Vol. 3 No. 3 (2025)

Open Access

Article

Article ID: 2922

Evaluating the key factors influencing the effectiveness of Activity-Based Teaching and Learning in IB Economics for Grade 11 and 12

by Amit Joshi, Wilson Dhana Marthen, Nicole Megasari

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

Education systems worldwide are undergoing a paradigm shift from traditional lecture-based teaching to more student-centered, activity-driven learning methodologies. In this context, Activity-Based Teaching and Learning (ABTL) has emerged as a transformative pedagogical approach that actively involves students in the learning process, promoting critical thinking, problem-solving, and real-world application. The International Baccalaureate (IB) Economics curriculum, which is designed to develop students’ analytical and evaluative skills, aligns well with the principles of ABTL. This study employs the Interpretative Phenomenological Analysis (IPA) technique to explore the lived experiences of IB Economics students and teachers regarding ABTL. Using qualitative methods such as semi-structured interviews, reflective journals, focus group discussions, classroom observations, and thematic analysis of student work, the study seeks to evaluate the effectiveness of ABTL in enhancing students’ understanding and application of economic concepts. The research design includes purposive sampling of IB Economics students and teachers from multiple IB schools, ensuring diverse perspectives. Additionally, reliability and validity measures such as triangulation and member checking are employed to enhance the credibility of findings. The study finds that ABTL significantly enhances student engagement, comprehension, and the ability to apply economic theories to real-world scenarios. Students report higher levels of motivation and deeper conceptual understanding through interactive activities such as simulations, debates, and inquiry-based projects. Teachers emphasize that ABTL fosters independent learning and analytical thinking, which are crucial for success in IB assessments. However, challenges such as time constraints, resource limitations, and varying student adaptability to ABTL methodologies are also noted. The findings have practical implications for IB educators, curriculum designers, and policymakers, emphasizing the need for professional development programs that equip teachers with ABTL strategies. Furthermore, the study highlights the necessity of institutional support to integrate ABTL effectively, ensuring that students benefit from a dynamic and engaging learning experience in IB Economics.

Open Access

Article

Article ID: 2918

Technological readiness and integration of digital technologies for teaching in government aided primary schools in Uganda

by Robert Kyeyune, Benard Engotoit, Edgart Atwo Katarahweire, Abdal Kasule, Mayoka G. Kituyi

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

This study seeks to examine the relationship between technological readiness and integration of digital technologies for teaching in government-aided primary schools in Uganda. The study adopted a cross-sectional quantitative research approach, utilizing a survey design from which a structured, close-ended questionnaire was designed and administered to primary school teachers in Uganda to collect data. A total of 335 teachers were selected to participate in the study and these were sampled based on Krecjie and Mogan’s table of sample size selection. The findings revealed that there is a positive association between technological readiness and integration of digital technologies for teaching in primary schools in Uganda. Further, to confirm the study hypothesis, the study found that technological readiness significantly predicted integration of digital technologies for teaching in government-aided primary schools in Uganda. This signifies that when teachers have access to IT infrastructure and internet connectivity, their integration and use of digital technologies in teaching will be enhanced. The study provides recommendations for concerned stakeholders to work towards providing teachers’ access to IT infrastructure and internet connectivity so as to enable them to teach with the aid of technology. This study examines the dimensions of technological readiness and its influence on the integration of digital technologies for teaching in government-aided primary schools. No prior research has examined these concepts in relation to teachers and the use of digital technologies in Uganda, where the situation is made worse in rural areas.

Open Access

Article

Article ID: 2651

Exploring the influence of Aberu on teacher trainees in Iran: A cultural-historical perspective

by Pourya Javahery

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

Cultural factors are crucial in shaping teacher training programs, affecting curriculum, instructional strategies, and the learning environment. This study investigates the impact of Aberu, which is an Iranian concept of honor and social reputation emphasizing the maintenance of dignity and societal respect, on teacher trainees using Cultural-Historical Activity Theory (CHAT). Through qualitative analysis of interviews with 14 trainees from various Iranian teacher training centers, the study reveals that Aberu significantly influences their professional development. Key findings indicate that trainees experience heightened stress, sleep deprivation, fear of failure, and internalized perfectionism as they strive to meet Aberu standards. Aberu mediates their interactions and learning within the Zone of Proximal Development (ZPD), leading to self-imposed standards and a deep sense of responsibility to uphold their cultural identity. Understanding the influence of Aberu on teacher trainees has significant implications for designing culturally responsive training programs that support the needs of diverse learners and promote culturally competent teaching practices. Finally, the article concludes that by integrating cultural considerations into teacher training, educators can better prepare trainees to navigate the complexities of the educational landscape in Iran and beyond.

