Journal of Curriculum Studies Research

Curriculum as Compliance, Not Competence: Epistemic Fragmentation in Indonesia’s Underserved Schools

Farihen Farihen — 2026-07-05

This study examines how curriculum implementation in Indonesia’s underserved frontier, outermost, and disadvantaged (3T) schools is shaped more by compliance with centralized mandates than by the development of pedagogical competence. Drawing on curriculum studies and epistemic justice perspectives, this condition is conceptualized as epistemic fragmentation, in which teachers are positioned as procedural implementers rather than as epistemic agents. Using a qualitative research design, the study draws on semi-structured interviews with national-level education experts and senior teachers working in 3T regions. Data were analyzed using thematic coding, supported by NVivo, to examine the epistemic, affective, and instructional dimensions of curriculum enactment. The findings show that rigid curricular standardization, assessment-driven accountability, and credential-oriented policy logics marginalize local knowledge and contextual pedagogical judgment. Rather than strengthening instructional capacity, curriculum compliance fosters adaptive practices that prioritize administrative compliance over meaningful learning. This condition weakens teacher agency and undermines curriculum coherence in structurally constrained contexts. This article contributes to curriculum studies by highlighting the unintended consequences of compliance-oriented governance and by advancing a context-sensitive understanding of curriculum reform in marginalized education systems.

Metaverse in Education: Prospects and Its Impact on History Teaching - A Systematic Review

Ulfatun Nafiah — 2026-07-05

Research on the metaverse has largely focused on general technological development and its application in education. However, systematic reviews specifically examining the use of the metaverse in history education remain limited. This study aims to examine the directions, strategies, and reported impacts of metaverse development in history education. A systematic literature review was conducted using the framework proposed by Petticrew and Roberts, consisting of seven stages: refining the research question, determining inclusion and exclusion criteria, conducting a literature search, assessing study quality, synthesizing evidence, exploring study heterogeneity and potential sources of bias, and disseminating the findings. The review followed PRISMA guidelines, with literature searches conducted in the Scopus and ScienceDirect databases for studies published between 2019 and 2024. From 119 identified articles, 10 studies met the inclusion, relevance, and quality assessment criteria and were selected for in-depth analysis. The findings indicate that research on the metaverse in history education has employed development, qualitative, quantitative, and mixed-methods approaches. The reviewed studies show that metaverse-based history education has the potential to enhance students’ engagement, motivation, historical understanding, and historical thinking skills through immersive, interactive, and contextual learning environments. The metaverse can support history learning by presenting historical spaces, events, and narratives in ways that encourage inquiry, interpretation, contextualization, and critical reflection. However, the reviewed studies varied in research design, learning context, platform, participants, and outcome variables, making a statistical meta-analysis unsuitable. Therefore, this review provides an exploratory thematic synthesis of current research trends and highlights future directions for the development of metaverse-based history education.

The Effectiveness of an AI-Supported Neurolinguistic Strategy in Developing Functional Vocabulary and Reducing Digital Fatigue Among Non-Native Learners of Arabic

Bahaa Fathy Khalifa — 2026-07-05

When teaching Arabic to speakers of other languages, novice learners face challenges in acquiring practical vocabulary and in dealing with pressures associated with digital learning environments. Therefore, this study aimed to examine the effectiveness of an AI-supported neurolinguistic approach in enhancing functional vocabulary and decreasing digital fatigue among these learners. The research employed a quasi-experimental design involving two groups of learners: an experimental group and a control group, each comprising 30 learners. The strategy incorporated elements of multi-sensory contextual learning, mental activation through auditory and visual stimuli, collaborative communicative tasks, and immediate feedback via ChatGPT integrated into Google Sites. Data were collected and analyzed to compare the performance of both groups across all dimensions of functional vocabulary, including recognition, comprehension, and production, as well as levels of digital fatigue (physical, cognitive, emotional, and social-sensory). The results showed that learners in the experimental group significantly outperformed the control group in all aspects of functional vocabulary while experiencing less digital fatigue. These findings show that integrating neurolinguistic principles with AI-supported interactive learning to develop functional vocabulary and enhance learner motivation within digital contexts. Based on these results, we recommend incorporating AI-supported neurolinguistic strategies into Arabic language teaching for non-native speakers to create more effective and supportive learning environments.

