2026-04-08T22:18:43Z https://tecnoscientifica.com/journal/apga/oai

oai:oai.tecnoscientifica.com:article/64 2022-07-28T12:22:37Z apga:ART

A Case of Pakistan Investigating the Relationship between Inflation and Economic Growth: A Case of Pakistan Ahmad, Tariq Inflation rate growth rate trade Pakistan Time series ARDL We re-evaluate empirically the relationship in inflation, and economic growth for Pakistan over the period of 1985 to 2019. Using the Autoregressive Distributive Lag (ARDL) method, this study used the Wald and F-Bound test to find out long-term relationships between these variables and investigate the effect of Inflation over Pakistan economic growth and trade. Our result indicates inflation is negatively affecting economic growth and terms of trade in long run. The results showed that a moderate level of inflation is beneficial for growth and trade while high level or double-digit figure inflation harmful for Pakistan economy. According to the results of the study, inflation is away from its equilibrium value. Error correction term ”- 0.16” reveals that 16 percent adjustment has been occurred during the year in the short run-in economic growth. This study also shows that inflation and terms of trade volatility in Pakistan has negative relation. When inflation increases terms of trade decreases and vice versa. It reveals that a low and stable rate of inflation boost the trade which leads to prosperity of the countrymen while high rate of inflation is detrimental for economic growth and trade. Tecno Scientifica Publisher 2022-05-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/64 10.53623/apga.v1i1.64 Acta Pedagogia Asiana; Volume 1 - Issue 1 - 2022; 1-8 2963-6442 10.53623/apga.v1i1 eng https://tecnoscientifica.com/journal/apga/article/view/64/73 Copyright (c) 2022 Tariq Ahmad https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/66 2022-07-28T12:22:37Z apga:short

Writing Essay as Essential Assessment in Groundwater Contamination Course Hadibarata, Tony Syafrudin, Muhammad Groundwater contamination; writing essay; assessment; bloom taxonomy An essay was used as an assessment to illustrate a certain way of thinking and attitude of a student. The essay demonstrates the student's utmost degree as an author with a cognitive and affective style. The study aimed to provide a simple description of the essay as an assessment and critical function in the Groundwater Contamination course of the Environmental Engineering Program offered by Curtin University Malaysia. Groundwater Contamination is designed for students of environmental engineering and covers a number of topics, including groundwater characterization, contaminant transport processes in groundwater flow systems, migration and chemical development of contamination plumes, and groundwater remediation. No correlation exists between essay length (word count) and report or presentation grades, while there was a strong relationship between the student mark and essay content (R2 = 0.88), but a moderate relationship to essay format (R2 = 0.55). Overall, the students at Curtin University Malaysia were able to meet the Course Outcome of Groundwater Contamination and the Program Outcome of Environmental Engineering because of the essay they wrote as a test. Tecno Scientifica Publisher 2022-05-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/66 10.53623/apga.v1i1.66 Acta Pedagogia Asiana; Volume 1 - Issue 1 - 2022; 9-17 2963-6442 10.53623/apga.v1i1 eng https://tecnoscientifica.com/journal/apga/article/view/66/74 Copyright (c) 2022 Tony Hadibarata https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/87 2022-07-28T12:22:37Z apga:ART

Green Engineering Education in Environmental Engineering Programme through Active Learning Jusoh, Muhammad Noor Hazwan Over the last few years, there has been considerable growth in incorporating sustainability and green engineering into construction industry development. The need to use resources efficiently while minimizing environmental consequences is becoming increasingly important in the industry; as a result, green engineering content is gaining traction in engineering curricula. assessment is a technique used to determine students’ understanding of what they have learned in class. The outcomes assessment results are part of a feedback loop in which academics are given information to help them improve their teaching and student learning. This paper talks about the different ways students can show what they've learned in the course Environmental Considerations in Construction. Tecno Scientifica Publisher 2022-06-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/87 10.53623/apga.v1i1.87 Acta Pedagogia Asiana; Volume 1 - Issue 1 - 2022; 18-25 2963-6442 10.53623/apga.v1i1 eng https://tecnoscientifica.com/journal/apga/article/view/87/76 Copyright (c) 2022 Muhammad Noor Hazwan Jusoh https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/98 2022-07-28T12:22:37Z apga:REV

Rubric as Assessment Tool for Lecturers and Students in Higher Education Institution Mrangu, Leah Assessment tool; effective rubric; university; formative assessment; critical thinking. Rubrics in higher education have been studied in a range of disciplines and for a variety of reasons, including improving student achievement, enriching instruction, and evaluating programs. Some authors indicate good responses to the use of rubrics by teachers, whereas others have noticed instructors' reluctance to adopt them. This review aims to provide an empirical study on the utilization of rubrics as assessment tools in higher education institutions. It examines specific peer-reviewed literature on the utilization of rubrics in higher education; the utilization of rubrics in instructional and program evaluations; and the reliability, validity, and utility of rubrics. However, one study did not find a correlation between the use of rubrics and improved academic performance. It has been demonstrated that rubrics can identify the need for course and program enhancements. According to research on the validity of rubrics, clarity and appropriateness of language are of paramount importance. Rubrics can lead to a somewhat consistent assessment of student performance, according to the bulk of research on rater dependability. Suggestions for future research include the use of more rigorous research methodologies; a higher emphasis on validity and reliability; a stronger emphasis on learning; and research on the implementation of rubrics in various educational settings. Tecno Scientifica Publisher 2022-07-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/98 10.53623/apga.v1i1.98 Acta Pedagogia Asiana; Volume 1 - Issue 1 - 2022; 26-33 2963-6442 10.53623/apga.v1i1 eng https://tecnoscientifica.com/journal/apga/article/view/98/80 Copyright (c) 2022 Leah Mrangu https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/99 2022-07-28T12:22:37Z apga:REV

A Review on E-Learning During Covid-19 Pandemic Situation Moran-Suarez, Sofia E-learning; COVID-19; pandemic; challenges; new technology. As a result of the novel coronavirus (COVID-19) outbreak in Mexico, there has been a pressing need to rethink how pupils receive their education. Students were required to keep a social distance from their peers and families, but they also had to adapt to online study. To avoid the spread of the dangerous disease, remote learning has become the standard. Educators around the world were obliged to transition to online instruction, particularly at the university level, due to the unexpected spread. There are some pupils that are open to the idea of online education. It's true that some people have reservations about the transition from traditional to online learning. There appear to be a number of ways in which educators might contribute to improving the quality and efficiency of virtual education. The following are summaries of a number of publications discussing ways to improve online teaching and learning. In the vast majority of studies, it has been shown that adapting to remote learning was a wise decision. However, a study found that some students dislike online learning because of personal and technological concerns. The stress and worry that students experience as a result of distance learning is another concern. According to current studies, online learning may also have psychological effects in conjunction with a difficult learning process. It highlights significant academic articles, recognizes ideas, and points to areas in need of additional research. Tecno Scientifica Publisher 2022-07-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/99 10.53623/apga.v1i1.99 Acta Pedagogia Asiana; Volume 1 - Issue 1 - 2022; 34-45 2963-6442 10.53623/apga.v1i1 eng https://tecnoscientifica.com/journal/apga/article/view/99/81 Copyright (c) 2022 Sofia Moran-Suarez https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/104 2025-04-23T00:07:43Z apga:ART

Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect Tang, Kuok Ho Daniel climate change learning teaching assessment community The impetus to raise awareness and impart positive attitude change toward climate action as one of the sustainability goals has catalyzed the introduction of climate change courses in universities, particularly in developing countries. An online climate change course has been developed and delivered as an elective to the first-year students of a university in China. A reflection of the course in terms of its teaching and learning and assessment was conducted based on the Gibbs’ Reflective Cycle with SWOT employed for evaluation and analysis of the experience. The course has the strength of incorporating abundant audio-visual elements, highlighting important points in slides, employing gamification, and simulating community projects in assignments. However, online teaching could be more time-consuming than face-to-face teaching in certain aspects, such as preparation of activities and games, and responding to students after office hours. Despite this, students felt that more interactions could be integrated, and teamwork might lead to advantage-taking and unequal task distribution in certain groups. This reflection calls for further improvement with the greater use of online interactive platforms and databases; interactions with experts and scientists in the field; delivery of community projects or talks to a real audience; and cross-varsity and cross-regional collaborations. Tecno Scientifica Publisher 2022-08-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/104 10.53623/apga.v2i1.104 Acta Pedagogia Asiana; Volume 2 - Issue 1 - 2023; 1-13 2963-6442 10.53623/apga.v2i1 eng https://tecnoscientifica.com/journal/apga/article/view/104/86 Copyright (c) 2022 Kuok Ho Daniel Tang https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/154 2025-04-23T00:07:43Z apga:REV

