Journal of Research in Education and Pedagogy
Governance Capacity: A Critical Analysis of Vocational Education Administration Models in Local Government of Laos
Centralized governance frameworks in developing economies frequently generate a fundamental tension between national policy coherence and the operational responsiveness required by diverse local labor markets. In Laos, this tension is acutely manifest within the administration of Vocational Education (VE), where provincial and district authorities bear expanding implementation responsibilities without commensurate transfers of fiscal authority, administrative capacity, or technical expertise. This study critically examines the administration models operationalized within local VE governance in Laos, identifies the structural constraints limiting their effectiveness, and proposes an evidence-grounded five-component governance reform framework. Employing a sequential explanatory mixed-methods design, the study integrates quantitative survey data from 781 stakeholders across all provinces, comprising local government officials, VE administrators, educators, and industry representatives, with semi-structured qualitative interviews and systematic policy document analysis. Quantitative findings reveal that administrative model typology (centralized, decentralized, hybrid) accounts for less than 2% of the variance in perceived governance effectiveness, whereas process-level governance qualities, institutional autonomy, stakeholder participation, decentralization depth, and resource adequacy jointly account for 56% of the variance in perceived suitability. Public-Private Partnership (PPP) strength emerges as the strongest predictor of institutional effectiveness. Qualitative findings illuminate the mechanisms underlying these patterns: local authorities function as pragmatic brokers, navigating structural rigidities through informal networks and discretionary project-based initiatives that remain institutionally unsustainable and inequitably distributed. The study identifies a centralization-responsiveness paradox wherein ceremonially adopted decentralization policies coexist with functionally centralized operations, generating accountability ambiguities and inequitable governance costs. Grounded analytically in institutional theory, decentralization theory, and human capital theory, the proposed framework integrates reconstituted multi-level governance architecture, institutionalized demand-side engagement, equitable financing, systematic capacity development, and rigorous performance accountability. Implications are discussed for policymakers, development partners, and VE administrators in comparable transitional economies.
Copyright (c) 2026 Sengbandith Khinnithuck, Fang Huang, Sengbandith Phonethana https://creativecommons.org/licenses/by-nc/4.0
Podcasts as a Digital Tool in Biology Teaching
The digital age of the 21st century offers new generations creative and motivating spaces within the teaching and learning process. These tools, such as interactive platforms and multimedia resources, encourage active exploration of knowledge, especially in subjects like biology. Podcasts are an innovative tool in science education. Therefore, this research aims to design a system of activities that uses podcasts as a teaching resource to improve learning in biology, specifically in Unit 2: The World of Living Things: Unique or Diverse?, in the seventh grade at the “José Martí” Secondary School in the municipality of Pinar del Río. The study was conducted using a mixed-methods approach, adopting the dialectical-materialist method; theoretical and empirical methods were employed; specifically, historical-logical methods were used to conduct a systematic review of the literature published between 2020 and 2026, following the PRISMA guidelines, which allowed for the identification of the impact of podcast use in biology education, as well as empirical methods that included observation, surveys, and interviews. The results highlighted certain limitations in the teaching and learning of biology in seventh grade, primarily the lack of digital resources and teaching materials, as well as the limited use of active learning methods by teachers, while student participation and motivation were only partially evident. However, 79% of students reported having access to devices for listening to and watching audio and video content, and 85% expressed a preference for using podcasts in class, considering them useful for improving learning of difficult content while making classes more dynamic and interactive. These findings highlight the need to implement innovative teaching strategies that integrate podcasts into biology instruction to enhance student motivation and participation, as well as the importance of providing methodological training to teachers to ensure the effective incorporation of digital resources into the educational process.