Development of Scientific Competencies in Future Biology Teachers Through Field Practice: The Case of Tian Shan Mountain Ash (Sorbus Tianschanica)

Alem Abdildauly — 2026-07-05

This study investigates how educational field practice can foster research competencies in future biology teachers, using the Tian Shan mountain ash (Sorbus tianschanica Rupr.) as a regionally significant object of inquiry. A quasi-experimental design was implemented during one academic semester (2024–2025) with second-year undergraduates enrolled in the 6B01508 Biology program: a control group (n = 21) and an experimental group (n = 31). Both groups followed the same curriculum, while the experimental group engaged in a research-based instructional approach that integrated field sampling, cytohistological preparation, microscopy, quantitative biometry, and the interpretation of rooting experiments. Plant material consisted of annual shoots collected from maternal plants of different ages in the Zhetysu Alatau; cytohistological analyses were conducted in the Laboratory of Bioresources of the Research Institute of Biotechnology and Ecology at Zhetysu State University named after I. Zhansugurov. Biological results indicated a diffuse-porous wood structure with predominance of uniseriate rays, supporting a moderate rooting potential that increased significantly under growth regulators (ANOVA: p < .001; Kruskal–Wallis: p < .001). Pedagogical assessment employed a three-component model (motivational, cognitive-content, and activity-based) across three measurement stages. At the final assessment, the distribution of research competence levels differed significantly between groups (χ² = 16.16, df = 2, p < .001) with a large effect size (Cramér's V = .56); no students in the experimental group remained at the low competence level. The findings suggest that integrating authentic anatomical and histological research on endemic flora into undergraduate biology teacher education can strengthen students' motivation, conceptual understanding, and independence in scientific inquiry, providing a scalable model for practice-oriented curriculum design.

Enhancing EFL Learners’ Pronunciation: A GenAI-Powered Approach to Weak Forms for Students at Arab Open University

Shaimaa Mohamed Helal — 2026-07-05

Pronunciation is an important aspect in English as a Foreign Language (EFL) learning. However, language learners face difficulties in mastering pronunciation. Language instructors use technology to enhance pronunciation. The advent of Generative artificial intelligence (GenAI) has created several opportunities to improve pronunciation. This study aims to examine the effect of using GenAI on the learning of weak forms among 54 Saudi EFL learners. The study used a quasi-experimental design to achieve its aims. The participants were divided into two groups: the control group and the experimental group. The experimental group used ChatGPT as the primary GenAI tool to practice weak forms pronunciation. The results indicate no significant differences between the control and experimental groups in post-test scores. This finding suggests that while GenAI tools may support learning, their effectiveness in teaching weak forms does not appear to surpass that of traditional methods.

Developing a Stakeholder-Informed Competency-Based Curriculum: A Structural Alignment Model in Teacher Education

Pitsanu Boonsrianan — 2026-07-05

This study aims to develop a program-level structural alignment model by integrating stakeholder analysis, Outcome-Based Education (OBE), and quality assurance mechanisms within the AUN-QA framework to address misalignments among learning outcomes, course structures, and assessment systems. The research uses a higher education music teacher education program as an empirical case to develop and examine the proposed model. A sequential mixed-methods design was adopted, involving data collection from 82 stakeholders and a systematic analysis of existing curriculum documents. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through content analysis. The findings reveal a discernible gap between stakeholders’ competency expectations and the program’s perceived attainment levels, indicating structural misalignment at the program level rather than isolated deficiencies at the course level. Based on these findings, an integrated competency framework was synthesized, and a structural model was developed to translate stakeholder expectations into measurable program learning outcomes, coherent course mapping, and evidence-based assessment practices. The study argues that stakeholder-informed alignment can function as a structural governance mechanism for curriculum design by systematically linking curriculum architecture with quality assurance processes. The findings contribute to program-level curriculum theory by demonstrating how contextual responsiveness and standards-based legitimacy can be integrated within teacher education.

