information form and academic career awareness scale developed by the researcher himself were used as data collection tools in the research. In the study, it was determined that there were significant differences between the mean scores of the participants according to their gender and grade levels. On the other hand, it was determined that there was no significant difference between the career awareness levels of the participants according to the types of high schools they graduated from and their economic income levels according to the mean scores they obtained from the career awareness scale.
subject: Articles
  topic: section
subject: Prospective teachers
  topic: keywords
subject: Academic career
  topic: keywords
subject: Career awareness
  topic: keywords
creator: Ayhan Bulut
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-24
publication date: 2025-03-24
starting page: 173
ending page: 184
doi: 10.46328/ijonses.758

Motivation and Learning Strategies of University Students in a Self-Paced Developmental Course
type: item
description: This study used the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies of students in a self-paced developmental mathematics class. A total of 194 undergraduate students participated in this study. Descriptive statistics, correlation coefficients, and regression analysis were conducted to assess students’ motivation and their use of various learning strategies. The correlation analysis revealed that most MSLQ scale scores were significantly correlated with one another and with the overall MSLQ. Specifically, motivation—particularly task value and test anxiety—was a significant predictor of learning strategies. The mean scores for the MSLQ scales ranged from moderate to high.
subject: Articles
  topic: section
subject: MSLQ
  topic: keywords
subject: motivation
  topic: keywords
subject: developmental mathematics
  topic: keywords
subject: learning strategies
  topic: keywords
creator: Haitham Alkhateeb
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-30
publication date: 2025-03-30
starting page: 205
ending page: 221
doi: 10.46328/ijonses.750

Designing and Developing Learning Management Processes to Promote Self-Directed Knowledge Construction
type: item
description: This study aims to: 1) Examine the experiences and needs essential for fostering self-directed knowledge construction among science teachers and lower secondary students; and 2) Develop a learning management process to enhance self-directed knowledge construction for lower secondary students. Targeting 35 students from a school in Kalasin province during the first semester of 2023, the research employs interviews, response assessments, and practical exercises. Following Richey & Klein’s design-based research methodology, the project consists of two primary phases. The initial design phase analyzes user experiences and relevant research to construct a learning management framework. The subsequent development phase involves expert review to refine and ensure the framework's effectiveness. Expert evaluations have tailored the learning management process to the specific context of lower secondary education, promoting student engagement and knowledge creation through practical, real-world applications. Findings highlight the efficacy of constructivist approaches in learning management, demonstrating their ability to meet the evolving needs of students and educators by enabling independent knowledge generation. This study provides a robust framework for developing effective, self-directed learning environments, contributing significantly to the field of educational design.
subject: Articles
  topic: section
subject: Learning management processes
  topic: keywords
subject: Lower secondary school
  topic: keywords
subject: Developmental research
  topic: keywords
subject: Self-directed knowledge construction
  topic: keywords
creator: Thaksaranyaporn Sittiya
creator: Chulida Hemtasin
creator: Wisarut Payoungkiattikun
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-03-28
publication date: 2025-03-28
starting page: 157
ending page: 172
doi: 10.46328/ijonses.747

In Their Words: Assessing Undergraduate Intellectual Curiosity Across Home, Classroom, and Digital Landscapes
type: item
description: This study explored intellectual curiosity among undergraduate students, focusing on the interplay of home, school, and digital environments, particularly in the post-pandemic educational context. Employing a sequential exploratory mixed-method design, data were collected from undergraduates at a southeastern U.S. university through surveys, interviews, and reflective journals. The research examined how cultural backgrounds, family dynamics, personal relationships, and digital tools influenced students' learning engagement and intellectual curiosity. Findings revealed that supportive professors, experiential learning opportunities, and the integration of digital technologies play pivotal roles in fostering intellectual curiosity. Students expressed a strong desire to explore new ideas, yet many identified rigid academic structures and outdated teaching methods as barriers to engagement. Family and peer relationships further shaped students' academic motivation, with digital tools such as YouTube, TikTok, and Google serving as significant resources for informal learning. The quantitative analysis highlighted that meaningful professor-student interactions and effective technology integration significantly predicted student engagement. The study underscores the importance of creating culturally responsive, flexible, and interactive learning environments that connect personal, academic, and digital space. The study emphasizes the value of integrating digital tools, cultivating professor-student relationships, and designing innovative teaching strategies to enhance intellectual curiosity. These insights highlight actionable ways educators can create personalized and engaging academic experiences in an increasingly interconnected educational landscape.
subject: Articles
  topic: section
subject: intellectual curiosity
  topic: keywords
subject: undergraduate learning
  topic: keywords
subject: digital environments
  topic: keywords
subject: professor-student relationships
  topic: keywords
subject: post-pandemic education
  topic: keywords
subject: Education
  topic: disciplines
creator: Charlene Desir
creator: Georgina Arguëllo
creator: Rachel Panton
creator: Amenia Farraj
creator: Jalynn Sylvain
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 1
ending page: 24
doi: 10.46328/ijonses.732