Copyright (c) 2026 Pedro Samuel Hernández Jiménez, Adelainy Nuñez Pérez, Anthony Acosta García, Caridad Josefa Rivero Casanova, Rafael Antonio Hernández Cruz Pérez https://creativecommons.org/licenses/by-nc/4.0
AI as a Personal Tutor: Enabling Students to Access Smart Tools
Generative Artificial Intelligence (GenAI) is increasingly used by university students, yet enabling/preparatory cohorts may require explicit guidance to realise learning benefits while maintaining academic integrity. This study explored GenAI tools as “personal tutors” within a leading Australian university preparatory context, focusing on how students actually used these tools, how institutional transparency requirements shaped practice, and what barriers remained. A blended descriptive methodology combined autoethnography of teaching practice with student-generated artefacts (Statements of AI Engagement and assessment extracts). Dataset 1 comprised the educator’s reflective journal notes, analysed using Reflexive Thematic Analysis. Dataset 2 comprised de-identified student artefacts, analysed using Inductive Thematic Analysis. To contextualise the qualitative findings, Statements of AI Engagement were also coded according to the institution’s four AI-engagement levels and to the tools and usage reported, and then summarised using descriptive frequencies/percentages. Participants were students (n=74) enrolled in two university preparatory courses (English Literacy and Research Design) during Semester 2, 2024. 72 Statements of AI Engagement were collected from 98 submitted assessments. Findings indicate broad acceptance of GenAI as supportive learning aids, most commonly for idea generation, rephrasing, summarisation, and basic editing/proofreading. ChatGPT was the most frequently acknowledged large language model, while AI-enabled search and writing-support tools were used more selectively. Although students generally positioned themselves as retaining authorial control, the study also identified persistent concerns regarding over-trust in automated outputs, cognitive load associated with evaluating and integrating AI suggestions, and an internalised stigma that reduced willingness to access both human and AI writing support. The findings suggest that structured, guidelines-based integration, including explicit verification instructions and reflective Statements of AI Engagement, can promote responsible, transparent GenAI use in enabling education.
Copyright (c) 2026 Daniel Lee, Amy Robinson https://creativecommons.org/licenses/by-nc/4.0
Bridging Language Education’s Theory–Practice Divide: The Interplay of Theoretical and Practical Approaches in Language Learning
There have always been discussions about the interplay and persistent gap between theoretical and practical knowledge in teacher training. Although both educational research and practical application are essential, more subjective learning experiences are required to allow teachers to connect theory with practice in meaningful ways. For several decades, scholars in the field of teacher education have suggested integrating approaches to support research from an insider perspective on the effects of teaching strategies and theories. Yet, the existing theories that have traditionally framed the relationship between theory and practice do not fully assist teachers in developing practical education in real-world situations, and there is still a gap between theory and practice. Inspired by the constructivist socio-cultural perspective theory of practical artifacts and guided by a post-positivist paradigm, the authors provided in-service and prospective language teachers in a graduate Applied Linguistics course opportunities to apply relevant theoretical knowledge to their teaching practices in a language learning setting, thereby addressing this gap. The data from this qualitative research are part of the structured journaling assignment in an authentic environment as part of the students’ linguistic practice. The participants were instructed to describe their language learning experience during the linguistic course. The study’s results provide a holistic perspective on investigating the interplay between theory and practice, drawing on participants’ real language learning experiences that shape the development of their teacher identity. The study findings indicate that the participants experienced an increase in their ability to operationalize linguistic theory in applied contexts and link theoretical language teaching concepts to real classroom practices.
Copyright (c) 2026 Sedighe Zamani Roodsari, Jamie Harrison https://creativecommons.org/licenses/by-nc/4.0
Translanguaging in Multilingual Classrooms: A Phenomenological Study on Teachers’ and Students’ Perceived Benefits and Challenges in Relation to Student Participation Among Grade 12 Students
This study examined the use of translanguaging in a multilingual senior high school classroom and explored how teachers and students perceive its benefits and challenges in relation to student participation. Grounded in the context of the Philippine senior high school setting, the research focused on Grade 12 Humanities and Social Sciences (HUMSS) students at Ilocos Norte National High School, Laoag City, Ilocos Norte, Philippines, during the first semester of the academic year 2024–2025. Using a phenomenological design, the study aimed to capture the lived experiences of participants regarding translanguaging practices in the classroom. Six participants were purposively selected, consisting of three HUMSS teachers and one student under each teacher. Data were collected through a validated structured interview guide and analyzed using thematic analysis. Findings revealed five major themes describing the perceived benefits of translanguaging: Cognitive and Academic Enhancement Supporting Classroom Participation, Affective Development and Confidence Building, Active Participation and Engagement, Inclusive and Equitable Learning Environment, and Language Development and Skills for Classroom Participation and Future Readiness. These findings indicate that translanguaging supports deeper understanding, strengthens confidence, increases classroom participation, promotes inclusivity, and enhances academic language skills. However, three major themes emerged regarding challenges: Linguistic Barriers and Code-Switching Difficulties, Challenges with Technical and Academic Terminology, and the Need for Guidance and Pedagogical Support. These findings suggest that while translanguaging enhances participation, its implementation requires intentional scaffolding and institutional support. Implications highlight the need for structured teacher training, supportive school policies, and deliberate classroom strategies to maximize the perceived benefits of translanguaging in multilingual educational settings.
