Vol. 3 No. 4 (2025)

Open Access

Article

Article ID: 2947

Subjective well-being of language teaching professionals: An investigation in the context of English as a foreign language education in China

by Bin Chen, Honggang Liu

Forum for Education Studies, Vol.3, No.4, 2025;

Subjective well-being, a central construct in positive psychology, remains underexplored among language educators. To address this gap, this mixed-methods study investigated the structural dimensions of subjective well-being among Chinese junior high school English as a foreign language (EFL) teachers, profiled its manifestations across demographic groups, and identified its ecological sources within workplace contexts. Data were collected from 811 teachers via the Teacher Subjective Well-being Questionnaire, with quantitative analyses including exploratory and confirmatory factor analyses, descriptive statistics, and group comparisons. These were supplemented by in-depth semi-structured interviews with four purposively selected participants, analyzed thematically through Bronfenbrenner’s ecological systems framework. Key findings revealed that: (1) EFL teachers’ subjective well-being demonstrated a uni-dimensional structure in factor analyses, with items indexing instructional efficacy, institutional belonging, and perceived respect loading onto a single factor; (2) participants reported moderate levels of subjective well-being, experiencing work-related happiness only “sometimes”; (3) group comparisons showed significantly lower well-being among early-career teachers (0–5 years) and those with college degrees compared to their more experienced and better-educated counterparts; and (4) ecological contributors spanned multiple levels—positive interactions with students, colleagues, and administrators (microsystem), supportive institutional policies fostering professional growth (exosystem), and national curricular reforms prompting adaptive teaching practices (macrosystem). These findings advance theoretical understanding of teacher well-being by clarifying its conceptual structure and embeddedness within professional ecologies, while offering actionable insights for fostering teacher development through multi-level support systems.

Open Access

Article

Article ID: 2848

Multimodal Literacy in Higher Education: Bridging Digital and Communicative Competencies

by Anita Janković

Forum for Education Studies, Vol.3, No.4, 2025;

In an era of digital transformation, higher education must adapt to new modes of communication and information processing. This study explores the role of multimodal literacy as a critical competency for university students, emphasizing its integration into academic learning and higher education. The research investigates students’ ability to interpret, produce, and critically assess multimodal content across digital platforms. Utilizing a quantitative approach, the study incorporates survey data to assess students’ preparedness and challenges in engaging with multimodal resources. Findings highlight discrepancies between assumed digital proficiency and actual multimodal competence, suggesting a need for structured pedagogical interventions. The study also points to the significance of equipping students with the skills necessary to navigate contemporary communication landscapes effectively. Practical recommendations are proposed for enhancing curricula to support the development of multimodal literacy in higher education.

Open Access

Article

Article ID: 3169

Communication strategies in faculty’s use of technology

by Afam Uzorka, Kagezi Kalabuki

Forum for Education Studies, Vol.3, No.4, 2025;

Abstract: This qualitative study examines how faculty members and administrators in Ugandan universities use digital technologies to support teaching, collaboration, and professional development. A total of 34 participants were interviewed to explore their communication practices and the extent to which digital tools facilitate or hinder academic interaction. Thematic analysis identified five key themes. First, Digital Communication Platforms in Teaching highlights the widespread use of informal platforms such as WhatsApp as substitutes for official learning management systems. Second, Communication for Collaborative Learning emphasizes the role of digital tools in promoting intra- and inter-departmental collaboration despite inconsistent platform use. Third, Multimodal Communication Strategies illustrates the use of video, voice notes, and text-based communication to accommodate diverse student needs and technological limitations. Fourth, Communication for Professional Development underscores the importance of peer-led digital resources and informal learning communities in enhancing faculty digital literacy. Finally, Challenges of Effective Communication include digital inequality, information overload, and platform fragmentation. The findings reveal adaptive strategies in response to institutional and infrastructural constraints. While digital tools expand communication opportunities, stronger institutional coordination and policy support are needed to bridge digital divides and optimize their effectiveness in low-resource higher education contexts.