Implicit Transdisciplinary Affordances in Indonesia and Malaysia’s National Curricula: Where Does Art Education Stand?

Dwi Wulandari — 2026-07-14

Transdisciplinary pedagogy has gained increasing attention in curriculum studies as education systems respond to complex social, cultural, ecological, and technological challenges. However, national curricula do not always explicitly name transdisciplinarity, even when they contain structures that may support cross-disciplinary knowledge integration. This qualitative comparative case study examines how transdisciplinary affordances are articulated in Indonesia’s Kurikulum Merdeka and Malaysia’s Kurikulum Kebangsaan, with particular attention to the positioning of art education. Drawing on official curriculum documents, policy frameworks, learning outcome statements, and pedagogical guidelines, the study uses thematic document analysis to identify references to cross-curricular learning, project-based learning (PjBL), knowledge integration, creativity, and the arts. The findings show that neither curriculum explicitly adopts the term “transdisciplinary” ; however, both contain implicit affordances through mechanisms such as Indonesia’s Projek Penguatan Profil Pelajar Pancasila (P5), learning phases, flexible subject choices, and Malaysia’s Elemen Merentas Kurikulum (EMK), Pendekatan Bersepadu, higher-order thinking skills, and thematic integration. The comparison also reveals an important asymmetry. Indonesia positions art education more visibly as a site of interdisciplinary integration, whereas Malaysia distributes integrative expectations more broadly across cross-curricular and competency-based structures. The study argues that art education can serve as a generative epistemic space for transdisciplinary curriculum work, yet it also risks being instrumentalized if its intrinsic artistic, cultural, and critical value is subordinated to broader curriculum agendas.

Fostering Figurative Thinking Through Motivated Vocabulary Instruction: A Case Study in Northern Kazakhstan

Aigul Zhakupova — 2026-07-14

In the contemporary educational setting, foreign language acquisition is increasingly viewed as a driver of cognitive and creative development. An essential component of this process is figurative thinking, that is, the capacity to establish metaphorical and associative links between diverse phenomena. Although theoretical research on lexical motivation and conceptual imagery is extensive, the systematic integration of these frameworks into school-level English Language Teaching (ELT) remains underexplored, particularly within bilingual settings. This study sets out the methodological foundations for fostering figurative thinking and develops an instructional system of exercises designed to strengthen the associative-figurative interpretation of metaphorically motivated lexis among school students. The research used a psycholinguistic experiment and a pedagogical intervention with a pretest-posttest design. The study included bilingual and monolingual students (N = 64). The experimental group (N = 32) completed a six-stage instructional program centered on the "inner form" of English words, while statistical significance was tested using Independent and Paired Samples t-tests, Cohen’s d, and Pearson correlation analysis. Baseline assessments showed a statistically significant advantage for bilinguals in perceiving the inner form of words (p = 0.004, d = 1.49). After the intervention, the experimental group showed a substantial increase across all figurative-thinking indicators, with the largest growth in motivational reflection (Δ = +1.9, p < 0.01, d = 1.60). Correlation analysis revealed a strong positive relationship (r = 0.68, p < 0.01) between awareness of a word's inner form and the creative quality of metalinguistic utterances. The findings support the efficacy of the motivological approach in ELT. The results indicate that systematic work with motivated vocabulary not only expands the lexicon but also reshapes cognitive interpretative strategies, strengthening metalinguistic reflection and cognitive flexibility in bilingual educational contexts.