Copyright (c) 2026 Princess Yasmien G. Yago, Keira Elize Belle A. Agpaoa, Jasmine A. Diata Cruz https://creativecommons.org/licenses/by-nc/4.0
The Impact of e-Song and Language Games on Kadazandusun Pupils’ Vocabulary Mastery
Vocabulary knowledge is the foundation for mastering a language. The vocabulary mastery of primary school pupils in rural areas who learn the Kadazandusun language (BKD) as a second or third language can be significantly enhanced through well-planned learning strategies that yield positive pedagogical impacts. This study aims to evaluate the effectiveness of utilizing e-song media and language games to improve BKD vocabulary mastery among primary school pupils. Employing a quasi-experimental design, this study utilized pre- and post-tests to compare treatment and control groups. The teaching interventions were implemented with BKD pupils in schools located in the interior of Sabah. The e-song media was administered to a non-random sample of 30 Year Four pupils from two primary schools: SK Saint Pius Pamilaan, Tenom, and SK Senangang, Keningau. Meanwhile, the language games intervention involved an intact group sample of 20 Year Three pupils at SK Ulu Sapi, Telupid, divided into control and treatment groups based on existing class structures. The control groups were taught using conventional materials, whereas the treatment groups utilized e-songs and language games. Following the intervention, the e-song treatment group’s post-test scores increased significantly to a mean score of 80.07, compared with the control group’s mean score of 53.47. Similarly, the language games treatment group achieved a post-test mean score of 80, whereas its corresponding control group scored a mean of 29. These results indicate that both digital media and game-based methods significantly improve pupils’ vocabulary mastery. Ultimately, this study highlights the value of diversifying authentic learning strategies that can be adapted to various educational contexts, resources, and teacher-led initiatives.
Copyright (c) 2026 Minah Sintian, Viannie Tongguritom, Jesseca Dunis, Ainah Gimir, Nur Qistina Abdul Razak https://creativecommons.org/licenses/by-nc/4.0
Integrating Gamified Learning, Reflection, and One-Minute Silence to Enhance Students’ Subjective Well-Being: A Pre-Post Exploratory Study
Student well-being has been recognized as an essential factor in educational success. It has been found to impact academic performance, emotional, social, and cognitive enhancement. The current study examines how a 15-week classroom intervention integrating gamified learning, weekly reflection, and one-minute silent mindfulness affects students’ subjective well-being. The intervention was implemented in a three-hour weekly course. Students completed the subjective well-being questionnaire before the intervention and at the end of the intervention to assess students’ joy of learning, sense of school connectedness, educational purpose, and academic efficacy. The study employed paired-sample t-tests, using Statistical Package for the Social Sciences (SPSS) version 27 to compare pre- and post-intervention mean scores. Findings revealed a statistically significant improvement in joy of learning, academic efficacy, and overall student well-being, with small effect sizes. In the current study, two subjective well-being questionnaire subscales, which are school connectedness and educational purpose, showed positive increases in mean scores; however, these changes were not statistically significant. The findings suggest that the current classroom-based interventions using gamified learning, reflection, and mindfulness may be effective in enhancing students’ emotional engagement with learning and confidence in academic abilities, while relational and purpose-oriented dimensions of well-being may require longer-term or more targeted approaches. The integration of gamification, reflective practice, and brief mindfulness activities is recommended for educators as feasible and low-cost strategies to promote student well-being within regular instructional settings.