Open Access

Article

Article ID: 2517

Contextual-based science Pop Up Book: Learning media to improve creative thinking skills of junior high school students

by Antika Salma Augeta, Iwan Wicaksono, Nur Ahmad

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

Students’ creative thinking skills in Indonesia are still relatively low. This is because students have difficulty in understanding the material that has been learned, are limited and inhibited in conveying ideas, and the learning process is less efficient because it only uses learning media that is less interesting and uses lecture methods that are easily boring. This study aims to describe the validity, practicality, and effectiveness of contextual-based science Pop Up Book learning media to improve the creative thinking skills of junior high school students. Creative thinking skills measured include fluency, flexibility, originality, elaboration. This research uses a development research design with the ADDIE model, namely analysis, design, development, implementation, and evaluation. Data collection techniques and instruments used include validation sheets, learning implementation observation sheets, test questions (pre-test and post-test), and student response sheets to measure students’ creative thinking skills. The results of data analysis showed that the contextual-based science Pop Up Book media obtained a validity score of 88.28% with very valid criteria. The practicality of the contextual-based science Pop Up Book media through the learning implementation observation sheet obtained a score of 89.14% with very practical criteria. The use of contextual-based science Pop Up Book media is also proven effective through the results of the N-gain score of 0.56 with moderate criteria. As well as student responses to the contextual-based Science Pop Up Book were very good with a score of 90.05%. The contextual-based science Pop Up Book media developed as a whole can be concluded to be valid, practical, and effective for improving the creative thinking skills of junior high school students.

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.

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: 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

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: 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: 3180

Under the perspective of situational education, the educational transformation of social resources empowers the Cultural Empowerment of ideological and political courses

by Xiaotong Wang, Minghao Chen

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

We should make good use of the “Great Ideological and Political Courses”. The ideological and political course should not only be taught in the classroom but also in social life. With the help of social resources, the classroom space of the ideological and political course can be expanded from schools to the whole society. How to effectively tap into high-quality social resources at present, break through the barriers for converting social resources into teaching resources for ideological and political courses, uphold the unity of theory and practice in ideological and political courses, and promote Cultural Empowerment in ideological and political courses is an important proposition for strengthening the construction of “grand ideological and political courses”. By constructing a model for the educational transformation of social resources, guided by the three-dimensional goals of theory, practice, and value; integrating the application curriculum system of social resources; integrating teaching design with digital technology; and implementing a process-oriented dynamic tracking and evaluation system, we can promote the empowerment of ideological and political education Cultural Empowerment through the teaching context of social resources.

Open Access

Article

Article ID: 3095

University-industry cooperation: The deep integration of Shenzhen Polytechnic University and Shenzhen CloudTranslation Technology

by Yong Qu, Yuerong Zhou

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

This paper explores the connotation and model of university-industry cooperation (UIC) by investigating the collaboration between Shenzhen CloudTranslation Technology Co., Ltd. (CloudTranslation) and Shenzhen Polytechnic University (SZPU) within value co-creation theory. The aim is to develop composite talents in “language + technology + service” mode. In terms of resource investment, the focus is on creating a mechanism for resource-sharing by innovating systems and platforms for industry-education integration, thus promoting a seamless connection between the education chain, talent chain, industry chain, and innovation chain. Regarding innovation, the collaboration addresses industry needs by incorporating the entire process of teaching reform and innovation, with cutting-edge technology deeply embedded to guide the new development of international language talents. The partnership between SZPU and CloudTranslation exemplifies a deep integration of AI technology in the language services industry and educational practice, providing a valuable reference for cultivating high-caliber, forward-thinking talents in higher education who meet the current trends in international language services.

