Teacher Academic Training Systems in Greece and Serbia

This study examines the teacher preparation paradigms of Serbia and Greece, two countries with similar histories and religions but different educational ideologies influenced by their social and cultural backgrounds. The study aims to determine the effect of various settings on teacher preparation, with a particular emphasis on pedagogical approaches and curriculum designs. Using a mixed-methods approach, the study assesses how each system affects student results and teacher effectiveness by combining quantitative data from educational tests like PISA with qualitative views from educators and policymakers. Concerns have been raised regarding the influence of Greece’s reliance on a centralized curriculum on developing critical thinking and practical application abilities in aspiring teachers. On the other hand, Serbia’s adaptable strategy incorporates contemporary teaching approaches, boosting students’ capacity for analysis and practical problem-solving. The report emphasizes the value of stakeholder participation, highlighting Serbia’s successful interactions with parents and educational institutions, which help create a climate conducive to educational change. The study emphasizes the integration of cutting-edge pedagogical approaches and standardized assessments, underscoring the necessity for systemic transformation in teacher training processes to satisfy contemporary educational demands. It also asks for fair resource distribution and sufficient funding to enable enhanced teaching approaches that comply with European standards. Ultimately, our research aims to promote international understanding and cooperation, increase teacher preparation programs, and raise education standards globally

Utilization of Gamified Pocket Guides on Enhancing Adjective Order Usage Skills of the First-Year College of Education Students

The purpose of this study is to determine the relationship of gamified pocket guides in enhancing adjective order usage among first-year College of Education (COED) students of Laguna University. Based on the data gathered, the researchers found out the following. The pre-test results showed that the students’ adeptness on adjective order usage was “below average”, which supported the reason of the researchers for a study to be conducted as well as an intervention to be implemented to which the gamified pocket guide was used. The learning material undergone proper validity of three language teachers to measure its effectiveness and received “very evident” remarks in each criterion. After the intervention a post-test was conducted which showed a significant improvement across various student groups as all of the group of first year students scored within the “Good” range suggesting that the intervention had a beneficial impact for the development of students’ skills in adjective order usage. The pre-test and post-test findings also revealed a statistically significant difference in the students’ ability to use adjectives. The increase in mean scores. as well as the t-values and p-values, shows that the interactive learning tactics improved students’ knowledge in using adjective order. These findings highlight the potential of interactive and student-centered approaches, such as gamified learning through pocket guides, in addressing gaps in language proficiency

Effectiveness of School Administration’s Strategies for Protecting Children from Neglect Abuse in Public Secondary Schools in the Kilimanjaro Region, Tanzania

This study explored the effectiveness of strategies used by school administrations in the Kilimanjaro region, Tanzania, to protect children from neglect and abuse in public secondary schools. The research, guided by Bertalanffy’s systems theory, employed a convergent mixed-methods design with 427 participants, using both quantitative (questionnaires) and qualitative (interviews) data. The findings revealed that neglect significantly hinders students’ academic and social development. To address this, the study suggested establishing anti-neglect clubs where students receive teacher guidance and implementing a forgiveness education program to foster empathy, conflict resolution, and emotional awareness. The study also highlighted the need for regular evaluations of protective strategies. It found no significant differences in the effectiveness of these strategies based on teachers’ years of experience. The study recommended that the Ministry of Education strengthen the implementation and monitoring of child protection strategies and provide in-service training for education officials and school staff. Additionally, teacher education programs should prioritize child protection to better prepare future educators

Utilization Of Videocast In Enhancing Audio-Visual Learning Skill Of Grade 7 Students

This study investigates the enhancement of audio-visual learning skills among twelve Grade 7 students at Santa Cruz Integrated National High School (Main) through researcher-developed videocasts. Utilizing an explanatory mixed-methods design, the research integrates quantitative data from pre-tests and post-tests, followed by qualitative data to thoroughly assess student outcomes. A case study framework is employed to evaluate learning progress, while a quasi-experimental design measures the effects of a two-week intervention. The researchers selected the 12 participants through purposive sampling from a sample of 41 students across two sections. Initial pre-test results revealed that students using audio-visual methods exhibited "fair" to "satisfactory" learning skills. However, following the intervention, post-test scores demonstrated significant improvement, with students achieving "very satisfactory" to "excellent" levels. A t-test was performed to analyze the differences between pre-test and post-test performance, confirming that these improvements were statistically significant. Additionally, a one-way ANOVA analysis indicated that variations in learning styles did not significantly impact post-test outcomes. Collectively, these findings suggest that the integration of videocasts substantially enhanced the audio-visual learning skills of the students

Innovative Integration of Motion Sensor Technology for the Classroom Electric Fan

This research presents an innovated electric fan system equipped with a motion sensor for enhanced functionality and energy efficiency. The integration of a motion sensor aims to create a smart fan that responds intelligently to human presence, providing an adaptable and comfortable environment. Having a cozy environment in the learning process of a student is another method of showing support in reaching their dreams, for giving them ease in their learning outcome and complying with their activities without being distressed from the heat in the classroom. The students of Cebu Technological University – Pinamungajan Campus who use the Bachelor of Industrial Technology room are chosen to be the respondents of this study. The researchers decided to conduct this study to know the main objective of this study. The researcher prepared a questionnaire based on these factors: interest, participation, attention, and retention in students\u27 view and preference. After analyzing and evaluating, the integration of a motion sensor into an electric fan represents a promising advancement in home appliance technology. This research paves the way for future developments in the creation of intelligent and responsive systems that prioritize user comfort and sustainability. The findings highlight the potential for widespread adoption of such innovations in the broader context of smart home solutions