Copyright (c) 2026 Mengkorn Pum https://creativecommons.org/licenses/by-nc/4.0
Exploring Finnish Education Through the Lens of Naturalistic Inquiry
Despite growing interest in qualitative research approaches, practitioner-scholars often lack accessible, field-based guidance for conducting naturalistic inquiry in authentic educational settings. This gap highlights the need for research that is both theoretically grounded and methodologically transparent. Grounded in naturalistic inquiry, this study investigates how such inquiry can be effectively designed and implemented within an international educational context through a qualitative case study conducted in Finland. Data were collected during a two-week immersive field experience and include field notes, reflective journals, informal conversations, practitioner presentations, focus group interviews with students, and photographic artifacts. Analysis was conducted using the constant comparative method alongside ongoing reflexive practices, with attention to credibility, transferability, dependability, and confirmability. Findings address two research questions by illustrating both the implementation and outcomes of naturalistic inquiry. This study seeks to answer two main research questions: 1) How can naturalistic inquiry be practically designed and implemented by a practitioner-researcher in an international educational fieldwork context? and 2) What themes emerge from the implementation of naturalistic inquiry in an international educational fieldwork context, and how do they reflect key values and practices in Finnish education? To answer the research questions, first, the study outlines key methodological components, including site entry, prolonged engagement, emergent design, reflexivity, and triangulation of data sources. Second, three central themes emerged that reflect core features of Finnish education: (1) trust as a foundation of educational relationships and professional autonomy, (2) the integration of play and emotional development in early childhood education, and (3) structural supports that enable equity, adaptability, and teacher professionalism. This study contributes to the literature by offering a transparent, practice-oriented account of naturalistic inquiry in an international setting. It provides concrete methodological guidance for practitioner-researchers while also highlighting the cultural and systemic conditions that shape educational practice in Finland.
Copyright (c) 2026 Younglong Kim, Katherine Curry, Jentre Olsen, Jessica Hogaboom https://creativecommons.org/licenses/by-nc/4.0
Vietnamese EFL Majors’ Emotional Experiences in Thesis Writing: A PERMA-Informed Qualitative Multiple-Case Study
Emotions constitute a central dimension of students’ academic development in higher and continuing education. While the body of literature has examined affective experiences in learning contexts, emotional trajectories embedded in extended academic tasks remain insufficiently theorized. In language education programs, the graduation thesis is deemed an academically demanding task that intertwines cognitive challenges, relational dynamics, and identity development, warranting a further systematic investigation. Addressing this gap, the current study examined how Vietnamese English-as-a-Foreign-Language (EFL) majors experienced emotions during the thesis-writing process in the Mekong Delta region. Using a PERMA-informed qualitative multiple-case design, the study involved six students at a public university. Data were qualitatively generated by their in-depth semi-structured interviews, reflective journals, and documentary artifacts. Analysis followed a hybrid data-coding approach integrating theory-informed and inductive procedures, with within- and cross-case comparisons strengthening interpretive depth. Findings revealed multidimensional emotional experiences organized around five elements. “Positive Emotion” encompassed anticipatory hope, progress-related joy, and earned pride at thesis completion. “Engagement” was reflected in sustained cognitive immersion and disciplined self-regulation. “Relationships” with thesis supervisors and peers contributed to relational validation and academic belonging. “Meaning” developed through intellectual growth and identity repositioning toward emerging researcherhood. “Accomplishment” consolidated competence, strengthened self-efficacy, and generated forward-oriented aspirations. The study contributed a contextually grounded account of emotional experiences in thesis writing, through which it advanced current understandings of English language education in Vietnam and beyond. Implications highlighted the importance of supportive supervision and research training that cultivate well-being alongside academic rigor. The study concluded with limitations and offered methodological recommendations for future investigations.
Copyright (c) 2026 Phan Nhat Hao https://creativecommons.org/licenses/by-nc/4.0
Cambodian Youth’s Perceptions About Code-Switching Between Khmer and English in Conversations: Insights from a Survey Study
Code-switching is the practice of alternating between two or more languages during communication, as speakers alternate between their native language and another language. This phenomenon usually happens to people with bilingual or multilingual competencies. In Cambodia, code-switching has become increasingly common, especially among young people who often use it in daily conversations. This study aims to examine Cambodian youth’s perspectives on code-switching between Khmer and English in daily conversations. The study collected data from Cambodian youth aged 18 to 35 using an online questionnaire distributed via Google Forms. Based on 261 responses from the respondents (48.7% were females), the study revealed common English words or phrases used in daily conversations. It also showed that most Cambodian youth (93.1%) experienced using code-switching in daily conversations. Almost two-thirds (60.9%) of them said that they sometimes used code-switching, while about 15% and 5% respectively stated that they often or always used it. The participants tended to disagree that code-switching between Khmer and English made them forget the Khmer language (M = 2.43, SD = 1.03). The main reasons for code-switching included using it to practice English, express and elaborate details, show bilingual competency, and deal with a lack of vocabulary. The study also showed a positive correlation between the English proficiency level and the frequency of code-switching use (r = 0.257, p < 0.01). This means that those who are more proficient in English tend to engage in code-switching more often in everyday conversations. This study concludes by discussing limitations and suggestions for future research.