Open Access

Article

Article ID: 2997

Stories from and of the field: Developing teachers’ discursive practices of science

by G. Michael Bowen, Patricia Hembree

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

Graphs and data tables play a central role in the formation and communication of scientific findings. Competent graph users interpret graphs by understanding the limitations of the representing role they play and other “real world” factors that may influence depicted relationships, using personal experience to contextualize unfamiliar graphs. This suggests that improved competency with using data inscriptions (i.e., data tables, graphs, maps, drawings, illustrations, and pictures) develops as one accumulates a repertoire of research stories that can be used to support interpretations of graphs and data. This study examines the discursive practices of teachers—how they talk, what language they use, and what they gesture towards—while discussing academic posters representing the research work of field biologists they did fieldwork with. The data suggest that the teachers developed rich “stories” drawn from their field experiences, which they used to describe their participation and to contextualize the findings that emerged from the field study. However, despite a preponderance of graphs and tables on the posters, they made few direct references to them. We suggest this occurred because the teachers had participated almost exclusively in the data collection aspects of the research and not in the generative claim-making part of the research. Nevertheless, the teachers’ narrative stories of their fieldwork suggest that they appropriated many of the discursive and research practices of scientists through developing their own stories-from-the-field—“Stories of Me”. They can relate these stories to their own students as firsthand narratives demonstrating nuanced understandings of the practices of real-world research and also use them as a foundation for planning inquiry activities for their own students. We conclude that more participation in the generative, claim-making aspects of science research might further enhance the ways in which teachers discuss research and research findings.

Open Access

Article

Article ID: 1782

Why do academic achievers turn to private tuition instead of self-study? An analysis of preferences

by Pooja Tomar, Sutapa Bose

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

The literature says that in India, the assessment system promotes private tuition at the school level, and in order to retain their lead, academic achievers too rely on tuition. The literature also expresses concern over the impact of private tuition on higher education. However, it does not reveal the factors underlying academic achievers’ reliance on private tuition. This study examines the reliance, using a purposive sample of 276 grade XII students, who preferred private tuition to self-study even though they were achievers at the secondary level. Focus group interviews of the participants and thematic analysis of the qualitative data revealed that an interplay of four factors draws achievers to tutorials: The deeply entrenched trend towards receiving tuition; persuasive marketing strategies deployed by tutorials for targeting and hooking achievers; instructional strategies adopted by tutorials for reducing education to assessment-driven endeavors; and erosion of capacity for self-learning caused by tutorial-regulated learning. Even though this study has an Indian context, given the spread of private tuition across countries, its implications are wide.

Open Access

Article

Article ID: 2914

Cognitive engagement and mastery goal orientation: The efficacy of Multidimensional Intervention among students in communities plagued by violence in Nigeria

by Eric Isaac Shockden, Grace Onyejekwe

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

The study examines the effects of Multidimensional Intervention (MI) on cognitive engagement and mastery goal orientation among secondary school students in the context of community violence in Nigeria. The study specifically tested the effectiveness of MI in enhancing cognitive engagement and mastery goal orientation of secondary school students. A quasi-experimental (non-equivalent pre-test-post-test control group) research design was used on 56 of the 465 junior secondary three students from Government Secondary Schools in Mangu Local Government Area, Plateau State Nigeria (male = 45.5%; female = 54.5%; mean age = 16.7 years). The selection was done using multistage sampling technique. Cognitive Engagement and Mastery Goal Orientation Questionnaire (CEMGOQ, α = 0.88) was used to gather data. Analysis was done using descriptive statistics (percentage, mean, and standard deviation) and analysis of covariance (ANCOVA). The findings indicated that students had low level of cognitive engagement (very small effect size of ƞ² = 0.000) and mastery goal orientation (very small effect size of ƞ² = 0.005) at baseline and both cognitive engagement and mastery goal orientation significantly enhanced due to MI, especially when the pre-test effect was controlled [F(1, 53) = 1084.76, p = 0.000 and F(1, 53) = 818.09, p = 0.000 respectively]. The study concluded that MI is an effective intervention for promoting cognitive engagement and mastery goal orientation among secondary school students. The study recommended that students, teachers, school administrators, and the government should focus on improving cognitive engagement and mastery goal orientation among secondary school students through the use and practice of MI.

Open Access

Article

Article ID: 2178

The educational framework of maritime education and training specialization

by Anna Tenieshvili

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

The article “The educational framework of maritime education and training” represents a review of the MET system aimed at preparing specialists for the field of maritime education. It comprises the review of main subjects of MET and some pieces of opinions on these subjects. The main aim of the article is to show the main components of maritime education and the most significant questions that could be raised within the framework of MET.