Implementation of Formative Assessment in Engineering Education Sanchez-Lopez, Eva Kasongo, Joseph Gonzalez-Sanchez, Andres Filipe Mostrady, Ahmed Formative assessment; online assessment; self-regulation skills; learning experiences; critical learning Formative assessment is an assessment of student learning that aims to improve students' skills or understanding of certain course themes. Formative evaluations are often conducted in class, can be conducted anonymously, and are typically much more focused on certain abilities or knowledge. This article presents a comprehensive literature analysis on formative assessment in engineering education. As an integrated narrative review, this study's methodology included a systematic search, review, and writing of the literature in order to synthesize the important themes and conclusions of research in this field. The authors selected and reviewed the available literature using qualitative thematic criteria, focusing on the relationship between formative assessment and students' attitudes, FA and self-regulation skills, online formative evaluation, validity, reliability, and dishonesty of assessment, and engagement with critical learning processes. An increase in student involvement and centrality in the process as primary actors, as well as the building of a learning community, are among the cited benefits. According to the primary results, effective online formative assessment can generate a student- and assessment-centered emphasis through formative feedback and enhanced learner engagement with significant learning experiences. In the context of online formative assessment, it has been discovered that ongoing authentic assessment activities and interactive formative feedback are vital for overcoming validity and reliability concerns. Tecno Scientifica Publisher 2023-01-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/154 10.53623/apga.v2i1.154 Acta Pedagogia Asiana; Volume 2 - Issue 1 - 2023; 43-53 2963-6442 10.53623/apga.v2i1 eng https://tecnoscientifica.com/journal/apga/article/view/154/111 Copyright (c) 2023 Eva Sanchez-Lopez, Joseph Kasongo, Andres Filipe Gonzalez-Sanchez, Ahmed Mostrady https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/168 2025-04-23T00:07:43Z apga:ART

Strategies for Online-education Model for Project and Laboratory-based Assessment in Environmental Monitoring and Analysis Course Hadibarata, Tony Jusoh , Mohamad Noor Hazwan Online learning; virtual laboratory; environmental engineering; simulation; chemical software The global COVID-19 epidemic compelled all educational institutions, including universities, to cease academic instruction. To assure the ongoing process of teaching, learning, and assessment, several universities have transitioned from traditional face-to-face techniques to online ones. The purpose of the study was to examine the online-education experience in an Environmental Engineering course using a virtual lab and simulation software, as well as to determine the student's perception of the implementation of virtual labs and simulation software and the benefits of these tools for enhancing learning activities. To familiarize students with various areas of environmental engineering analysis, two simulated experiments were developed: water quality monitoring and adsorption spectroscopy. The virtual labs were generally well-received, as indicated by the responses to the Likert-type questions. Virtual laboratories are more acceptable for senior students than for first-year students, according to the consensus. 88% of respondents agreed with the average of twenty claims, compared with 3% who disagreed and 9% who agreed but disagreed with the statement. This illustrates that, although students believe that substituting virtual laboratories for conventional laboratories is not a complete solution, they believe that virtual laboratories can be used in conjunction with conventional methods to facilitate improved study outside of laboratory hours. Virtual and online learning in engineering labs are still relatively new; additional research is necessary before instructors can effectively utilize this delivery medium and its accompanying technologies to enhance student learning. Tecno Scientifica Publisher 2023-01-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/168 10.53623/apga.v2i1.168 Acta Pedagogia Asiana; Volume 2 - Issue 1 - 2023; 14-25 2963-6442 10.53623/apga.v2i1 eng https://tecnoscientifica.com/journal/apga/article/view/168/105 Copyright (c) 2023 Tony Hadibarata, Mohamad Noor Hazwan Jusoh https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/169 2025-04-23T00:07:43Z apga:REV

Effect of Feedback and Strategy Training on Undergraduate Students’ Writing Ability Martinez, Maria Eugenia Gomez, Valeria writing skills; higher education; assessment; feedback A combination of writing skill training and revision feedback was evaluated to increase text quality in higher education. The goal of this study was to review the feedback and provide strategy training for enhancing academic writing. The methodology includes the interaction of cognitive and metacognitive support that is crucial for mastering difficult tasks such as academic writing, particularly in higher education. Writing ability and text quality were assessed using items and ratings. First, text structure knowledge application strategy improved academic writing skills; second, feedback related to writing experience improved text quality; undergraduates benefited from informative tutoring feedback, while postgraduates benefited from try-again feedback; and third, the combination of writing strategy and feedback did not improve text quality significantly. To improve writing performance, the demands on working memory must be decreased so that executive attention can be directed to controlling their interactions. In theory, this can be accomplished through focused practise that assists authors in developing executive control through regular writing opportunities and timely, appropriate feedback. Automated essay scoring software may be able to relieve instructors of their time-consuming grading duties, significantly boosting the amount of writing practise pupils receive. Tecno Scientifica Publisher 2023-01-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/169 10.53623/apga.v2i1.169 Acta Pedagogia Asiana; Volume 2 - Issue 1 - 2023; 26-33 2963-6442 10.53623/apga.v2i1 eng https://tecnoscientifica.com/journal/apga/article/view/169/106 Copyright (c) 2023 Maria Eugenia Martinez, Valeria Gomez https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/170 2025-04-23T00:07:43Z apga:REV

Implementation of Assessment and Feedback in Higher Education Elsayed, Shamira Cakir, Define Feedback; assessment; higher education; perception The ability of feedback to improve students' performance on a task, their techniques, and their learning has long been recognized in the literature. The primary goal of feedback is to reduce errors, close knowledge and skill gaps, and improve knowledge and skill acquisition. However, a student must use feedback to reach his or her full potential. Therefore, much of the recent feedback research has focused on examining student perceptions of feedback and how they relate to the effective use of feedback. This review provides a comprehensive overview of the literature on feedback perception. Inadequate theoretical frameworks, repetition (but not replication) of research, and methodological flaws in the articles reviewed have led to rather unsatisfactory conclusions. This type of feedback often does nothing to improve student learning experiences. It is time for professors to rethink the practice of commenting. They should move away from conventional methods of providing feedback to students. This study describes some contemporary methods of feedback that can ultimately help students improve their learning experiences. This can also contribute to the professionalization of teachers in higher education. Based on the findings, we propose a framework for further research on students' perceptions of feedback and many future directions for this topic. Tecno Scientifica Publisher 2023-01-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/170 10.53623/apga.v2i1.170 Acta Pedagogia Asiana; Volume 2 - Issue 1 - 2023; 34-42 2963-6442 10.53623/apga.v2i1 eng https://tecnoscientifica.com/journal/apga/article/view/170/110 Copyright (c) 2023 Shamira Elsayed, Define Cakir https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/179 2025-04-23T00:11:38Z apga:ART

The Presence of a Play Space for Post Disaster Recovery Sari, Novita Kurniati, Euis Evasufi Widi Fajari, Laksmi Playroom, Rehabilitation, Reconstruction, Post-Disaster From the year 2000 to the year 2022, Indonesia has had a number of natural disasters that were big enough to be called "national disasters." After a natural disaster occurs, it has a significant physical and social impact. The Simple Multi Attribute Rating Technique (SMART) method is applied to determine the handling priority after a disaster due to the simple calculation process. The physical and psychological impacts caused by natural disasters in Indonesia are often ignored consciously. With the aim of normalization, it is necessary to repair and restore all aspects of public or community services as part of an effort to rehabilitate post-disaster areas. It is important to recognize the contribution to post-disaster reconstruction for victims who lost daily routine activities, emotional disturbance, family loss, and a sense of security. Trauma can be categorized as acute versus chronic and early versus late. The focus of this study was examining the presence of play spaces for post-disaster recovery. The hope is that this research aims to find out the extent of the presence of play spaces in providing services for post-disaster rehabilitation and reconstruction. Tecno Scientifica Publisher 2023-02-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/179 10.53623/apga.v2i2.179 Acta Pedagogia Asiana; Volume 2 - Issue 2 - 2023; 64-71 2963-6442 10.53623/apga.v2i2 eng https://tecnoscientifica.com/journal/apga/article/view/179/119 Copyright (c) 2023 Novita Sari, Euis Kurniati, Laksmi Evasufi Widi Fajari https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/192 2025-04-23T00:11:38Z apga:ART

Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection Tang, Kuok Ho Daniel engage gamification Kahoot Poll Everywhere Quizizz reticence Reticence prevalent among East Asian students has prompted educators to attempt different methods to engage them. Gamification of courses has gained popularity as an avenue to encourage students’ participation, and it is facilitated by the roll-out of diverse online gamification platforms. This study aims to reflect on an educator’s experience of incorporating elements of gamification in an environmental science course delivered in a micro-campus established through a Sino-American educational collaboration. Gibb’s Reflective Cycle was adopted to guide the reflection practice. Gamification was implemented with three online interactive platforms, namely Poll Everywhere, Kahoot, and Quizizz. Poll Everywhere was mainly used for short polls and activities during lessons, while Kahoot and Quizizz were used for quiz-like competitions whose scores did not contribute to students’ grades. Kahoot created a lively atmosphere in class but was constrained by limits on players’ numbers, internet control, and the lag between sending and receiving responses. Quizizz had more game elements, which thrilled individual players but was less able to create the lively classroom the educator desired. It was more stable, perhaps because it was less subjected to internet control. Poll Everywhere had a less attractive scoreboard and was more appropriate for short classroom activities. Students' interest in the platforms tended to wane with each repeated use of the platforms. To improve the gamification experience, a mix of platforms could be used, and locally developed platforms could be sourced for stability and diversification. Tecno Scientifica Publisher 2023-02-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/192 10.53623/apga.v2i2.192 Acta Pedagogia Asiana; Volume 2 - Issue 2 - 2023; 54-63 2963-6442 10.53623/apga.v2i2 eng https://tecnoscientifica.com/journal/apga/article/view/192/113 Copyright (c) 2023 Kuok Ho Daniel Tang https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/218 2025-04-23T00:11:38Z apga:REV