Copyright (c) 2026 Vitou Tes, Kimkong Heng https://creativecommons.org/licenses/by-nc/4.0
Artificial Intelligence Competence Levels Among Secondary Mathematics Teachers in Northern Samar, Philippines
As Artificial Intelligence (AI) tools become more common in schools, mathematics teachers are increasingly expected to use them in ways that support learning without weakening reasoning or academic integrity. However, baseline evidence on the AI competence of K to 12 mathematics teachers and the profile factors associated with it remains limited, especially in resource-constrained settings. This study examined the relationship between the teaching-related profile and AI competence of public secondary mathematics teachers using UNESCO’s AI Competency Framework for Teachers (AI-CFT). A cross-sectional descriptive-correlational survey was conducted among 215 public secondary mathematics teachers in the Department of Education (DepEd) Schools Division of Northern Samar during School Year 2025–2026. The instrument measured educational attainment, years of teaching experience, teaching position, relevant AI/ICT-related training exposure, access to AI tools, and AI competence across five AI-CFT domains. Data were analyzed using descriptive statistics and correlational procedures. Results showed that respondents were largely mid-career, mostly in Teacher I to III positions, had limited AI/ICT-related training exposure, and largely reported access to at least one AI tool (91.2%). Overall AI competence was at the Competent level (x̄ = 3.53, SD = 0.75), with relatively stronger ratings in Human-Centered Mindset (3.71), AI Pedagogy (3.58), and AI Ethics (3.55), but lower ratings in AI Foundations and Applications (3.43) and AI for Professional Development (3.39). Educational attainment and teaching position were not significantly related to AI competence, while years of teaching experience showed a small negative relationship (r = −0.229, p < .001). In contrast, training exposure (rₛ = 0.293, p < .001) and access to AI tools (rₛ = 0.476, p < .001) were positively related to AI competence. The findings support targeted AI upskilling and equitable tool access to strengthen responsible AI integration in mathematics instruction.
Copyright (c) 2026 Levi V. Calubag https://creativecommons.org/licenses/by-nc/4.0
Implementation of Team Teaching in a Secondary Teacher Education College
Team teaching is an instructional approach involving joint planning, delivery, and assessment. This study explored the implementation of the team teaching approach in a secondary teacher education programme to address its limited empirical research in Bhutan. In Bhutan, the structure of teacher education programmes requires that pedagogical modules be delivered through team teaching to ensure a shared understanding of theory and practice between tutors and pre-service teachers. However, the team teaching approach is not implemented in practice and remains largely theoretical. This study examined how team teaching influenced pre-service teachers’ learning experiences and tutors’ professional development by involving 40 pre-service teachers and five tutors who carried out team teaching in a module called Skills for Effective Teaching. An action research design was used to study its implementation through iterative cycles of planning, action, observation, and reflection. Data were collected through semi-structured survey questionnaires and interviews at baseline and endline phases. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. Findings indicated that team-teaching enhanced the application of theory into practice, content understanding, communication, engagement, and overall learning compared to single-tutor instruction. Tutors also reported improved collaboration, reflective practice, and professional growth by integrating expertise and peer support. However, challenges like limited time for collaborative planning, inconsistent guidance, and coordination issues were encountered. The study concludes that team teaching is an active instructional approach that enriches learning and professionalism. However, its effective implementation requires common expertise, scheduled planning and discussion time, clear communication, and institutional support.
Copyright (c) 2026 Reeta Rai, Kinley Kinley, Choeda Choeda, Thinley Wangchuk, Tashi Pelden https://creativecommons.org/licenses/by-nc/4.0
Behind the Bylines: News Writing Skills of Cagayan State University Lal-lo Campus Journalists
This embedded mixed-method research examined Cagayan State University (CSU) Lal-lo campus journalists’ proficiency in News Writing by integrating quantitative and qualitative approaches. The quantitative component involved assessing students’ news articles through an expert-validated rubric based on a five-point scale, focusing on headline construction, lead writing, overall organization, and use of references, all aligned with Associated Press (AP) standards. Analysis of inter-rater reliability indicated acceptable to strong agreement among the three evaluators, as reflected in both Cronbach’s Alpha and the Intraclass Correlation Coefficient. For the qualitative aspect, evaluators’ written comments within the rubric were analyzed to gain in-depth insights into the students’ writing skills and challenges. The data were treated using descriptive statistical methods alongside thematic analysis. Results showed that student journalists generally displayed adequate skills in news writing, particularly in demonstrating clarity, accuracy, ethical considerations, and basic formatting in headlines and attribution following standard guidelines. However, they encountered challenges in crafting concise and effective leads and in sustaining consistent structure throughout their articles. The findings further indicated that students had difficulty identifying appropriate news angles, organizing ideas logically, and applying the conventional inverted pyramid structure. Lead writing emerged as a key area needing improvement, reflecting limitations in recognizing essential facts and determining news value. Additionally, their outputs revealed issues related to completeness, verbosity, grammatical accuracy, angle selection, and identifying suitable lead types. In response to these concerns, the study recommends implementing targeted instructional strategies, such as regular lead-writing exercises, headline revision workshops, peer evaluation activities, and focused grammar instruction to strengthen students’ overall news writing abilities.