Open Access

Review

Article ID: 2621

Generative AI literacy and lifelong learning: A literature overview

by Mussa Saidi Abubakari

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

As generative artificial intelligence (Gen-AI) becomes increasingly integrated into society, understanding how individuals can effectively use these technologies is essential. This paper examines the concept of Generative AI Literacy (Gen-AIL), focusing on the skills needed to navigate and apply Gen-AI tools in personal and professional contexts. Using a targeted literature review of recent studies from databases such as Google Scholar, Consensus.app, and Undermind.ai, the paper identifies key dimensions of Gen-AIL and explores its role in supporting lifelong and personalized learning. The study proposes an integrated framework to guide the development of Gen-AIL and highlights emerging trends shaping its future impact on education. These insights contribute to ongoing discussions on digital literacy and inform future educational strategies in an AI-driven world.

Open Access

Review

Article ID: 3108

Evidence-based education policy in practice: The case of the Netherlands

by Geert Driessen

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

While evidence-based policy and practice have been on the rise for some time now, this does not apply to education. Evidence-based education (EBE) can be defined as the principle that education practices should be based on rigorously established objective evidence, preferably on randomized controlled trials. In this country-specific case study, the focus is on the Netherlands and, more specifically, developments regarding the educational disadvantage policy. Whereas the Ministry of Education propagates the use of EBE, researchers seem to be rather reluctant. The main research question is how many of the ministry’s policy measures have actually been grounded in the principles of evidence-based education? To answer this question, three review studies covering the period 1985–2023 were critically examined. The results can be called shocking: hardly any of the ministry’s policy measures have been based upon hard scientific evidence—neither in the past nor in recent years. Explanations for this finding are given, and recommendations are presented.

Open Access

Perspective

Article ID: 2678

Impact of online resources on assessment literacy of polytechnic educators

by Vanessa Vinodhen

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

This study investigates the impact of online assessment resources on the assessment literacy of polytechnic educators in Singapore. Assessment literacy, defined as educators’ knowledge and skills in designing, implementing, and interpreting assessments, is crucial for ensuring fair and valid evaluation of student learning. With the increasing reliance on online resources for professional development, this study investigates the impact of such resources on the assessment literacy of polytechnic educators. Twenty-three educators from diverse disciplines participated in a pre- and post-survey based on adapted questions from the Scale of Teacher Assessment Practices (STAP). The intervention comprised a six-week engagement with curated online resources, articles, and interactive tutorials on formative and summative assessment strategies. Results from paired t-tests indicated significant improvements in educators’ confidence and competence in designing and implementing assessments, as evidenced by increased mean scores across key domains of assessment literacy. The accessibility and relevance of online resources were highlighted in qualitative feedback, emphasizing their potential for bridging professional development gaps. This study underscores the potential of online resources as an accessible and scalable means of enhancing assessment literacy among polytechnic educators. Implications for integrating such resources into institutional professional development programs and considerations for future research are discussed.

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

Brief Report

Article ID: 2143

Navigating the impact of generative AI in English language education

by Yanling Cai

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

The incorporation of generative AI, especially tools like ChatGPT, into English language teaching signifies a profound transformation in educational strategies. This paper examines the dual impact of GenAI on teaching and learning, emphasizing both its potential benefits and inherent challenges. GenAI provides tailored learning opportunities, flexibility, and increased independence for students, thereby enriching the educational experience. However, it also poses significant challenges, including issues of academic integrity, the risk of reducing human interaction in learning, and the need for strong digital skills. The study highlights the irreplaceable value of interpersonal engagement and empathetic understanding in human-teacher interactions, which remain central to effective education. Key factors such as ease of use, frequent usage intentions, acceptance, and information verification intentions are identified as crucial for the responsible adoption of GenAI tools like ChatGPT and DeepSeek. The paper also underscores teachers’ cautious perceptions of AI, advocating for a focus on critical thinking and problem-solving skills rather than mere cognitive replacement. This paper emphasizes the importance of ethical guidelines, digital literacy, and the preservation of human-centric teaching practices; it presents a roadmap for the responsible integration of AI in education, ensuring that technological advancements enhance rather than undermine the educational experience.