Student-centered Approach in Teaching and Learning: What Does It Really Mean? Tang, Kuok Ho Daniel argument-based education student-centered problem-based project-based technology Student-centered approach has been the center of attention in teaching and learning as the emphasis to shift away from teacher-centered approach is growing. While the term has been widely used, it remains unclear how it can be effectively operationalized given the continuum nature of teacher-centered and student-centered approaches. This article examines 34 articles and included a thematic analysis of their contents to systematically present the methods to operationalize student-centered approach. A channel to practice student-centered approach is project-based learning where students work on projects, such as community and design projects, and are expected to manage the projects or at least propose actions or solutions. Problem-based learning is a variant of project-based learning and students often work on scenarios, cases, questions, or problems which are less extensive than projects. Problem-solving usually precedes lectures to promote self-directed learning and facilitate scaffolding. An argument-based curriculum incorporates arguments and debates that engage students in the self-discovery of different perspectives on a given topic. Student-centered approach is closely linked to the use of technology for research, interactions, gamification, simulations, and feedback. Student-centered feedback prompts active learning through deliberate feedback while adaptive teaching involves students in content-building. This review contributes to the enhancement of student-centered elements in teaching and learning. Tecno Scientifica Publisher 2023-03-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/218 10.53623/apga.v2i2.218 Acta Pedagogia Asiana; Volume 2 - Issue 2 - 2023; 72-83 2963-6442 10.53623/apga.v2i2 eng https://tecnoscientifica.com/journal/apga/article/view/218/122 Copyright (c) 2023 Kuok Ho Daniel Tang https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/228 2025-04-23T00:11:38Z apga:REV

Policy Analysis: Parental Rights on Vaccination - Right to be Educated Devi, Ashna Gosai, Sharnit This paper examined evidence from various perspectives on the vaccination debate in the United States. It discusses reasons that revolve around the concept of parental rights regarding vaccination, while also exploring numerous factors that influence shifting opinions on this controversy. The experiences of individuals are taken into consideration, alongside the broader population. Historical events that contribute to the discussion of vaccine hesitancy are presented as evidence. The paper delves into the impact of misinformation and its ability to influence the general public through various media outlets. The contribution of physicians in educating their patients about childhood vaccination is also considered. Additionally, the paper explores the balance between maintaining human rights to religious practice and ensuring maximum protection against contagious diseases in our communities. Tecno Scientifica Publisher 2023-05-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/228 10.53623/apga.v2i2.228 Acta Pedagogia Asiana; Volume 2 - Issue 2 - 2023; 84-94 2963-6442 10.53623/apga.v2i2 eng https://tecnoscientifica.com/journal/apga/article/view/228/141 Copyright (c) 2023 Ashna Devi, Sharnit Gosai https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/234 2025-04-23T00:11:38Z apga:REV

Problem Based Learning in Engineering Course in Malaysia Hadibarata, Tony Hidayat, Topik Kwabena, James Educational approach; critical thinking; earning process; engineering course; engaging students Problem-based learning (PBL) is an effective educational approach that promotes critical thinking, collaboration, and creativity. The study aimed to review an implementation of PBL in engineering course in Malaysia. PBL has been shown to be effective in engaging students in the learning process by presenting them with complex, open-ended problems that require critical thinking and creativity to solve. Through this process, students develop their critical thinking skills, including their ability to analyze information, evaluate arguments, and make sound judgments. PBL also helps students to develop their problem-solving skills, which are essential in the real world. Despite its benefits, implementing PBL in the classroom can also have some challenges and limitations. It can be time-consuming, difficult to assess, challenging to implement in large classes, and may not be suitable for all students. Thus, careful planning and preparation are required before implementing PBL in a university setting. In an engineering course, PBL provides students with opportunities to develop their critical thinking and problem-solving skills, as well as to enhance their collaboration and communication abilities. It also allows students to see the relevance of the knowledge and skills they are learning and to take ownership of their learning. Therefore, implementing PBL in a university requires identifying appropriate learning objectives and designing a problem or scenario that aligns with those objectives. The problem or scenario should be complex and open-ended, requiring students to draw on knowledge and skills from multiple subject areas. The implementation of PBL should also involve ongoing evaluation and refinement to ensure its effectiveness. Tecno Scientifica Publisher 2023-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/234 10.53623/apga.v2i2.234 Acta Pedagogia Asiana; Volume 2 - Issue 2 - 2023; 95-105 2963-6442 10.53623/apga.v2i2 eng https://tecnoscientifica.com/journal/apga/article/view/234/151 Copyright (c) 2023 Tony Hadibarata, Topik Hidayat, James Kwabena https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/237 2025-04-23T00:11:38Z apga:ART

Developing Professional Creativity of Teachers Based on Problem Based Learning (PBL) Pozilova, Shakhnoza Khaydaraliyevna staffs of vocational education, training courses, professional creativity, PBL, creative techniques The article determined the importance and problems of developing the professional creativity of teachers of professional educational institutions in professional training courses. Moreover, the article described the method of conducting practical training based on PBL, and as a result, the indicators of the evaluation criteria were given. The purpose of the article was the methodology of practical training organized on the basis of PBL to increase the professional creativity of teachers of professional education in training courses. Innovative-methodical projects were developed for improving teachers' professional creativity, and creative educational technologies and methods were used at each stage. Based on the mathematical and statistical analysis of the research, the types of personal and professional creativity of teachers were determined and the concept of professional creativity was revealed. A module aimed at enhancing the professional creativity of teachers was included in the curriculum of personnel retraining and professional development courses, and didactic support was developed with helping creative techniques and platforms which were helpful for assessing creative abilities of teachers. As a result, the professional creativity of teachers of vocational education was enhanced by 10%. Tecno Scientifica Publisher 2023-06-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/237 10.53623/apga.v2i2.237 Acta Pedagogia Asiana; Volume 2 - Issue 2 - 2023; 106-114 2963-6442 10.53623/apga.v2i2 eng https://tecnoscientifica.com/journal/apga/article/view/237/152 Copyright (c) 2023 Shakhnoza Khaydaraliyevna Pozilova https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/252 2025-04-23T00:11:38Z apga:ART

Leadership Through Discursive Strategies in Abiy Ahmed’s Welcoming Speech at the 35th Ordinary Session of the African Union Assembly Srour , Ibrahim PM Abiy Ahmed; discursive strategies; leadership; Africa; Ethiopia Diplomatic language and political discourse have always been inseparable and have wielded effects in terms of power, control, and domination. These effects depended on how language was used and for what purpose. The article stems from the premise that the use of specific strategies, particularly discursive strategies, enables users to convey power and leadership. Consequently, this article analyzes the political discourse, specifically the diplomatic language, used in the welcoming speech delivered by Ethiopia's Prime Minister Abiy Ahmed at the African Union (AU) Assembly. The analysis is conducted based on Reisigl and Wodak's Discourse-Historical Approach (DHA) theory, focusing on their five discursive strategies. The goal is to uncover the discursive strategies employed by Abiy Ahmed to achieve unity and, through unity, convey Africa's power in general, in the face of foreign intrusion, as well as Ethiopia's power specifically. The analysis reveals that the discursive strategy of predication predominated throughout the speech, both individually and in combination. Predication was employed to showcase notions of power, positivity, independence, and sovereignty of Ethiopia. By utilizing these discursive strategies, Abiy emphasizes the importance of collaborative efforts to overcome any obstacles that arise in Africa. Tecno Scientifica Publisher 2023-06-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/252 10.53623/apga.v2i2.252 Acta Pedagogia Asiana; Volume 2 - Issue 2 - 2023; 115-123 2963-6442 10.53623/apga.v2i2 eng https://tecnoscientifica.com/journal/apga/article/view/252/153 Copyright (c) 2023 Ibrahim Srour https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/312 2025-04-23T00:14:51Z apga:REV

The Use of Scoring Rubrics in University Hadibarata, Tony Hidayat, Topik Kwabena, James Holistic score; analytic score; reability; assessment tool This study examines the application of scoring rubrics as an evaluative instrument in higher education environments. Specifically, it explores the advantages, validity, and reliability associated with their use. Scoring rubrics provide a systematic and unbiased methodology for assessing various academic assignments, assisting educators in delivering constructive feedback and promoting student development. The study delves into the benefits associated with the utilization of rubrics, which encompass improved levels of transparency, uniformity, and fairness in the grading process. Furthermore, it investigates the validity and reliability of rubrics, ensuring the precision and consistency of evaluation outcomes. Moreover, this study explores the utilization of holistic and analytic rubrics within Malaysian universities, providing an analysis of their individual applications and advantages in the evaluation procedure. In the pursuit of improving assessment methods, institutions are increasingly recognizing the significance of including scoring rubrics as a valuable instrument to facilitate high-quality education and foster student achievement. Tecno Scientifica Publisher 2024-01-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/312 10.53623/apga.v3i1.312 Acta Pedagogia Asiana; Volume 3 - Issue 1 - 2024; 1-12 2963-6442 10.53623/apga.v3i1 eng https://tecnoscientifica.com/journal/apga/article/view/312/185 Copyright (c) 2024 Tony Hadibarata, Topik Hidayat, James Kwabena https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/326 2025-04-23T00:14:51Z apga:ART

Bridging Theory and Practice: The Role of Site Visits in Environmental Engineering Learning Jusoh, Muhammad Noor Hazwan Hadibarata, Tony In engineering education, experiential learning is essential as it allowed students to connect theoretical knowledge with real-world applications. This study explored the impact of industrial visits, a form of experiential learning, on engineering students’ comprehension, critical thinking, and overall educational experience. We employed a mixed-methods approach, integrating questionnaire surveys, reflective writing exercises, and qualitative analyses to assess the learning outcomes and pedagogical implications of these site visits. Our findings demonstrated that industrial visits significantly enhanced students’ understanding of engineering concepts by providing real-world context to theoretical knowledge. Through reflective exercises, students integrated their field trip experiences with classroom learning, fostering critical thinking abilities and a deeper comprehension of the subject matter. This study underscored the importance of curriculum integration. To nurture students as adept problem solvers and critical thinkers in both academic and practical engineering fields, fostering dynamic interactions between theoretical instruction and practical experiences was crucial. Our study encouraged further exploration of how experiential learning could enrich the educational journey, equipping students to tackle complex challenges in our ever-evolving environment as engineering education advanced. Tecno Scientifica Publisher 2024-01-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/326 10.53623/apga.v3i1.326 Acta Pedagogia Asiana; Volume 3 - Issue 1 - 2024; 13-22 2963-6442 10.53623/apga.v3i1 eng https://tecnoscientifica.com/journal/apga/article/view/326/186 Copyright (c) 2024 Muhammad Noor Hazwan Jusoh, Tony Hadibarata https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/330 2025-04-23T00:14:51Z apga:ART