Copyright (c) 2026 Benmar B. Torres https://creativecommons.org/licenses/by-nc/4.0
Exploring AI-Educator Co-Creation in Curriculum Design: Effects on Time Efficiency and Learning Outcomes
Rapid adoption of Artificial Intelligence (AI) into the learning setting has dramatically altered the methods of curriculum design and the process of instructional planning. As technological efficiency and analytics of learners are often mentioned in modern studies, the actual experiences of the educators who take part in the process of co-creating the curriculum based on AI are rather under-researched. This qualitative phenomenological research examines the experiences of educators regarding the perception of AI as a co-developer of the curriculum, focusing specifically on the perceived time efficiency, the quality of instructions, and professional identity. The collection of data was performed with the help of semi-structured interviews with the participation of twelve educators and instructional designers who represented various institutional settings, including secondary schools, colleges, and universities. Thematic analysis showed that participants thought mostly that AI is an augmentative tool that facilitates the early phases of curriculum planning by lightening cognitive workload and speeding up structural drafting. The respondents also cited that the AI-generated recommendations helped to enhance the pedagogical fit and diversification of the instructional approaches; however, the quality of the meaningful curriculum remained left to contextual adaptation and professional judgment. Also, the interaction with AI systems was observed to promote more creative confidence and reflective pedagogical experimentation, and, at the same time, raise ethical transparency and over-reliance issues on automated outputs. The results highlight the fact that the successful implementation of AI in curriculum design is defined by a mutually beneficial co-creative relationship that does not undermine the agency of educators but uses the technological affordances. This work provides a contribution to the developing rhetoric in the adoption of responsible AI in the educational field with a focus on the relationships between human professionalism and intelligent systems.
Copyright (c) 2026 Zahraa Alkalefawi, Husnain Mukhdoom https://creativecommons.org/licenses/by-nc/4.0
Teachers’ Beliefs and the Flipped Classroom in Saudi Arabia: A Qualitative Study of Science Instruction
This qualitative study, grounded in Dewey’s constructivist theory, explores how six Saudi Arabian secondary school science teachers view and use the flipped classroom as an active learning approach. The research adds to the growing conversation about science education in Saudi Arabia, especially in light of Saudi Vision 2030, which aims to bring more technology and innovative teaching strategies like the flipped classroom into schools. Using a case study design, the study draws on interviews, classroom observations, group discussions, and teaching materials to understand teachers’ beliefs. The findings show that teachers hold a mix of views about using the flipped classroom, including ideas about teaching science, their students’ learning, their own roles as teachers, and how all of this connects to the goals of Saudi Vision 2030. Teachers seemed most influenced by their beliefs about science teaching and their professional roles. The results suggest that teachers are more likely to adopt new teaching methods when those methods fit with what they already believe is effective. This highlights why it’s so important to consider teachers’ beliefs and experiences when rolling out new strategies like the flipped classroom as part of educational reforms. The findings yield two key implications. First, educational reforms introducing transformative instructional approaches, such as the flipped classroom, should explicitly account for teachers’ beliefs. Teachers’ belief systems are complex, dynamic, and central to instructional decision-making; consequently, they strongly influence whether new pedagogical approaches are adopted, adapted, or resisted. Ignoring these beliefs may limit the effectiveness and sustainability of reform efforts. Second, curriculum developers integrating flipped classroom approaches into science curricula should actively incorporate teachers’ perspectives during the design process. As practitioners with direct classroom experience, teachers possess critical insights into what is pedagogically viable, as well as the potential strengths and challenges associated with implementing innovative instructional strategies.