Transforming Geometric Thinking Through a Flipped Semi-Concrete Model: A Van Hiele and Cognitive Load Theory Perspective in Coastal Elementary Education

Endang Wahyuningrum — 2026-07-14

Geometric learning among coastal elementary students in Indonesia is often constrained by limited access to learning resources and difficulties in visualizing three-dimensional concepts. Grounded in Van Hiele theory and Cognitive Load Theory, this study examined the effectiveness of the Flipped Semi-Concrete Geometry Model (FSC-GM), which integrates flipped learning with locally sourced semi-concrete media from coastal contexts. Using a sequential explanatory mixed-methods design, the study involved 19 fifth-grade students in a coastal elementary school in Cirebon Regency. Quantitative data were analyzed using one-sample t-tests and correlation analysis, followed by qualitative content analysis of student interviews and classroom observations. The results showed that students' geometric thinking scores significantly exceeded the minimum mastery criterion (KKM = 60) following the intervention (t = 3.269, p < 0.05, d = 0.76), indicating a medium-to-large practical effect, while self-efficacy gains were not statistically significant (t = 1.143, p = 0.268) and exhibited a weak correlation with geometric thinking (r = 0.237). Qualitative findings revealed that the use of semi-concrete coastal objects reduced extraneous cognitive load, supported students’ progression across Van Hiele levels, and enabled meaningful connections between geometry and everyday coastal experiences. The findings suggest that cognitive and affective outcomes follow distinct developmental trajectories, highlighting the need for sustained and culturally responsive instructional approaches in coastal and resource-limited contexts.

Practices of Play Adaptation of Children with Special Educational Needs in Preschool Organizations in Kazakhstan: Results of a Qualitative Study

Rysty Kerimbayeva — 2026-07-14

This study examines game-based adaptation practices for children with special educational needs in preschool organizations in Kazakhstan, focusing on organizational conditions, teachers' professional readiness, and play-based methods employed, from the perspectives of administrators, preschool teachers, and specialized professionals. A qualitative study was conducted in the second half of 2025 across three preschool organizations in Taraz, Kazakhstan, differing by institution type (public/private) and level of resource provision. The following methods were employed: (1) interviews with administrators, (2) focus groups with preschool teachers and specialized professionals, and (3) a research diary. Purposive sampling included 29 participants: 3 administrators, 20 preschool teachers, and 6 specialized professionals. Data were analyzed using thematic analysis. Significant differences in inclusive education implementation practices were identified across organizations, attributed to staffing resources, material and technical infrastructure, and availability of specialized professionals. Teachers demonstrated high motivation to work with children with special educational needs; however, they reported a shortage of methodological materials, limited specialized training, and unequal access to specialist support. The central role of play activities — cognitive games, physical games, and pretend play — was established as a tool for adaptation and social integration between children with special educational needs and their peers. The findings highlight the need to strengthen teachers' professional development in inclusive education, develop methodological guidelines for game-based adaptation, and ensure equitable conditions for implementing inclusive education across preschool organizations of varying types.

Enhancing EFL Students’ Writing through Writing Centers: The Strengthening Role of AI Integration

Aziz Thabit Saeed — 2026-08-31

This study investigates the impact of university writing centers on enhancing EFL learners’ writing competence. It also explores the extent to which integrating AI technology into these centers can strengthen their impact. The total number of participants in this study was 117. Data were collected in two phases. In the first phase, 97 students who attended the Arab Open University (AOU) Writing Centers across five campuses received traditional support. The second phase involved collecting data from a second group in a later semester, with 20 students from the AOU Saudi Arabia campus. This group took the same pre-test and post-test as the first group. They visited the writing centers regularly for two months, but this time the Writing Centers' services incorporated AI tools, including ChatGPT, Gemini, and Copilot, for tutoring and task completion. The findings reveal significant improvements in writing skills across all groups from attending the Writing Centers, with the AI-assisted group showing even greater gains. The paper compares the performance of all groups and presents external examiners’ perspectives on the role of writing centers.

Investigating a Guided Inquiry-Based Mobile Augmented Reality Approach to Enhance Students’ Mathematical Representation and Self-Efficacy