Globalization and College Students’ Attitudes towards Learning English in an Indonesian Context Suwartono, Tono globalization college students attitude English Indonesian context Learners’ attitudes towards learning English as a global language have been widely discussed, yet little is known about this in Indonesia. This study aims to address this knowledge gap by exploring the responses of Indonesian university students to a survey on their attitudes toward learning English in the context of globalization. A total of 333 students volunteered to participate, representing diverse departments within a faculty at a university in Central Java Province, Indonesia. To collect data, we carefully adapted and designed a questionnaire, which was administered online using Google Forms. The collected data were analyzed using descriptive statistics. The analysis suggests that college learners and users of English in Indonesia hold a positive attitude towards learning the language. We also provide pedagogical implications. Tecno Scientifica Publisher 2024-01-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/330 10.53623/apga.v3i1.330 Acta Pedagogia Asiana; Volume 3 - Issue 1 - 2024; 23-29 2963-6442 10.53623/apga.v3i1 eng https://tecnoscientifica.com/journal/apga/article/view/330/187 Copyright (c) 2024 Tono Suwartono https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/337 2025-04-23T00:14:51Z apga:ART

Academic Integrity in Higher Education: Understanding and Addressing Plagiarism Mulenga, Robert Shilongo, Helvi Plagiarism; academic integrity; educational institutions; consequences; plagiarism detection This article delves into the profound implications of plagiarism, extending beyond its role as an academic transgression to challenge the foundational principles of truth, originality, and integrity upon which the academic world is built. Plagiarism's extensive consequences ripple through students, educators, and educational institutions, posing a substantial threat to the integrity of the educational system. The primary aim of this study is to comprehensively address the complexities of plagiarism in higher education, emphasizing the need for effective strategies to safeguard and promote academic integrity. Academic institutions, designed to cultivate knowledge and character development, confront the unsettling presence of plagiarism, necessitating an in-depth exploration of its multifaceted causes and motivations for meaningful mitigation. The study identifies academic pressure, time constraints, lack of knowledge about citation rules, and the digital age as significant contributors to the prevalence of plagiarism. It underscores the far-reaching consequences of this issue and highlights the pivotal role of prevention and detection strategies, notably plagiarism detection software such as Turnitin, Grammarly, and Copyscape, in the ongoing battle to preserve academic honesty and the sanctity of scholarly work. Tecno Scientifica Publisher 2024-01-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/337 10.53623/apga.v3i1.337 Acta Pedagogia Asiana; Volume 3 - Issue 1 - 2024; 30‒43 2963-6442 10.53623/apga.v3i1 eng https://tecnoscientifica.com/journal/apga/article/view/337/188 Copyright (c) 2024 Robert Mulenga, Helvi Shilongo https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/376 2025-04-23T00:14:51Z apga:ART

Investigating English as a Second Language (ESL) Learners’ Writing Skills through Open-source Software: A Case Study Shruthi, Subramanian Aravind, Banumathi Rajamanickam The purpose of this study was to investigate the feedback of English as a Second Language (ESL) learners on their writing skills, with a focus on exploring ESL students' progress in writing skills based on tenses through open-source software. The software is employed to assess each student's improvement. This research follows a qualitative method, and data were collected through semi-structured interviews and the think-aloud protocol. The results are categorized into four main areas: (a) Feedback provided by students; (b) Students' perception of tenses and writing skills; (c) Students' views on teachers' teaching; and (d) practice through open-source software. The study revealed that ESL students had a positive perception of tenses, and their writing skills were enhanced by the semi-structured interviews conducted by ESL learners. The conclusion of the study highlighted that students themselves could recognize improvements in their syntax errors and sentence formation, with very few exceptions. It is advisable for teachers to incorporate a variety of proper grammatical topics in the future to assist students in improving their writing abilities.  Tecno Scientifica Publisher 2024-01-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/376 10.53623/apga.v3i1.376 Acta Pedagogia Asiana; Volume 3 - Issue 1 - 2024; 44-54 2963-6442 10.53623/apga.v3i1 eng https://tecnoscientifica.com/journal/apga/article/view/376/191 Copyright (c) 2024 Subramanian Shruthi, Banumathi Rajamanickam Aravind https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/401 2025-04-23T00:17:13Z apga:ART

The Jigsaw Learning Model to Promote Engagement in the English Language Classroom: A Teacher’s Reflection Suwartono, Tono Romdona, Yaomal jigsaw cooperative learning model student engagement English class Learning activities employing the lecture model have induced boredom among students and resulted in poor participation in the classroom, including in the English as a foreign language class. Low student participation in classrooms may impede the development of their skills. The jigsaw cooperative learning model provides an opportunity for students to collaborate and actively participate. This collaborative action research aims to assist students in addressing engagement issues in English lessons through the jigsaw cooperative learning model. The collaborative action research involved a cohort of 36 primary school students, comprising 20 females and 16 males, in the city of Purwokerto, Indonesia. Data was collected through observation, and the observational data obtained were then analyzed using descriptive statistics. After three cycles, student engagement increased from 56% (baseline) to 65.56%, 75.56%, and 79.44%, respectively. The desired criteria for intervention success (75%) were met in cycle 2, leading to the conclusion of the investigation in cycle 3. Based on the results, it can be inferred that the adoption of the jigsaw learning model has effectively enhanced student engagement in the English language class. Practical implications of the study are then presented. Tecno Scientifica Publisher 2024-02-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/401 10.53623/apga.v3i2.401 Acta Pedagogia Asiana; Volume 3 - Issue 2 - 2024; 55-64 2963-6442 10.53623/apga.v3i2 eng https://tecnoscientifica.com/journal/apga/article/view/401/197 Copyright (c) 2024 Tono Suwartono, Yaomal Romdona https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/404 2025-04-23T00:17:13Z apga:REV

Implications of Artificial Intelligence for Teaching and Learning Tang, Kuok Ho Daniel artificial intelligence feedback smart content teaching and learning virtual learning environments Artificial Intelligence (AI) has significantly transformed teaching and learning, facilitating a shift from teacher-centered to student-centered education. This review outlines the broad implications of AI for education and synthesizes both the opportunities and challenges associated with its implementation. Examining over 55 papers related to the impacts of AI on education, the review encompasses various educational contexts, avoiding a singular focus on specific types of education or the teaching of AI alone. According to the review, AI introduces new opportunities for creating intelligent content that enhances learning experiences, fostering interactivity and a student-centered approach. Smart content enables instructors to integrate multimedia, interactive tools, AI-related wearables, and information technologies, diversifying learning modes and engaging students more effectively. The creation of smart content aligns with smart education frameworks to ensure efficient content development. AI also contributes to the development of intelligent tutoring systems, which simulate human tutors to deliver personalized and adaptive educational experiences. These systems can host smart content, enabling independent learning. Additionally, AI improves virtual learning environments by analyzing student data to tailor content and delivery methods based on individual needs. It automates tasks such as grading and feedback, allowing teachers to concentrate on other essential responsibilities. While AI brings significant benefits, it is not without limitations. Challenges include infrastructure requirements, considerations of inclusion and equity, teacher readiness and preparation, data quality and inclusivity, profit orientation, data privacy and ethical concerns, and the potential for unequal access. Addressing these limitations is crucial for maximizing the positive impacts of AI in the realm of education. Tecno Scientifica Publisher 2024-02-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/404 10.53623/apga.v3i2.404 Acta Pedagogia Asiana; Volume 3 - Issue 2 - 2024; 65-79 2963-6442 10.53623/apga.v3i2 eng https://tecnoscientifica.com/journal/apga/article/view/404/198 Copyright (c) 2024 Kuok Ho Daniel Tang https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/426 2025-04-23T00:17:13Z apga:ART

The The Effect of Social Media on Students' School Life in Indonesia Nafisah, Ainun Ahmed, Nasheeta Shareen Balamurugan, Tharani Gimka, Kushalini Wijaya, Lourelyn Clarecya Social media Students School life Indonesia Social media has emerged as a ubiquitous force in today's society, facilitating global interactions and information exchange across virtual networks. Numerous studies have been conducted to uncover both the positive and negative effects of social media on students and education. This article explores the pervasive influence of social media on students' school lives, focusing on four key factors: motivating students in academic achievement, utilization for academic discussions, accessibility of study materials through social media, and the potential distraction of school assignments. We investigate the effect of students' screen time on social media on these aspects of their educational experience using a quantitative approach. A survey methodology was employed, with data gathered from 67 students in Indonesia. Preliminary results indicate that social media may not have a significant effect on students' school lives. Additionally, students reported experiencing both negative and positive impacts of social media on their academic endeavors. Tecno Scientifica Publisher 2024-05-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/426 10.53623/apga.v3i2.426 Acta Pedagogia Asiana; Volume 3 - Issue 2 - 2024; 80-90 2963-6442 10.53623/apga.v3i2 eng https://tecnoscientifica.com/journal/apga/article/view/426/212 Copyright (c) 2024 Ainun Nafisah, Nasheeta Shareen Ahmed, Tharani Balamurugan, Kushalini Gimka, Lourelyn Clarecya Wijaya https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/432 2025-04-23T00:17:13Z apga:REV