Automated Formative Feedback for Learning Statistics and Cultivating Growth Mindset among College Students

This study examined the impact of automated formative feedback on college students’ independent learning skills, performance in hypothesis testing concept, and growth mindset. Grounded in Vygotsky’s social constructivist theory and Hattie and Timperley’s feedback model, the intervention addressed the lack of timely, meaningful feedback in large classroom settings. A pre-test/post-test quasi-experimental design was employed, involving two intact sections of Elementary Statistics students randomly selected through cluster sampling from six available sections. From each section, 30 students were randomly chosen for inclusion in the analysis. The experimental group received automated formative feedback embedded in hypothesis testing exercises developed using Microsoft PowerPoint and assignments delivered through Google Classroom. The control group completed the same tasks without feedback, receiving only marks indicating correct or incorrect answers. Data were collected using validated instruments for independent learning skills and growth mindset, and a 50-item test on hypothesis testing. Results indicated that the experimental group demonstrated significantly higher gains across all three outcome variables. Students who received feedback showed greater engagement, deeper conceptual understanding, stronger confidence in completing tasks independently, and increased motivation. Findings support the use of automated formative feedback to enhance independent learning and foster a growth mindset in statistics education

ICT Integration Practices in Vocational Education: An Exploratory Study of Moroccan ESP Classes at Engineering Schools

The ongoing technological developments and the desperate need for learning English, have pushed educators to think of innovative language teaching and learning methods. That is why, the integration of Information and Communication Technology (ICT) in specialized English classes has become a necessity, that do not only facilitate the teaching and learning English for Specific Purposes (ESP), but also increases students’ engagement and motivation to achieve the learning outcomes. However, the integration of ICT in ESP courses raises many issues that hinder teachers’ efforts to benefit the maximum from these digital tools. Eventually, this small-scale study aims to explore ESP teachers’ ICT practices at ENSAM engineering school (Meknes, Morocco). To meet this purpose, the study adopted a qualitative research method through conducting a semi-structured interview with ESP teachers at the same institution. The thematic analysis of interview transcripts allowed to describe teachers’ ICT practices at different levels of the ESP course and to highlight the main challenges they face to effectively implement ICT in ESP classrooms. The current research will pave the ground for effective ICT practices in ESP teaching and learning and will provide a basis for future studies that may be conducted on the use of innovative technology in education

Assessing the Relationship between Self-Regulation Utilization and Academic Satisfaction among University Students

The relationship between students’ self-regulation and their academic satisfaction is somewhat complex and subjective, thus hard to analyze. The central aim of the study is to examine the relationship between self-regulation strategies and academic satisfaction among students at the University of Mindanao. This study used a quantitative method, especially a non-experimental correlational approach. The data were collected through Google Forms using adapted scale and validated instruments. The 205 respondents of the main campus of the University of Mindanao were selected through a stratified random sampling method to ensure representation across programs and year levels. The data was analyzed using descriptive and inferential statistics through Jamovi software. The findings revealed that self-regulation and academic satisfaction has an excellent internal consistency making the findings robust and reliable for interpretation. The findings underline the importance of self-directed learning in molding students’ academic experiences. Students who actively plan, monitor, and manage their learning are more likely to be satisfied with their academic environment, demonstrating the value of teaching and promoting these skills in educational environments. The study has important implications for educators, politicians, and academics interested in improving self-regulation and academic satisfaction

Use of Games Designed with an Interdisciplinary Approach in Primary School Turkish and Mathematics Lessons

This research aims to examine the effects of games designed with an interdisciplinary approach on the use of games in Turkish and mathematics courses on the success of 2nd-grade students in these courses. For this purpose, action research, one of the qualitative research methods, was used in the study and the data collected as a result of the semi-structured interview with the teacher who carried out the application was analyzed through content analysis. As a result of the analysis, it was examined under the subheadings ‘skills developed through interdisciplinary games’ and ‘association skills developed through interdisciplinary games’, and these titles were used as subthemes based on the codes during the analysis. However, another finding, the use of interdisciplinary games in educational activities, was examined in two categories: factors originating from teachers and the concept of interdisciplinary games themselves. As a result of this, the codes of ‘thematicity and naturalness’ in the context of factors originating from the interdisciplinary game concept itself, in the context of factors originating from teachers, the codes of ‘prejudice, difficulty being seen and awareness’ were reached. In the current research, it was determined that games designed with an interdisciplinary approach were significantly effective in teaching Turkish and mathematics disciplines and enriched learning situations

From Chalkboard to Chatbot: The Future of Physics Education through Artificial Intelligence Integration

This paper explores the transformative potential of artificial intelligence (AI) in reshaping physics education. Traditional methods, often reliant on lecture-based instruction and rote memorization, are increasingly inadequate for meeting the diverse needs of today’s learners. By contrast, AI offers adaptive, personalized learning experiences that can improve student engagement and comprehension. Tools such as chatbots, large language models (LLM), and AI-driven simulations facilitate inquiry-based learning, support real-time feedback, and enable dynamic visualization of complex concepts. The integration of AI into physics education not only enhances cognitive development but also fosters inclusivity by accommodating varied learning styles. Furthermore, AI-powered assessment systems improve efficiency and reduce bias while providing individualized feedback. The paper also discusses the ethical implications and the need for strategic implementation, teacher training, and equitable access to technology. Drawing on recent empirical studies, this research presents a compelling case for the thoughtful integration of AI as a catalyst for educational innovation in physics, promoting a more interactive, student-centered, and effective learning environment. Ultimately, the shift from chalkboard to chatbot signifies a broader pedagogical transformation with the potential to redefine the future of science education