Kuswari Hernawati — 2026-08-31

Despite the growing adoption of Augmented Reality (AR) and Guided Inquiry Learning (GIL) in mathematics education, their integration within a mobile learning environment to enhance students’ mathematical representation (MR) and self-efficacy (SE) remains underexplored. To address this gap, the present study investigated the effectiveness of Mobile Augmented Reality–Integrated Guided Inquiry Learning (MAR-GIL) in enhancing students’ MR and SE compared with Guided Inquiry Learning (GIL) and Conventional Learning (CL). A quantitative quasi-experimental design with a non-equivalent control group was employed, involving 96 ninth-grade students from Yogyakarta, Indonesia, who were divided into three groups: MAR-GIL (n = 32), GIL (n = 32), and CL (n = 32). Data were collected using an MR test and an SE questionnaire, then analyzed using descriptive statistics, One-Way ANOVA, Tukey’s HSD post hoc test, eta-squared effect size, and N-Gain analysis. The findings revealed that the MAR-GIL group achieved the greatest improvement in MR and SE and demonstrated greater effectiveness than the GIL and CL groups. These findings underscore the value of integrating AR with guided inquiry learning to support students’ MR and SE, with implications for instructional design, curriculum development, teacher training, and technology-based educational policy.

Improving Academic Performance in the Lowest Quartile: A Multilevel Analysis of a Remedial Intervention in Ecuadorian Public Schools

María Eugenia Verdugo Guamán — 2026-09-01

This study assessed the academic impact of an educational leveling intervention implemented across various institutions in Ecuador. Using a Difference-in-Differences (DiD) strategy within a multilevel modeling framework, we estimated changes in academic performance (GPA) over time between intervention and control groups. The analysis was conducted in RStudio using linear mixed-effects models (via the lmerTest package) to account for the hierarchical structure of the data (students nested within grades, institutions, and intervention types). Five models were compared, ranging from a full triple-interaction specification to main effects only, with Model 2 (including Time × Intervention and Time × Moment interactions) providing the best fit according to AICc weights and conditional R². The findings show a statistically significant relative improvement in GPA for the intervention group compared to the control group, particularly following the second implementation point. Moreover, performance differences were moderated by students' prior academic levels, highlighting the importance of stratified interventions. Diagnostic tests confirmed that assumptions of linearity, homoscedasticity, and independence were reasonably met. However, residuals were not perfectly normal; the literature supports the robustness of mixed models to such deviations, especially in large samples. These results suggest that targeted academic interventions can positively influence student achievement when they account for students' baseline performance levels and institutional diversity.

Changes in Agricultural Teachers’ Competencies to Apply Sustainable Practices in Their Teaching After Education for Sustainable Development Intervention

Glen Legodu — 2026-09-01

The infusion of Education for Sustainable Development (ESD) into secondary school agricultural education positively influenced teachers’ understanding, pedagogical practices, and action competencies, confirming the potential of professional development interventions. In this study, thirty in-service agricultural science teachers in the Free State province of South Africa participated in an ESD-infused intervention. All teachers completed pre- and post-intervention instruments, while a sub-sample took part in focus groups (n = 8) and classroom observations (n = 5). The intervention was designed to enhance teachers’ awareness of sustainability concepts and strengthen their pedagogical reasoning in line with ESD principles. Findings indicate that teachers’ conceptual understanding of sustainable agriculture broadened to encompass ecological stewardship, social responsibility, and economic awareness. However, classroom observations revealed that some teachers struggled to translate this expanded knowledge into practical classroom activities, particularly hands-on agricultural tasks, highlighting a gap in pedagogical skills. These results align with the Pentagon model of Pedagogical Content Knowledge (PCK), which emphasises the integration of content knowledge, pedagogical strategies, learner understanding, curriculum knowledge, and assessment to enable sustainability-focused learning. The study recommends that the Department of Basic Education strengthen sustainability awareness and ESD integration through dedicated curriculum initiatives, support professional development that emphasises project- and community-based learning, and adopt inter- and multidisciplinary approaches. These strategies will better equip teachers to apply sustainable agricultural practices in their classrooms and communities, contributing to broader societal transformation.

