Open Access

Article

Article ID: 2735

A practical framework for the US universities to attract and support African students to business education

by Babu George

Forum for Education Studies, Vol.3, No.3, 2025;

This paper presents a practical framework designed to guide US universities to attract and retain international students from Africa, particularly in the context of business education. Drawing from consumer choice theories, international student decision-making models, and the socio-cultural contexts of African countries, this study synthesizes existing literature to provide actionable insights for Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs). Key focus areas include cultural and social integration, financial accessibility, specialized business curricula, inclusive campus environments, and career opportunities. The framework emphasizes leveraging alumni networks, addressing racial climate concerns, and tailoring institutional strategies to align with African students’ unique needs and aspirations. This paper serves as a valuable resource for universities, policymakers, and other stakeholders committed to fostering a supportive academic environment for this growing student population.

Open Access

Article

Article ID: 3010

The development of primary foreign language teaching materials: A new pathway for teacher professional development

by Xuan Huang, Jing Peng

Forum for Education Studies, Vol.3, No.3, 2025;

This paper adopts a case study approach to explore the professional development of two foreign language teachers in a primary school English teaching materials writing project and their influencing factors. The data was collected through semi-structured interviews and coded and analyzed using Nvivo software. It was found that the professional development of foreign language teachers was reflected in the four main dimensions of professional knowledge, professional competence, ethical values, and teacher community. The influencing factors include individual, community and macro factors at three levels. This study sheds new light on teachers’ professional development pathways.

Open Access

Article

Article ID: 2193

Transmitting ideological values: Classroom teacher strategies in Nahdlatul Ulama and Muhammadiyah elementary schools in Indonesia

by Moh. Ferdi Hasan

Forum for Education Studies, Vol.3, No.3, 2025;

This research evaluates and analyzes (1) how classroom teachers formulate strategies to instill NU-Muhammadiyah ideological values in their respective elementary schools; (2) how these teachers implement strategies for instilling NU-Muhammadiyah values; and (3) how they evaluate the effectiveness of these strategies. Using a qualitative approach with a multi-case study design, this research studied 12 classroom teachers from NU- and Muhammadiyah-based elementary schools in Jember, Indonesia, selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and document study. Data analysis employed both single-case and cross-case analysis with spiral techniques, including data management, reading and coding, reduction, description, classification, interpretation, presentation, and conclusion. Data validity was verified through credibility, transferability, dependability, and confirmability tests. Results show that (1) teachers formulate ideological strategies based on three stages: external-internal analysis of ideological sources, establishment of vision-mission aligned with strategic policies, and incorporation of philosophical-ideological values including Tauhid, Maslahat, Dakwah, Nationalism, Humanism, Modernism, Musyawarah, and Tawakkal; (2) implementation strategies involve classroom-based approaches, including curriculum integration, pedagogical methods, and assessment techniques that reflect ideological values; (3) evaluation strategies involve systematic monitoring, clarification, performance measurement, and corrective actions to ensure alignment with ideological foundations.

Open Access

Perspective

Article ID: 1929

Educational data mining in CALL assessment

by Eunjeong Park

Forum for Education Studies, Vol.3, No.3, 2025;

The deployment of data mining into computer-assisted language learning (CALL) assessment can help to transform language learning assessment and evaluation in a way it has never been. Advanced data analysis methods managed by machine learning and natural language processing can allow teachers and educators to view and analyze their language learning process data, making it possible to see many linguistic insights. The points of the theorem have a better vision that would be not only the learners’ relationships with the digital education platforms but also the recognized value of the processed materials. Both teachers and learners can use text data in the analysis process to gain a macro view while the micro level of understanding is covered in many aspects. They help to determine and locate the levels of the language learning process that can act as a basis on which personalized feedback can be provided, with the students’ different needs in mind. Furthermore, the data-driven CALL assessment as a means allows for the improvement of the language learning tools in terms of accuracy and equips instructors with tools to do their job better by improving their different teaching strategies. Using data mining in language assessment with technology in language learning facilitates teachers and educators to develop assessment training courses that can be used in various educational institutions worldwide and eventually leads students to an active learning process.

Open Access

Article

Article ID: 2937

Basic ICT access and reading achievement: First-level digital divide patterns among U.S. 15-year-olds in the PISA 2018

by Nirmal Ghimire, Kouider Mokhtari

Forum for Education Studies, Vol.3, No.3, 2025;

The reading performance of U.S. 15-year-old students is influenced by multiple factors, yet prior research on first-level digital divide indicators, such as access to home computers, internet connectivity, and information and communication technology (ICT) devices, has yielded mixed results. This study investigates the relationship between home technology access and reading achievement among U.S. 15-year-olds using data from the 2018 Program for International Student Assessment (PISA). After listwise deletion of missing ICT data, the analytic sample included 4565 students from 164 U.S. schools. Reading achievement was measured using ten plausible values reflecting students’ ability to locate, understand, and evaluate textual information. We employed survey-weighted regression with progressive model development, conducting ten separate analyses and synthesizing results using Rubin’s rules to account for measurement uncertainty. Findings revealed that basic technology access explained 10.6% of the variance in reading performance. Consistent computer access at home was associated with higher achievement. However, internet access presented nuanced effects: students with internet access but no reported use performed worse than those without access, while active users showed positive associations. ICT device quantity exhibited a curvilinear relationship with optimal reading performance linked to ownership of around 8–9 devices, declining thereafter. These results underscore that while first-level digital divide indicators are associated with reading outcomes, access alone is not sufficient. Engagement patterns and moderated device use are key to maximizing educational benefits.

Open Access

Article

Article ID: 2337

Individualization and universal design for learning in competency-based physical education: A proposal for inclusive teaching

by Jordi Brasó-Rius, Aaron Rillo-Albert, Marta Pérez-González, Meritxell Arderiu-Antonell

Forum for Education Studies, Vol.3, No.3, 2025;

The Sustainable Development Goals have contributed to the evolution of physical education. As an objective, it is proposed to rethink a new individualized model and shift the paradigm of a physical education system poorly adapted to students. Teacher training is key to promoting inclusive, high-quality education. The LIRPSE (Lieberman-Brian Inclusion Rating Scale for Physical Education) framework can be a useful tool.