An Ecological Examination of Elderly American Racial/Ethnic Disparities in Time Allocation
type: item
description: Time allocation studies date back to the late 19th and early twentieth century (Bauman et al., 2019), but the role of race and ethnicity in shaping daily time use among elderly Americans remains underexplored (Bartel et al., 2019). Recent research has addressed related topics on timeuse that included health and well-being (Zick et al., 2019), disability and sleeping time (Shandra et al., 2014), and social interactions (Ferranna et al., 2022). This paper aimed to investigate racial and ethnic disparities in time allocation among elderly Americans using an ecological framework. The current research examined how racial/ethnic backgrounds influenced American timeuse in later life. Bronfenbrenner’s ecological model (1974, 1968, 1989) offered a framework for this study, focusing on three levels of systems: the ontogenic system (demographic characteristics), the microsystem (immediate environment), and the exosystem (indirect influences like social networks and community context). The macrosystem, which reflected broader cultural and societal structures, was excluded but could inform future research. Understanding these factors may help policymakers promote racial and ethnic equity, improving active engagement in the daily lives of elderly Americans (Fetter & Lockwood, 2018).
subject: Articles
  topic: section
subject: Social activity engagement
  topic: keywords
subject: Racial/Ethnic disparities
  topic: keywords
subject: Ecological systems
  topic: keywords
subject: Elderly Americans
  topic: keywords
subject: Economics
  topic: disciplines
subject: Finance
  topic: disciplines
subject: Social Economics
  topic: disciplines
subject: Aging Studies
  topic: disciplines
creator: Ruifang Hope Sun
creator: Renata Kochut
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 82
ending page: 94
doi: 10.46328/ijonses.726

Challenges and Experiences in Teaching Multilingual Learners in Social Studies Classrooms
type: item
description: This study examines the challenges and experiences faced by educators and school leaders in supporting Multilingual Learners (MLs) in North Carolina’s social studies classrooms. Utilizing a narrative inquiry approach, the research explores the perspectives of 21 ESL teachers and public school administrators through interviews and open-ended questions. Key findings reveal that cultural and language barriers are the most significant obstacles to providing effective instruction for MLs. These challenges are often exacerbated by cultural biases and stereotypes, affecting both educators and students. The study emphasizes the need for targeted professional development programs to equip educators with research-based instructional strategies that address the unique needs of MLs in social studies education.
subject: Articles
  topic: section
subject: ESL Teachers
  topic: keywords
subject: School Leaders
  topic: keywords
subject: Curriculum Specialists
  topic: keywords
subject: Educational Directors
  topic: keywords
subject: Social Studies Teachers
  topic: keywords
subject: ESL
  topic: keywords
subject: Multilingual Learners
  topic: keywords
subject: Education
  topic: disciplines
subject: Social Sciences
  topic: disciplines
subject: English as a Second Language
  topic: disciplines
creator: Matthew John Wynne
creator: Ji Young Kim
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 58
ending page: 71
doi: 10.46328/ijonses.718

The Relationship between Critical Thinking Standards and Critical Thinking Attitudes of Teacher Candidates
type: item
description: The purpose of the research is to determine the direction and level of the relationship between the attitudes of teacher candidates towards critical thinking and their critical thinking standards and the degree to which the attitudes of teacher candidates towards critical thinking predict their critical thinking standards. The research model is a correlation survey model, one of the quantitative research models. The study group consists of teacher candidates studying at the faculty of education of a state university in Turkey in the 2023-2024 academic year. When the research findings are examined, it is seen that the attitude scores of the teacher candidates towards critical thinking and the critical thinking standards scores of the teacher candidates correspond to the “very high” level. According to another finding of the research, there is a moderately significant relationship between the level of teacher candidates’ attitudes towards critical thinking and critical thinking standards. Also, it was seen that the attitudes of teacher candidates towards critical thinking significantly predicted critical thinking standards. It can be stated that 45% of the total variance regarding the critical thinking standards of teacher candidates is explained by their attitudes towards critical thinking.
subject: Articles
  topic: section
subject: Critical thinking
  topic: keywords
subject: 21st century skills
  topic: keywords
subject: Teacher candidates
  topic: keywords
subject: Teacher education
  topic: keywords
subject: Education
  topic: disciplines
subject: Teacher Education
  topic: disciplines
creator: Gülçin Zeybek
rights: Copyright (c) 2025 International Journal on Social and Education Sciences https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-01-01
publication date: 2025-01-01
starting page: 36
ending page: 57
doi: 10.46328/ijonses.711