Open Access

Article

Article ID: 3187

Social media use in second language teaching effectively enhances students’ writing proficiency: A meta-analysis

by Wanying Xie, Yan Huang

Forum for Education Studies, Vol.3, No.4, 2025;

This study employed a meta-analytic approach to examine the overall relationship between social media use and second language (L2) writing proficiency, with particular attention to the potential moderating roles of learners’ age and the type of social media platform (symmetric vs. asymmetric). Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, a comprehensive and systematic literature search was conducted across major academic databases. After rigorous screening and eligibility assessment, 32 empirical studies met the inclusion criteria and were synthesized quantitatively. The results revealed a significant and positive overall association between social media use and L2 writing proficiency, suggesting that engagement with social media environments may facilitate the development of writing skills in an additional language. Contrary to expectations, moderator analyses indicated that neither learners’ age nor the type of social media platform significantly influenced the strength of this relationship. These findings demonstrate a relatively robust positive link across diverse learner populations and technological contexts. Overall, this study provides quantitative evidence supporting the pedagogical value of incorporating social media into L2 writing instruction. It also underscores the need for future research to explore additional moderating variables, such as task design, interactional patterns, and individual learner differences, to better understand the mechanisms underlying technology-enhanced L2 writing development.

Open Access

Article

Article ID: 2148

Does machine learning risk reinforcing societal prejudice in education?

by Zedina Sujoldzic-Lambert, Steve Lambert

Forum for Education Studies, Vol.3, No.4, 2025;

Machine learning is increasingly being applied in sectors ranging from healthcare to finance; however, in education, it is typically only used for predicting students’ grades. On the other hand, deeply rooted societal prejudice is more challenging to measure, so could machine learning contribute to the current discourse? As a result of a gap in existing literature in the use of machine learning in education, this study uses this novel approach to investigate the potential links between the levels of prejudice of college students and their parents’ levels of education. An Implicit Association Task (IAT) was used to collect the information from the participants. Before applying three different machine learning models: Decision Tree (DT), Support Vector Machine (SVM), and K-Nearest Neighbour (KNN). It was found that KNN marginally outperformed not only the DT model but also SVM, with the results being validated by using the Statistical Package for Social Scientists (SPSS). This demonstrated a clear correlation between the parents’ education and their children’s prejudice levels. The paper adds to the limited research that is available on the use of machine learning in education and proposes that a larger study be conducted to provide a more nuanced understanding of prejudice in education.

Open Access

Article

Article ID: 2692

Examining moderating effects of school resources and teachers’ initial training on primary school teachers’ effectiveness in science education in Cameroon

by Shaibou Abdoulai Haji

Forum for Education Studies, Vol.3, No.4, 2025;

This study examines how school resources influence the relationship between teachers’ initial training and their effectiveness in delivering science education in primary schools within the Mfoundi Division of Cameroon. Data were collected from 306 primary school teachers, and hierarchical multiple regression analysis was used to assess the interplay among teacher training, school resources, and teacher effectiveness. The findings reveal a positive association between initial teacher training and teacher effectiveness, indicating that teachers with solid foundational training are better equipped to deliver quality education. However, the study highlights that this relationship is significantly moderated by the availability of school resources. Teachers working in resource-rich environments demonstrated substantially higher effectiveness compared to those in resource-constrained settings. This underscores the critical role of school resources in enhancing the impact of teacher training. The study draws attention to the inequities in resource distribution across schools and stresses the need for educational policies that address these disparities. By ensuring equitable resource allocation and strengthening teacher training programs, educational stakeholders can improve science education outcomes and support teacher performance. The findings contribute to the broader discourse on educational equity and effectiveness, offering practical insights for policymakers and educators striving for improved educational quality in science.

Open Access

Article

Article ID: 2714

The role of knowledge management in enhancing e-learning systems in Jordanian Public Universities

by Refat Alfaouri, Sara Samer Mohammad

Forum for Education Studies, Vol.3, No.4, 2025;

This study addresses the role of knowledge management in enhancing e-learning systems in Jordanian public universities. A questionnaire was distributed to a sample of students, where 610 questionnaires were collected to analyze students’ opinions about the impact of knowledge management on the usefulness of e-learning systems. The results showed significant positive effects of knowledge management, knowledge acquisition, and knowledge sharing on the usefulness of e-learning systems. Students indicated that knowledge management facilitates the educational process, enhances their ability to access knowledge, and increases the value of knowledge exchange among them. The findings further reveal that effective knowledge acquisition practices improve students’ engagement with digital platforms, while knowledge sharing strengthens collaboration and interactive learning experiences. The results also showed that e-learning systems are easy to use and save time for students, contributing to greater flexibility and improved academic performance. Moreover, the integration of knowledge management practices within e-learning environments supports continuous learning and promotes better communication between students and faculty members. Based on these results, the study recommended enhancing knowledge management training programs, encouraging a culture of participation among students and faculty members, and developing effective strategies for using e-learning systems. Such initiatives are expected to strengthen institutional capabilities, maximize the benefits of digital learning technologies, and contribute to improving the overall quality of education in Jordanian universities.