Culturally Responsive Teaching: Navigating Models and Implementing Effective Strategies Abdalla, Hassan Moussa, Ahmat Navigating models; CRT strategy; teacher-student relationship; diverse culture Culturally Responsive Teaching (CRT) stands as a beacon of equity and inclusivity within the realm of education, advocating for instructional practices that honor and affirm students' diverse cultural backgrounds, experiences, and perspectives. It bridges the cultural divide between educators and students, recognizing that cultural identities significantly shape learning experiences and outcomes. The aim of this review is to thoroughly analyze CRT, delving into its diverse models, strategies, and practical implications. CRT emphasizes cultural competence among educators, the integration of culturally relevant content into the curriculum, and fostering positive teacher-student relationships. Models developed by scholars such as James A. Banks, Geneva Gay, and Gloria Ladson-Billings provide practical frameworks for CRT implementation, promoting culturally inclusive teaching methods and nurturing positive intercultural interactions. Implementing CRT involves creating inclusive curriculum, cultivating cultural competence among educators, and fostering positive teacher-student relationships. However, challenges such as implicit bias, structural barriers, and language diversity must be addressed to create supportive learning environments. Moving forward, enhancing teacher education programs, providing ongoing professional development, and advocating for policies that support equity and inclusion are essential steps to advance culturally responsive practices in education. Collaborative efforts among educators, researchers, policymakers, and community stakeholders are vital for promoting equity, fostering collaboration, and improving outcomes for all students in culturally diverse educational settings. Tecno Scientifica Publisher 2024-06-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/432 10.53623/apga.v3i2.432 Acta Pedagogia Asiana; Volume 3 - Issue 2 - 2024; 91-100 2963-6442 10.53623/apga.v3i2 eng https://tecnoscientifica.com/journal/apga/article/view/432/223 Copyright (c) 2024 Hassan Abdalla, Ahmat Moussa https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/468 2025-04-23T00:17:13Z apga:REV

The Importance of Social-Emotional Learning in Schools Martinez, Maria Eugenia Gomez, Valeria Social-emotional learning; emotional development; academic achievement; emotional resilience; interpersonal skills In recent years, the importance of addressing students' social and emotional development alongside their academic needs has gained increasing recognition. Traditional education systems have predominantly emphasized cognitive skills and academic achievement, often neglecting the emotional and social aspects of student growth. This oversight can lead to significant consequences, such as heightened rates of anxiety, depression, and behavioral issues among students. The lack of social-emotional learning (SEL) integration in school curricula results in many students being ill-prepared to manage their emotions, establish healthy relationships, and make responsible decisions. Modern life's pressures and complexities exacerbate this problem, demanding greater emotional resilience and interpersonal skills from young people. Integrating SEL into school curricula can substantially enhance students' overall well-being, academic performance, and future success. By equipping students with the tools to understand and manage their emotions, develop empathy, and build strong interpersonal relationships, SEL creates a more supportive and effective learning environment. This holistic educational approach addresses the immediate emotional and social needs of students and contributes to their long-term personal and professional development. The objective of this article is to explore the importance of SEL in schools and highlight its benefits for students, educators, and the broader educational community. SEL, as an educational framework, aims to develop students' emotional intelligence, social skills, and overall well-being. By integrating SEL into school curricula, we can foster a supportive and emotionally healthy learning environment that prepares students to navigate the complexities of life, ensuring they are well-equipped for future challenges and opportunities. Tecno Scientifica Publisher 2024-07-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/468 10.53623/apga.v3i2.468 Acta Pedagogia Asiana; Volume 3 - Issue 2 - 2024; 101-112 2963-6442 10.53623/apga.v3i2 eng https://tecnoscientifica.com/journal/apga/article/view/468/231 Copyright (c) 2024 Maria Eugenia Martinez, Valeria Gomez https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/495 2025-10-07T00:12:27Z apga:REV

Hybrid and Blended Learning Models: Innovations, Challenges, and Future Directions in Education Mulenga, Robert Shilongo, Helvi Hybrid learning; blended learning; srtificial intelligence (AI); pedagogical innovation; virtual reality (VR); personalized learning The rise of hybrid and blended learning models has transformed educational practices, combining the strengths of in-person and online learning. This review explores recent innovations, challenges, and future directions in these models. Technological advancements such as artificial intelligence (AI), adaptive learning platforms, and virtual reality (VR) are reshaping the delivery of hybrid education by offering personalized learning experiences, automating assessments, and creating interactive simulations. Pedagogical shifts, including flipped classrooms and competency-based education, are becoming central to hybrid learning environments, emphasizing student-centered approaches and maximizing active engagement. The integration of microlearning and modular course design further enhances flexibility, catering to diverse learning styles and paces. Despite these innovations, significant challenges remain. Issues of equity and access persist, with underprivileged students facing barriers due to lack of internet connectivity and digital resources. Additionally, instructors face increased workloads and must adapt to new technologies, often requiring further training to manage hybrid classrooms effectively. Maintaining student engagement, particularly in asynchronous settings, also presents difficulties. The review highlights best practices, such as the use of interactive learning strategies, continuous assessment, and offering flexible learning paths to support student success in hybrid settings. Looking forward, the future of hybrid and blended learning points towards greater personalization through AI, enhanced sustainability by reducing the reliance on physical infrastructure, and the integration of immersive technologies like augmented and virtual reality. These advancements hold the potential to revolutionize hybrid learning, making education more accessible, engaging, and adaptable to a variety of learning environments. Tecno Scientifica Publisher 2024-11-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/495 10.53623/apga.v4i1.495 Acta Pedagogia Asiana; Volume 4 - Issue 1 - 2025; 1-13 2963-6442 10.53623/apga.v4i1 eng https://tecnoscientifica.com/journal/apga/article/view/495/255 Copyright (c) 2024 Robert Mulenga, Helvi Shilongo https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/496 2025-10-07T00:12:27Z apga:REV

Microlearning and its Effectiveness in Modern Education: A Mini Review Mostrady, Ahmed Sanchez-Lopez, Eva Gonzalez-Sanchez, Andres Filipe Microlearning; Cognitive load theory; Knowledge retention; E-learning platforms; Digital education The modern educational environment is increasingly moving toward using innovative teaching approaches. One such approach is microlearning, which is characterized by delivering small, focused portions of information that can be quickly consumed and easily retained. Microlearning fits well within the context of digitized education. Its flexibility and adaptability make it a good match for the kinds of short, attention-limited spans that today's learners tend to have. This review will look at the concept of microlearning, the technological platforms that can be used for it, and the effectiveness of microlearning for improving learning outcomes. Several studies have shown that microlearning improves knowledge retention, lowers cognitive load, and allows learners to consume content at their own pace. These studies have established microlearning as a highly effective and flexible modern pedagogical practice. The dissemination of microlearning is now largely in the hands of digital tools—mobile apps, e-learning platforms, and social media—making it more accessible and convenient than ever before. In conclusion, microlearning presents a promising model for modern education, offering substantial cognitive benefits when applied effectively. However, it is essential to balance its use with more in-depth learning strategies to ensure comprehensive understanding. Tecno Scientifica Publisher 2024-11-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/496 10.53623/apga.v4i1.496 Acta Pedagogia Asiana; Volume 4 - Issue 1 - 2025; 33-42 2963-6442 10.53623/apga.v4i1 eng https://tecnoscientifica.com/journal/apga/article/view/496/258 Copyright (c) 2024 Ahmed Mostrady, Eva Sanchez-Lopez, Andres Filipe Gonzalez-Sanchez https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/519 2025-10-07T00:12:27Z apga:REV

The Significance of Higher Education in Facilitating Labour Market and Student Migration in Fiji Gosai, Sharnit Education, Labour, Migration, Fiji, Shortages In Fiji, labour shortages have significantly increased over the past decade. As the education system improved, many individuals opted to migrate in search of better educational opportunities and job prospects abroad. The policy brief focuses on the impact of migration on individuals seeking adequate education and training. It is evident that a growing number of people chose to pursue further education by moving abroad. As highlighted in the National Economic Summit, migration abroad for educational, employment, or permanent purposes is a significant factor. This poses a considerable challenge to Fiji's economic progress, as the country faces a shortage of skilled and educated workers to meet the demands of the labour market. As Fiji advances in its development, these shortages could have serious implications for the nation's future. It is crucial for all stakeholders, including policymakers, educators, economists, and other professionals, to play their part in addressing these issues. Without enough skilled and educated workers, Fiji may struggle to maintain its position. Over time, the country may have fewer local individuals contributing innovative and creative ideas, leading to a decline in human capital formation, which could persist as a long-term issue. The present study constitutes an analytical research paper that investigates the effects of student and labour migration on economic development and labour market dynamics. Special attention is given to the role and contributions of higher education in shaping these impacts. Tecno Scientifica Publisher 2024-11-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/519 10.53623/apga.v4i1.519 Acta Pedagogia Asiana; Volume 4 - Issue 1 - 2025; 14-32 2963-6442 10.53623/apga.v4i1 eng https://tecnoscientifica.com/journal/apga/article/view/519/257 Copyright (c) 2024 Sharnit Gosai https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/553 2025-10-07T00:12:27Z apga:ART