The Impact of Generative Artificial Intelligence on Student Creativity in Art and Design Education: A Meta-Analysis

Zeliha Canan Özkan — 2026-09-01

The present study is a meta-analysis examining the impact of generative artificial intelligence (GenAI) tools on student creativity in art and design education. The study systematically reviewed publications in the Web of Science, Scopus, and ERIC databases between January 2020-2026. Findings from 31 independent experimental, quasi-experimental, and correlational studies were analyzed. The analysis revealed that GenAI use has a moderate and statistically significant effect on student creativity (d = 0.61). The study also examined the moderating roles of variables such as publication year, study type, cultural context, students' academic level, type of creative output, and type of AI tool used on this effect. The findings showed that publication year was a significant moderator, with the highest effect observed in studies published in 2024. In contrast, study type and cultural context did not have a significant moderating effect. When examined from an academic perspective, it was observed that GenAI's effect on creativity was higher among graduate students, followed by undergraduate and K-12 students. Among the types of creativity, the highest impact was seen in the originality/innovation dimension, followed by general creativity, creative self-efficacy, and divergent thinking. Regarding AI tool types, text-to-image tools provided the highest impact, followed by large language models (LLM), GAN/deep learning-based tools, and hybrid tools. Publication bias analyses showed that the results were reliable and did not contain significant bias. The study reveals that generative AI tools are an effective tool in increasing student creativity in art and design education, and that this effect can vary depending on specific student groups and tool types.

Video-Based Learning, Flipped Classroom, and Motivation to Improve Problem-Solving Life Skills of Students with Disabilities in Inclusive Schools

Wiwik Widajati — 2026-09-01

The 21st century requires individuals to have essential life skills, especially contextual problem-solving skills for independent living. However, students with disabilities often face obstacles in developing these skills due to the limited availability of engaging, technology-based learning strategies. This study aims to analyze the effectiveness of combining video-based learning and the flipped classroom approach in improving students' problem-solving life skills in inclusive schools in Indonesia. The study used a quasi-experimental 2×2 factorial design and a pretest–posttest non-equivalent control group model, involving 68 high school students. Data were collected using life skills and learning motivation scales and then analyzed using two-way ANOVA at a 5% significance level. The results showed significant effects of learning strategies, motivation, and their interaction on problem-solving skills. Students who participated in video-based learning with a flipped classroom approach showed a greater increase in problem-solving skills than those who did not. These findings indicate that integrating video-based learning and the flipped classroom effectively improves problem-solving life skills and fosters a more interactive, student-centered, and inclusive learning environment.

The Development of E-Content to Increase Students' Problem-Solving Accuracy on Cryptarithmetic Tasks Through Dual-Process Interaction

Imam Rofiki — 2026-09-01

E-content that delivers learning materials in a massive, inclusive, and interactive manner with flexible access is widely favored by students, including learning applications related to cryptarithmetic and its problem-solving tasks. Learning cryptarithmetic can stimulate students’ problem-solving accuracy. Therefore, this study aimed to develop EKOSISTEM (Cryptarithmetic-Based Fun-Problem E-Content) to enhance students’ problem-solving accuracy through dual-process interaction. The development of EKOSISTEM followed the Plomp development model. The instruments developed included the EKOSISTEM media, a rubric for dual-process interaction indicators, observation sheets, validation sheets, semi-structured interview guidelines, and an interview recording device. The results showed that the EKOSISTEM learning media was found to be valid, practical, and effective for use in the learning process. The validation results yielded an average score of 93% (very valid) from Validator 1 and 82.8% (valid) from Validator 2. The practicality test indicated positive responses, with scores of 65.42% from students and 85.71% from teachers, categorized from practical to very practical. The effectiveness test showed a significant difference in students' problem-solving accuracy before and after the use of EKOSISTEM, as indicated by the Wilcoxon test result (Sig. = .014 < .05). Furthermore, the effect size analysis yielded an r value of .48, which falls within the interval .30 ≤ r< .50. Therefore, EKOSISTEM has a medium effect on improving students' problem-solving accuracy. Accordingly, the EKOSISTEM media is considered valid, feasible, and effective in improving students’ problem-solving accuracy.