Open Access

Article

Article ID: 3175

Development of science modules assisted with augmented reality to improve science literacy of junior high school students

by Iwan Wicaksono, Tivanka Priti Hernanda, Zainur Rasyid Ridlo, Sutarto, Indrawati

Forum for Education Studies, Vol.3, No.4, 2025;

This study aims to develop an augmented reality (AR)-assisted science learning module that is valid, practical, and effective in improving the science literacy of junior high school students. Science literacy enables students to understand scientific concepts, explain phenomena scientifically, and use scientific evidence to solve problems in everyday life. However, the level of science literacy among students in Indonesia is still relatively low, partly due to the use of conventional teaching materials that do not optimally utilize digital technology. Therefore, the development of technology-based teaching materials is needed to support more effective science learning. This research employed a research and development method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The subjects were 28 students of class VIII A at State Islamic Junior High School 2 Jember. The research instruments consisted of expert validation sheets, learning implementation observation sheets, student response questionnaires, and pre-test and post-test to measure students’ science literacy improvement. The results showed that the AR-assisted science module obtained a validity score of 83% (very valid), a practicality score of 85% (very practical), and an effectiveness level indicated by an N-gain score of 0.71 (high category). Student responses reached 84% in the good category. These findings indicate that the AR-assisted science module is feasible and effective as an innovative teaching material to improve students’ science literacy on the topic of the human respiratory system.

Open Access

Article

Article ID: 3378

China’s new era applied university—Integration and development of civic and political education and electrical engineering disciplines

by Guanyue Sun, Bin Li, Jinshan Zhang, Xiaolong Wang

Forum for Education Studies, Vol.3, No.4, 2025;

To address a gap in applied engineering education—namely, the disconnect between technical proficiency and professional ethics and social responsibility—this study explores the integration of Civic and Political Education (CPE) into the electrical engineering curriculum. The research aims to cultivate “complex electrical engineering professionals” who possess both advanced technical expertise and a robust ethical framework aligned with the transformation of modern energy systems. By repositioning CPE as a localized implementation of international engineering ethics and sustainability-oriented Science, Technology, Engineering, and Mathematics (STEM) education, this paper proposes a “trinity” teaching framework. This model integrates social values, practical skills, and knowledge training through a multidimensional approach. Using the core course “Fundamentals of
Electrical Engineering” as a longitudinal case study, the study implemented a “dual-mentor” system that combines academic faculty with industry experts, and incorporated high-level engineering case studies, such as ultra-high-voltage (UHV) direct current transmission and “Hualong One” nuclear technology, into the curriculum. Empirical observations and student evaluations indicate that this integrated model enhances knowledge retention and professional identity. Specifically, the introduction of complex fault calculation simulations using Matrix Laboratory (MATLAB) significantly improved students’ problem-solving accuracy and logical reasoning skills compared to traditional manual methods. Furthermore, qualitative feedback indicates a significant increase in students’ awareness of global sustainable development goals, national pride, and professional integrity. This study provides a systematic, interdisciplinary framework that bridges the gap between macro-level policy objectives and classroom instructional design. It offers applied universities a replicable methodology for aligning engineering curricula with global social responsibility and professional ethical standards, thereby contributing to international discussions on holistic engineering pedagogy.

Open Access

Brief Report

Article ID: 2121

Features of teaching natural disciplines in institutions of general secondary education in Ukraine

by Roman Banak

Forum for Education Studies, Vol.3, No.4, 2025;

The article highlights a theoretical study based on educational experience and modern challenges of teaching natural sciences in the context of secondary education reform. Natural sciences play a major role in shaping students’ worldviews and their understanding of the modern scientific picture of the world. Modern education in Ukraine is in a difficult period of transformation, which requires the development of innovative teaching methods and techniques. Traditional approaches to lesson construction, which still prevail in the training of future teachers of natural sciences, do not always provide a sufficient level of subject competence for both future teachers and students. Analyzing the literature and surveying teachers, we see the need to introduce a specialized information educational environment—an educational mobile application. The results of observations and analysis of the literature showed that the effectiveness of using a mobile application contributes to better and more effective achievement of educational goals and ensures better integration of information and communication technologies into the educational process. This use of modern technologies can create conditions for a harmonious combination of traditional teaching methods with modern digital educational resources.