Comparative Analysis of the Effectiveness of Informatics Course Learning Utilizing Chatgpt Utami, Arneitta Dwicahya Kamayani, Mia Siduningrum, Estu Azhar, Nur Chalik earning effectiveness, ChatGPT, UEQ, prompt engineering This study examined the effectiveness of conventional teaching methods and ChatGPT in an introductory Algorithms and Programming course at the university level. ChatGPT, an AI-based NLP technology, assisted students in understanding course material through automated responses. However, its effectiveness relative to conventional methods required further evaluation, particularly concerning motivation, interaction, self-regulation, instructional structure, and the instructor's role. Using a sample of 10 students for pretest-posttest analysis, 38 respondents for the User Experience Questionnaire (UEQ), and accuracy analysis via prompt engineering, the results revealed that conventional methods better enhanced motivation and interaction. ChatGPT demonstrated strengths in attractiveness (1.982) and efficiency (2.053) but scored lower in accuracy (1.395) and novelty (1.053). Prompt engineering significantly improved response accuracy when tailored to learning modules, highlighting the importance of precise inputs. The findings suggested that while ChatGPT excelled as a supplementary tool, it was less effective as a standalone teaching method. This study contributed to the growing field of educational technology by providing insights into the integration of AI tools in learning environments. Tecno Scientifica Publisher 2025-01-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/553 10.53623/apga.v4i1.553 Acta Pedagogia Asiana; Volume 4 - Issue 1 - 2025; 55-65 2963-6442 10.53623/apga.v4i1 eng https://tecnoscientifica.com/journal/apga/article/view/553/281 Copyright (c) 2025 Arneitta Dwicahya Utami, Mia Kamayani, Estu Siduningrum, Nur Chalik Azhar https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/555 2025-10-07T00:12:27Z apga:REV

Active Learning Strategies: A Mini Review of Evidence-Based Approaches Martinez, Maria Eugenia Gomez, Valeria Active learning; think-pair-share; problem-based learning; flipped classroom; collaborative projects Active learning strategies such as think-pair-share (TPS), problem-based learning (PBL), flipped classrooms, and collaborative projects are essential for promoting student engagement, critical thinking, and academic success. This review brings together evidence from multiple disciplines to examine the effectiveness of these strategies and their impact on educational outcomes. PBL is particularly popular in fields such as engineering and medicine, where it enhances problem-solving, self-directed learning, and teamwork by exposing students to real-world, interdisciplinary challenges. Flipped classrooms, where content delivery occurs outside of the classroom, can enable more interactive, discussion-based learning in class, which can improve student performance and satisfaction, despite challenges associated with preparation and varying learning rates. Collaborative projects are often used in economics and social sciences to foster important skills such as teamwork, leadership, and communication through group interaction. The effectiveness of these strategies is further enhanced by structured instructional models such as the analysis, design, development, implementation, and evaluation (ADDIE) framework, ensuring alignment with educational goals. In addition, the incorporation of artificial intelligence into active learning is transforming educational practice by providing personalized learning experiences and immediate feedback, although it also raises ethical concerns about the balance between technology and human interaction. In summary, active learning strategies, if carefully implemented, can provide students with important skills for academic and career success while meeting the changing demands of modern education. Tecno Scientifica Publisher 2025-01-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/555 10.53623/apga.v4i1.555 Acta Pedagogia Asiana; Volume 4 - Issue 1 - 2025; 43-54 2963-6442 10.53623/apga.v4i1 eng https://tecnoscientifica.com/journal/apga/article/view/555/275 Copyright (c) 2025 Maria Eugenia Martinez, Valeria Gomez https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/593 2025-10-07T00:15:11Z apga:REV

A Narrative Review of How Students Perceive a Good Teacher Tang, Kuok Ho Daniel empathy instructional learning needs motivation perceptions relationships Students come to class with various perceptions of what constitutes a good teacher. These affect how a teacher is evaluated in increasingly student-centered classrooms where students’ needs, interests, and learning styles are prioritized. To better understand how students perceive a good teacher, this review comprehensively presents the perceptions of students at different educational levels on the traits of a good teacher. It discusses the nuances in these perceptions and whether they are justifiable. It reviewed more than 75 papers to achieve its aims. This review indicates that effective teachers possess characteristics like desirable personality, interpersonal skills, and instructional methods. It highlights the complex role teachers play in influencing students' academic and emotional growth. The shift from teaching skills in primary to relationship-oriented traits in secondary education shows that a student's developmental stage significantly affects their view of effective teaching. Secondary students often emphasize relational elements, such as appreciation and empathy, due to their need for autonomy and peer-like connections. University students value subject expertise, effective communication, and motivation. Like secondary students, they view traits like empathy, respect, and approachability as important.  The perceptions of a good teacher, particularly the ability to create a safe and supportive environment, relational skills, and competence in delivering content, are largely justifiable. However, the emphasis on rendering socio-emotional support and a student-consumer mentality in universities that prompts students’ needs to be prioritized could add to teachers’ already heavy workload and result in burnout. While serving as motivators, teachers themselves need motivation to perform their work more effectively. Tecno Scientifica Publisher 2025-02-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/593 10.53623/apga.v4i2.593 Acta Pedagogia Asiana; Volume 4 - Issue 2 - 2025; 66-85 2963-6442 10.53623/apga.v4i2 eng https://tecnoscientifica.com/journal/apga/article/view/593/286 Copyright (c) 2025 Kuok Ho Daniel Tang https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/645 2025-10-07T00:15:11Z apga:REV

A Systematic Review of Innovative Teaching Strategies in Science: Exploring Hands-on Learning, Technology Integration, and Student-Centered Approaches Laid, Shella Mae Tanghian Adlaon , Mauricio S. This systematic review examined the effectiveness of innovative teaching strategies in science education, focusing on hands-on learning, technology integration, and student-centered approaches. Using the PRISMA framework, 18 peer-reviewed studies from 2020 to 2025 were analyzed to identify trends, benefits, and challenges. Findings revealed that hands-on learning enhanced engagement and problem-solving skills but faced resource constraints. Technology integration improved accessibility and visualization but required teacher training and equitable access. Student-centered approaches promoted critical thinking and collaboration but demanded alternative assessment methods. Addressing these challenges through blended learning and policy support was found to enhance science education outcomes. Tecno Scientifica Publisher 2025-06-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/645 10.53623/apga.v4i2.645 Acta Pedagogia Asiana; Volume 4 - Issue 2 - 2025; 101-114 2963-6442 10.53623/apga.v4i2 eng https://tecnoscientifica.com/journal/apga/article/view/645/316 Copyright (c) 2025 Shella Mae Tanghian Laid, Mauricio S. Adlaon https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/651 2025-10-07T00:15:11Z apga:REV

Blended Learning for Stoichiometry and Mass Balance in Environmental Chemistry Hadibarata, Tony Hidayat, Topik Khamidun, Mohd Hairul Blended learning; stoichiometry and mass balance; assessment model; digital approach  Teaching environmental chemistry today involves both conventional and digital learning modes. Traditional approaches such as lectures, problem-solving, and laboratory exercises, offer content that is more or less structured with direct interaction, but not active engagement, interactivity, and enough resources are often found wanting. To better learn the subject, blended learning has been introduced, including some important digital tools like online facilities, simulations, and virtual labs. These ensure access and increase participation but the major con that students show low motivation because of the unequal access to the tools, the challenge that teachers face using the new tools, low student motivation, and problems in assessment. Its use has grown, but the effectiveness of blended learning, especially in stoichiometry and mass balance, which are considered to be rather complex, is not well documented. This review aimed to answer how traditional, digital, and blended learning approaches work in environmental chemistry education and what the benefits and challenges of each are. While traditional methods are more inclined to encourage the interaction of the instructor, which already appears to be passive and sometimes disconnected from the real situation outside the classroom, the blended learning method will put forward greater interactivity and personalization, though much will now depend on the individual student and the access to technology. A balanced approach will be evidenced by blended learning, with the strong points imbibed from both the modes, but, however, much intelligence is required to apply it to steer clear of further weaknesses. For improvement in the teaching of Environmental Chemistry, it is essential to invest in the digital infrastructure, faculty training, strategies of student engagement, and innovative models of assessment. If applied strategically, then blended learning can bridge effectively between theory and practice, making the teaching of Environmental Chemistry more engaging, inclusive, and outcome-based. Tecno Scientifica Publisher 2025-05-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/651 10.53623/apga.v4i2.651 Acta Pedagogia Asiana; Volume 4 - Issue 2 - 2025; 86-100 2963-6442 10.53623/apga.v4i2 eng https://tecnoscientifica.com/journal/apga/article/view/651/310 Copyright (c) 2025 Tony Hadibarata, Topik Hidayat, Mohd Hairul Khamidun https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/679 2025-11-18T23:49:24Z apga:REV

Mentorship in Teacher Education Programs: A Review of Practices, Outcomes, and Challenges Mwesigwa, Felix Nakato, Nalukenge Mentorship in teacher education plays a vital role in the development of pre-service teachers by bridging the gap between theoretical knowledge and practical application. Effective mentorship fosters professional identity, enhances classroom management skills, and promotes long-term career satisfaction. This review aimed to explore the different models of mentorship in teacher education, their outcomes, challenges, and enablers to identify best practices and provide evidence for improving mentorship programs. A systematic review was conducted using databases such as ERIC, Scopus, and JSTOR. Inclusion criteria focused on peer-reviewed articles published between 2013 and 2024, with a specific focus on teacher education programs. Studies examining mentorship models, outcomes, and challenges were considered. The review identified several mentorship models, including traditional dyadic mentorship, peer and group mentoring, and online/e-mentoring. Key outcomes of mentorship include professional identity development, enhanced instructional skills, and increased teacher retention. Challenges, such as time constraints, mentor overload, and mismatched mentor-mentee pairings, were prevalent. Enablers like structured mentor training and reflective practices emerged as critical for successful mentorship programs. Findings highlight the need for structured, evidence-based mentorship programs in teacher education to improve teacher preparation and retention. Future research should focus on longitudinal and cross-cultural studies to explore the long-term effects of mentorship. This review contributes to the development of mentorship models that can be implemented to support teacher growth and retention globally. Tecno Scientifica Publisher 2025-08-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/679 10.53623/apga.v5i1.679 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 15-29 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/679/354 Copyright (c) 2025 Felix Mwesigwa, Nalukenge Nakato https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/680 2025-10-07T00:15:11Z apga:REV