A systematic review of research on project-based learning in reducing misconceptions in Science Learning

Heny Ekawati Haryono — 2026-09-02

Misconceptions in science learning are one of the problems that hinder conceptual understanding and scientific literacy of students at various levels of education, thus becoming a challenge in supporting the achievement of Sustainable Development Goal (SDG) 4 on quality education. Project-Based Learning (PjBL) is seen as one approach that has the potential to reduce misconceptions through student engagement in authentic problem solving, investigation, collaboration, and conceptual reflection. This study aims to systematically synthesize empirical evidence regarding the effectiveness of PjBL in reducing misconceptions in science learning, identify its implementation characteristics, and map research trends and gaps that still require development. The study used the Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines, through the stages of identification, screening, feasibility assessment, and inclusion of articles published in the period 2014–2025. A total of 45 articles that met the inclusion criteria were analyzed based on the study's country of origin, educational level, scientific field of study, research design, misconception diagnostic instrument, and key findings regarding the effectiveness of PjBL. The synthesis results indicate that PjBL consistently contributes to reducing misconceptions and improving conceptual understanding, particularly in physics and chemistry learning. Most studies used quasi-experimental designs with tiered diagnostic instruments, such as two-tier and four-tier diagnostic tests. The novelty of this study lies in presenting a comprehensive synthesis that not only evaluates the effectiveness of PjBL but also identifies mechanisms of conceptual change, global research trends, and research gaps that can form the basis for developing project-based learning models in the future. These findings provide theoretical and practical contributions to the development of evidence-based science learning, while strengthening the role of PjBL as a learning strategy that supports improving the quality of science education in accordance with SDG 4.

Bridging the Gap by Integrating Google for Education in Physics Learning: Mixed Method Approach

Felixtian Teknowijoyo — 2026-09-02

The integration of Information and Communication Technology (ICT) in the learning process is a crucial factor in enhancing educational effectiveness, particularly in fostering 21st-century skills, such as critical thinking, collaboration, and information literacy. This study aimed to identify the needs of students and teachers for developing Google for Education–based digital teaching materials to support physics learning in a private junior high school in Indonesia. Employing a mixed-methods approach, data were collected through questionnaires, interviews, and observations involving 60 students and two physics teachers. Findings from various data collection techniques, including surveys, interviews, and observations, indicate that current learning media is lacking in innovation, with students expressing a desire for more engaging and interactive digital teaching materials that can be accessed anytime and anywhere. Google for Education-based digital teaching materials hold significant potential for application in Physics education, aiding students in achieving the competencies required in the 21st century.

A Comparative SWOT Analysis of Nursing Curriculum–Assessment between China and Thailand

Ting Zhu — 2026-09-03

The study addresses curriculum–assessment alignment issues in undergraduate nursing programs from a cross-national perspective, focusing on China and Thailand, amid the world’s calls for highly skilled professionals that are capable of thinking critically and demonstrating professional responsibility. Even though there is an increased interest in this field, empirical information about how the process of curriculum designing, teaching practices, and evaluation systems can align coherently is still scarce. This study uses the mixed methods approach to gather data from 100 respondents: students, graduates, lecturers, and clinicians using curriculum documents review, questionnaires, and SWOT analysis. While quantitative data were analyzed by means of descriptive statistics and Chi-Square tests, which helped to reveal any perception differences, qualitative techniques were used to identify patterns of alignment and differences depending on the context. The findings show similarities in program duration and adherence to competency criteria, but some major differences are evident in terms of curriculum focus, theory-practice integration, teaching approaches, and evaluation. Thailand shows better alignment due to the use of experiential learning and competency-based evaluation of practice, while China pays more attention to scientific principles and structure of the curriculum. Significant differences have been identified among different stakeholders concerning educational support, learning environment, and alignment of outcomes and evaluation.