Addressing Diversity, Equity, and Inclusion in Environmental Engineering Education: A Review of Strategies Gani, Paran Jusoh, Muhammad Noor Hazwan Hadibarata, Tony Lai, Wai Yan Yong, Leong Kong Malang, Jameson Ujan, Nancy Hua, Ang Kean Matias-Peralta, Hazel Monica While environmental engineering helps to solve major world challenges, it still struggles with diversity, equity and inclusion (DEI). This study seeks to understand the current progress of DEI in environmental engineering education at the university level and for professionals. It analyzes studies related to DEI to discover difficulties that hinder its integration and considers proposed solutions for promoting an inclusive environment. Some main obstacles are the low number of minorities, insufficient DEI information in courses and opposition to reform within institutions. Various promising ways such as making changes to the curriculum, inclusive teaching, student mentorship schemes, instructor development and community involvement are covered. Even so, these different approaches often miss proper support and coordination which reduces their usefulness over time. The review points out flaws in how assessment is done and suggests incorporating DEI concepts throughout education policies, teaching activities and professional life. In the end, it recommends ways that teachers, schools and policy groups can promote DEI by staying committed and joining forces. Tecno Scientifica Publisher 2025-06-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/680 10.53623/apga.v4i2.680 Acta Pedagogia Asiana; Volume 4 - Issue 2 - 2025; 115-123 2963-6442 10.53623/apga.v4i2 eng https://tecnoscientifica.com/journal/apga/article/view/680/317 Copyright (c) 2025 Paran Gani, Muhammad Noor Hazwan Jusoh, Tony Hadibarata, Wai Yan Lai, Leong Kong Yong, Jameson Malang, Nancy Ujan, Ang Kean Hua, Hazel Monica Matias-Peralta https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/694 2025-11-18T23:49:24Z apga:REV

A Literature Review of Action Research Trends and Innovations for Teaching Physics in the Philippines Andrin, Arnel R. Adlaon , Mauricio S. Physics education inquiry-based learning conceptual understanding digital tools active learning This systematic literature review examined how action research was used to address persistent challenges in physics education in the Philippines. Physics education played a key role in building scientific literacy, critical thinking, and problem-solving skills—competencies emphasized by the K to 12 curriculum under Republic Act No. 10533 and reinforced by DepEd Order No. 16, s. 2017, which promoted teacher-led research. The urgency for pedagogical innovation intensified during the COVID-19 pandemic, which disrupted traditional teaching and exposed limitations in laboratory access, digital readiness, and student engagement. Despite these developments, there had been no comprehensive synthesis of empirical studies documenting how action research supported physics instruction in the Philippine context. This review addressed that gap by consolidating findings from 14 peer-reviewed studies published between 2021 and 2025, identified through a PRISMA 2020, guided search across Scopus, Web of Science, Google Scholar, ERIC, and ScienceDirect. Qualitative thematic analysis revealed four dominant trends: experiential simulations and inquiry-based models that actively engaged learners in conceptual exploration and problem-solving; integration of technological tools such as PhET simulations, mobile learning platforms, and video-based instruction to enhance accessibility and interactivity; cultural contextualization, including the incorporation of indigenous games and ethno-STEM approaches to increase relevance and inclusivity; and gamification to promote motivation, collaboration, and sustained participation, particularly in underserved communities. These innovations demonstrated positive effects on student engagement, achievement, and teacher professional growth, yet challenges persisted. These included inadequate institutional support for sustained research, unequal access to technology, and difficulties in aligning innovations with standardized curricula. The review concluded that action research offered a systematic, evidence-based mechanism for refining teaching strategies, fostering reflective practice, and sustaining innovation. The findings provided a foundation for enhancing teacher training, shaping education policy, and promoting broader adoption of learner-centered, context-sensitive approaches in physics education. Tecno Scientifica Publisher 2025-08-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/694 10.53623/apga.v5i1.694 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 1-14 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/694/351 Copyright (c) 2025 Arnel R. Andrin, Mauricio S. Adlaon https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/707 2025-10-07T00:15:11Z apga:ART

Classroom Wall Graffiti as a Voice Tool: The Lebanese University as a Case Study Srour , Ibrahim Language carried within it one’s affective notions, psychological struggles, and cognitive abilities. These were expressed through emotions, thoughts, and opinions that reflected one’s social role and status. In this way, language served as a vital tool for communication at the social, institutional, and interpersonal levels. Among its many forms was graffiti. Graffiti represented a form of communication that allowed writers to express their thoughts and feelings freely. This article was based on the premise that classroom wall graffiti played a significant role in voicing the opinions, emotions, and ideologies of their writers. It examined the classroom graffiti written by students at the Lebanese University’s English Department, Faculty of Arts and Humanities. The aim was to highlight the cognitive, behavioral, and interpersonal features of the students’ graffiti in order to demonstrate its effectiveness in expressing their voices. The findings showed that classroom graffiti by these students functioned as a powerful discursive social practice, enabling them to articulate the thoughts and emotions that weighed on their minds. Tecno Scientifica Publisher 2025-07-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/707 10.53623/apga.v4i2.707 Acta Pedagogia Asiana; Volume 4 - Issue 2 - 2025; 136-152 2963-6442 10.53623/apga.v4i2 eng https://tecnoscientifica.com/journal/apga/article/view/707/338 Copyright (c) 2025 Ibrahim Srour https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/711 2025-10-07T00:15:11Z apga:ART

Enhancing STEM Awareness Through University Outreach Program in Rural School Jusoh, Muhammad Noor Hazwan Gani, Paran Hadibarata, Tony Jusoh, Muhammad Noor Hisyam Clean water awareness through STEM (Science, Technology, Engineering, and Mathematics) activities has become increasingly relevant, especially in rural areas where issues like water pollution and limited access to clean water persist. This paper described an outreach program with the aim of boosting both STEM understanding and health awareness among primary school students in a rural Malaysian community. The sessions were conducted hands-on, involving simple experiments and water filtration demonstrations using readily available materials. These activities highlighted experiential and inclusive learning, aligning with the goals outlined in the Malaysia Education Blueprint 2013–2025. During the program, students explored the science behind water contamination and its health impacts, followed by building their basic water filters. Students responded well during quizzes and interactive tasks, which helped track their learning progress. Notably, their awareness of waterborne diseases and confidence in applying basic filtration methods increased significantly from 15% before the program to full participation and understanding afterwards. Besides gaining knowledge, the activities seemed to shift their attitudes. Many students started asking questions about their household water sources, showing a level of curiosity that was not there before. This kind of learning rooted in real-life context demonstrated that STEM outreach does teach science as well as allows young learners to care about their environment and health. The model used in this program has strong potential to be adapted for other communities where resources may be limited but the need for awareness is in need. Tecno Scientifica Publisher 2025-07-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/711 10.53623/apga.v4i2.711 Acta Pedagogia Asiana; Volume 4 - Issue 2 - 2025; 124-135 2963-6442 10.53623/apga.v4i2 eng https://tecnoscientifica.com/journal/apga/article/view/711/337 Copyright (c) 2025 Muhammad Noor Hazwan Jusoh, Paran Gani, Tony Hadibarata, Muhammad Noor Hisyam Jusoh https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/805 2025-11-18T23:49:24Z apga:ART

The Correlation of Students’ Communication and Collaboration Skills to Work Ethics through Project-Based Learning Lianto, Lianto Rohayati, Yulista Trias Lestari, Sri Rahayu communication collaboration work-ethics project-based learning Effective communication and collaboration were vital competencies that students needed to master to enhance their work ethic in the 21st century. This study sought to investigate the relationship between communication, teamwork, and work ethic qualities in the context of Project-Based Learning (PBL). The sample for this study comprised students enrolled in an introductory immunology course at the Faculty of Biology, Malang State University, Indonesia. Data were analyzed using multiple regression and correlation analysis. The findings indicated a correlation among communication, collaboration, and work ethic skills. Communication and teamwork contributed 61.5% to students' work ethic skills in project-based learning. The project-based learning style was crucial for enhancing students' communication and collaboration abilities. Project-based learning also influenced students' work ethic. It was strongly recommended to implement the project-based learning approach in higher education institutions to enhance students' 21st-century competencies. Tecno Scientifica Publisher 2025-10-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/805 10.53623/apga.v5i1.805 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 30-39 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/805/372 Copyright (c) 2025 Lianto Lianto, Yulista Trias Rohayati, Sri Rahayu Lestari https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/832 2025-11-18T23:49:24Z apga:ART