Project-Based Learning via the BROSING Model: Boosting Article Publication Rates among University Students

Yunisa Oktavia — 2026-09-03

Many university students struggle with the complexities of scientific writing, which can lead to low publication rates. While Project-Based Learning (PjBL) is effective, specific frameworks to guide the technical publication process are scarce. This study empirically investigates the impact of the PjBL-integrated BROSING model—comprising Bibliographic exploration (B), Research synthesis (R), Objective examination (O), Study analysis (S), Idea generation (I), Narrative development (N), and Goal-driven publishing (G)—on enhancing students’ scientific article output. A multi-site, single-group pre-test/post-test study was conducted with 142 undergraduate students across four universities in the Riau Islands, Indonesia. Data were collected via a validated perception questionnaire and performance-based writing tests, which were analyzed using paired samples t-tests. Results showed a significant increase in scientific writing scores, with the mean rising from a baseline. Beyond score improvements, the intervention successfully narrowed the proficiency gap and facilitated the publication of 36 scholarly articles in national journals and proceedings. These findings strongly suggest that the BROSING model fosters systematic writing habits and reduces the publication barrier by providing a structured, digitalized pathway for students to transition from readers to published authors. This model is highly recommended for higher-education curricula to boost institutional research productivity and students’ academic identity.

Integrating Islamic Politeness Values into Indonesian Language Learning: A Pedagogical Model for Strengthening Literacy in Elementary Education

Prana Dwija Iswara — 2026-09-03

Elementary language education frequently prioritizes linguistic competence while giving insufficient attention to ethical communication and communicative character development. This study aimed to formulate and preliminarily evaluate an Islamic politeness-based pedagogical model for strengthening Indonesian language literacy and ethical communication among elementary school students. An exploratory sequential mixed-methods design was implemented through qualitative exploration, model development, and quantitative field evaluation. The qualitative phase involved 10 classroom/Indonesian language teachers, six Islamic Religious Education teachers, four principals, and 24 Grade IV–V students. The quantitative phase involved 80 students from five elementary schools, including the 24 qualitative participants. Thematic analysis identified five interconnected pedagogical needs: explicit integration of language politeness, incorporation of Islamic communication values, systematic value internalization, teacher modelling and supportive classroom interaction, and integrative assessment. These findings informed the development of the five-stage SPEAK model: Stimulate, Practice, Engage, Actualize, and Keep Reflecting. Wilcoxon signed-rank tests indicated significant pretest–posttest differences in Indonesian language literacy and Islamic language politeness (both Z = −7.770, p < .001). Mean individual N-Gain values were moderate for literacy (g = .443) and politeness (g = .451). The findings provide preliminary evidence of consistent within-group improvement and establish SPEAK as an integrative framework connecting literacy development, Islamic politeness, contextual practice, and reflective habituation. Its emphasis on literacy, respectful communication, and value-based learning also indicates potential relevance to the broader educational priorities reflected in SDG 4, particularly target 4.7. Further controlled studies are required to determine the model’s causal effectiveness and broader applicability.

Integrating Popular Literary Forms into Academic Curriculum: Social Perspectives on Teaching Serial Fiction

Zhanar Karimova — 2026-09-05

The study examines literary serials as a resource for contemporary literary education in the context of postmodernism and post-postmodern culture. The study addresses the gap between the growing popularity of serial texts among young readers and their limited representation in Kazakhstan's curricula, where the poetics of seriality is rarely analyzed. Using Liliya Kalaus's blog collection «The Hieroglyph of Life» as a case study, the study argues for the didactic potential of literary serials. The article proposes a model for integrating seriality into secondary and higher education. The methodology combines theoretical analysis of seriality and intertextuality with an anonymous survey of 172 respondents aged 18–35. The study also includes a pedagogical component in which the elective course “Poetics of Seriality in Postmodernism” was designed for undergraduate students. Structural, hermeneutic, deconstructive, and intertextual methods are applied. Survey results indicate that 50% of respondents prefer serial narratives, while 52.3% support the inclusion of literary serials in educational curricula. The pedagogical component demonstrates the applicability of Kalaus’s blogs for developing skills in literary analysis, intertextual interpretation, critical thinking, and project-based learning. Key markers of serial poetics—mosaic composition, recurring characters, an open chronotope, genre contamination, intermedial references, and an interactive blog format—prove to be methodologically useful. The study concludes that literary serials can bridge mass and canonical literature and may contribute to the formation of cultural identity. Serials function as both scholarly objects and educational tools, integrating traditional and contemporary approaches. The authors advocate the systematic development of a theoretical-methodological framework to incorporate the poetics of seriality into national educational standards.