Prevalence of Mental Health Issues Among Secondary School Students in Surabaya, Indonesia, Using the Strengths and Difficulties Questionnaire Nafisah, Ainun Tharani Balamurugan Adolescent mental health is a growing concern worldwide, yet evidence from Indonesia remains limited. This study examined the prevalence of mental health issues among secondary school students in Surabaya using the Strengths and Difficulties Questionnaire (SDQ). A cross-sectional survey was conducted across four schools, involving 167 junior and senior high school students. Participants self-reported emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship difficulties, and prosocial behavior. Data were analyzed using descriptive statistics and non-parametric tests to explore differences across gender, age, school type, and school level. Findings revealed that 24.6% of students were at substantial risk of mental health difficulties. In contrast, 70.7% of students were unlikely to experience clinically significant problems, and only 1.8% were at risk of low prosocial behavior. Female students reported higher total difficulty scores but also demonstrated greater prosocial behavior compared to males. Additionally, students in public schools showed higher levels of prosocial behavior than those in private schools. Tecno Scientifica Publisher 2025-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/832 10.53623/apga.v5i1.832 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 40-51 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/832/386 Copyright (c) 2025 Ainun Nafisah, Tharani Balamurugan https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/836 2025-12-03T06:47:11Z apga:ART

Educational Service Strategy in Increasing Public Interest in Madrasahs and Integrated Islamic Schools Fauzi, Anis Misbayani, Misbayani Rohmiyati, Yuli educational services strategy community interest madrasah integrated Islamic school Public interest in integrated Islamic madrasahs and schools is growing, yet challenges remain in delivering comprehensive and effective educational services. This study aimed to explore the forms of educational services developed in madrasahs and integrated Islamic schools, as well as the involvement of teachers, educational personnel, and parents in enhancing service quality. A qualitative descriptive approach was employed, using in-depth interviews, observations, and documentation at four research sites in Serang City, Indonesia. Participants included school principals, teachers, administrative staff, and parents. The results indicated that suitable educational services in madrasahs comprised core subject learning, extracurricular activities, talent development, and library services. Additional facilities included science laboratories, counseling rooms, places of worship, school cooperatives, canteens, and multimedia rooms. In integrated Islamic junior high schools, services also involved dormitory management, health programs, and auxiliary services such as laundry and sewing. Teacher councils and educational personnel actively supported these services, while parental involvement further enhanced service quality. Limitations included restricted land for sports facilities and the need for improved public awareness of new services. In conclusion, integrated Islamic schools that implement comprehensive educational strategies attract greater public interest and foster holistic student development. Future research should investigate the long-term impact of these services on academic performance, character formation, and community engagement, as well as strategies to optimize limited resources and expand access to high-quality educational services.   Tecno Scientifica Publisher 2025-11-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/836 10.53623/apga.v5i1.836 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 52-64 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/836/394 Copyright (c) 2025 Anis Fauzi, Misbayani Misbayani, Yuli Rohmiyati https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/950 2026-01-19T06:14:37Z apga:REV

AI am Motivated: Leveraging Self-Determination Theory in Chatbots Sims, Craig Moursounidis, Jack Sheffield, Rachel Thompson, Nik Singh, Abhijeet Bunn, Anna Sha, Li Artificial intelligence (AI)-powered chatbots promised to streamline administrative tasks and offer just-in-time support within higher education institutions. However, many existing chatbots prioritised simple information delivery over the cultivation of deeper student engagement and intrinsic motivation. This paper argued that Self-Determination Theory (SDT), a prominent framework for understanding motivation, offered a robust model for designing chatbots that went beyond passive answering to become active facilitators of student agency. SDT emphasised three core psychological needs: autonomy, competence, and relatedness. This paper explored how the intentional integration of these needs into chatbot design could transform administrative support interactions into opportunities to empower students as self-directed learners. Tecno Scientifica Publisher 2026-01-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/950 10.53623/apga.v5i1.950 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 65-72 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/950/426 Copyright (c) 2026 Craig Sims, Jack Moursounidis, Rachel Sheffield, Nik Thompson, Abhijeet Singh, Anna Bunn, Li Sha https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/955 2026-01-19T06:14:36Z apga:ART

University Lecturers’ and Students’ Perceptions and Use of Genai Technologies Zheng, Chen Leo, Kee Chye Sheffield, Rachel Fairhurst, Nicole GenAI technology; perceptions; GenAI tertiary usage; GenAI ethics ChatGPT, Bard, and other generative artificial intelligence (GenAI) technologies, also known as conversational AI or chatbots, were trained to be informative and comprehensive. This definition described the capacity of GenAI to answer, create, and complete tasks, such as writing essay responses using user-generated prompts. Universities were often unsure of how to incorporate this technology into the teaching and learning process in a consistent and ethical manner. There was debate about the positive and negative aspects of GenAI within universities, such as prompt feedback and resource development, versus breaches of academic integrity. The inconsistencies in messaging and debates led both academics and students to feel anxious, confused, and concerned. This project explored the expertise, confidence, and subsequent experiences of university students and academics with the use of GenAI technologies in their teaching, learning, and assessment. It employed a mixed-methods approach, combining a quantitative survey with qualitative interviews conducted across international campuses of a large public university, with a sample of 132 students and 38 staff. GenAI had the potential to enhance productivity and efficiency in education; however, further support and clarification were needed to foster the development of critical skills for evaluating information output and the ethical use of these technologies. Tecno Scientifica Publisher 2026-01-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/955 10.53623/apga.v5i1.955 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 73-84 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/955/427 Copyright (c) 2026 Chen Zheng, Kee Chye Leo, Rachel Sheffield, Nicole Fairhurst https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/965 2026-01-19T06:14:35Z apga:ART

Enhancing Student Engagement and Motivation in Virtual English as a Second Language Classrooms During the COVID-19 Pandemic: Challenges and Strategies Van, Le Ha Virtual Learning Environment; ESL students; motivation; interaction; ESL teaching experiences; COVID-19 The COVID-19 pandemic catalyzed a paradigm shift in education, accelerating the transition from traditional face-to-face instruction to virtual learning environments. This shift presented unique challenges for English as a Second Language (ESL) instruction, primarily due to reduced direct interaction and limited engagement between instructors and students. The inherent difficulties of ESL learning were further intensified in virtual settings, potentially leading to decreased student interest, motivation, and participation, particularly among learners accustomed to conventional classroom dynamics. A lack of social interaction in online environments often resulted in feelings of isolation and diminished motivation among ESL students. Nevertheless, when effectively designed, virtual learning environments enhanced teaching methodologies, enriched learning materials, and fostered students’ analytical skills, curiosity, creativity, and motivation. This study explored the strategies employed by three ESL lecturers to enhance and sustain student motivation in virtual learning contexts. The findings provided practical insights for universities adapting to online learning during the COVID-19 pandemic and offered valuable implications for managing future educational disruptions. Tecno Scientifica Publisher 2026-01-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/965 10.53623/apga.v5i1.965 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 85-94 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/965/428 Copyright (c) 2026 Le Ha Van https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/971 2026-01-19T06:14:34Z apga:ART

Exploration of the Practice of Curriculum Reform in Chinese Vocational Education Zhang, Lianlong Cai, Cheng Xu, Shifang Vocational education; curriculum; course articulation; course coordination; Pearson correlation coefficient In secondary vocational education, the coherence and connection of curriculum content are crucial for students’ holistic development. This study focused on the logistics major in vocational schools and applied Pearson correlation coefficients to analyze learning transfer effects between courses, providing data-based support for curriculum design and integration. The results showed that among the three basic courses of language arts, mathematics, and English, mathematics demonstrated the strongest internal coherence. The high correlation among specialized courses indicated that their arrangement was more conducive to systematic and in-depth knowledge acquisition. Variations in correlation coefficients over time provided a basis for optimizing early course planning, strengthening academic early warning mechanisms in vocational schools, preventing academic difficulties, and ensuring a smooth and effective learning process for students. Tecno Scientifica Publisher 2026-01-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/971 10.53623/apga.v5i1.971 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 95-103 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/971/429 Copyright (c) 2026 Lianlong Zhang, Cheng Cai, Shifang Xu https://creativecommons.org/licenses/by/4.0

oai:oai.tecnoscientifica.com:article/981 2026-01-19T06:14:33Z apga:REV

Fostering Diversity, Equity and Inclusion in Learning and Teaching of Digital Business and Management Education Adeyinka-Ojo, Samuel Lew , Tek Yew DEI, learning and teaching; digital business; management education; VUCAD2 This paper aimed to explore the importance, benefits, and challenges of the diversity, equity, and inclusion (DEI) framework in learning and teaching (LT) within digital business and management education (DBME). DEI components were found to be indispensable for crafting sustainable, effective, and socially responsible learning and teaching spaces in business schools across major academic disciplines, including digital business, marketing, entrepreneurship, human resources, tourism, hospitality, public relations, events management, accounting, finance, international business, and general management education. A notable gap existed among academics, practitioners, and policymakers regarding the integration of DEI principles into learning and teaching environments. Specifically, the extant literature had underreported and failed to comprehensively identify the benefits of DEI in the learning and teaching of digital business and management education, as well as the challenges associated with implementing DEI within volatile, uncertain, complex, ambiguous, disruptive, and diverse (VUCAD²) learning and teaching environments. The research method adopted was the Logic of Aggressive Synthesis (LAS). The findings demonstrated both the benefits and the potential perils of implementing a DEI framework in learning and teaching within digital business and management education. Implications and directions for future research were also discussed. Tecno Scientifica Publisher 2026-01-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://tecnoscientifica.com/journal/apga/article/view/981 10.53623/apga.v5i1.981 Acta Pedagogia Asiana; Volume 5 - Issue 1 - 2026; 104–115 2963-6442 10.53623/apga.v5i1 eng https://tecnoscientifica.com/journal/apga/article/view/981/430 Copyright (c) 2026 Samuel Adeyinka-Ojo, Tek Yew Lew https://creativecommons.org/licenses/by/4.0