Copyright (c) 2026 Fahdah Alanazi, Karthigeyan Subramaniam, Christopher Sean Long, Mila Rosa Librea-Carden, Nazia Khan https://creativecommons.org/licenses/by-nc/4.0
Motivational Teaching Practices of Teachers in Higher Education: A Convergent Parallel Design
This study investigated the motivational teaching practices employed by teachers in higher education institutions (HEIs) in Davao City, Philippines. Despite advancements in curricula, student motivation remains a significant challenge, often resulting in low engagement and academic performance. The research aimed to assess the extent to which teachers apply motivational strategies across four dimensions: creating basic motivational conditions, generating initial motivation, maintaining motivation, and encouraging positive self-evaluation. A convergent parallel mixed-methods design was utilized. Quantitative data were gathered from a survey of 120 purposively selected teachers using an adapted instrument (5-point Likert scale), while qualitative insights were obtained through semi-structured interviews with 10 teachers. Quantitative results showed that teachers frequently create basic motivational conditions (M=3.91) and maintain motivation (M=3.86), though generating initial motivation was practiced to a moderate degree (M=3.39). Qualitative analysis revealed five themes: encouraging respectful environments, inspiring through enthusiasm, engaging through storytelling, motivating through approachability, and sustaining engagement via interactive activities. Triangulation confirmed that student motivation flourishes when teachers form meaningful relationships, demonstrate authentic enthusiasm, and link lessons to students’ everyday lives. The study concluded that effective motivation in higher education is relational and human-centered. It underscores the importance of teacher empathy and authenticity in promoting lasting student engagement.
Copyright (c) 2026 Ray Jean Anne S. Alivio, Peter John E. Amaya, Rachel Ann O. Lopez, Cristy Grace A. Ngo https://creativecommons.org/licenses/by-nc/4.0
Evaluation of Project GTR (Gravitational Teaching Resource) as an Instructional Material for the General Theory of Relativity
Physics is a fundamental science that explores complex and abstract concepts, often presenting significant cognitive challenges for learners. Topics such as Einstein’s General Theory of Relativity, specifically spacetime curvature and gravitational lensing, are difficult to grasp through traditional, lecture-based teaching methods. Prior studies have established that integrating tactile physical models, visual analogies, and digital simulations can significantly bridge this gap and enhance conceptual understanding. Building on this theoretical foundation, the present action research evaluates the effectiveness and acceptability of Project GTR (Gravitational Teaching Resource). This innovative instructional material purposefully combines these pedagogical tools, using a multisensory setup to model celestial bodies and light distortion, to improve students’ spatial and conceptual comprehension of gravitational lensing. The study involved thirty-seven students and three science teachers from a state university in the Negros Island Region, utilizing convenience sampling. To provide a comprehensive evaluation, a mixed-methods approach was carefully employed. Quantitative data were gathered through an adapted evaluation instrument measuring content and technical quality, while qualitative insights were systematically collected via participant feedback forms, structured interviews, and direct classroom observations. The quantitative results demonstrated a very high level of acceptability for Project GTR in both its content quality (M = 4.91, SD = 0.26) and instructional and technical design (M = 4.91, SD = 0.25). Furthermore, thematic analysis of the qualitative data revealed a marked increase in student engagement, a much deeper conceptual understanding of relativity, and highly positive attitudes toward learning physics. Ultimately, these findings underscore the significant potential of localized, multisensory, and interactive tools to transform abstract physics education and promote highly meaningful learning outcomes.
Copyright (c) 2026 Jhon Dave Larra, Danisse M. Barrera, Lovelyn J. Bayadas, Christian A. Ellipse, Reyden D. Lumanas, Josh Railey R. Valdez, Faith Celeste B. Ole https://creativecommons.org/licenses/by-nc/4.0
Relationships Between Students’ Neuroticism and Gender on the Acquisition of Scientific Process Abilities in Chemistry Qualitative Analysis
Using qualitative analysis, the study examined the relationship between neuroticism and gender on the acquisition of chemistry process skills among Nigerian senior secondary school pupils in Enugu State. The investigation was based on two research questions and two hypotheses. A correlational survey research design was employed in the study. 292 public secondary schools with 5,754 SSIII Chemistry students made up the study’s population. 360 SSIII students were included in the sample using a multistage sampling procedure. Data were gathered using the students’ neuroticism inventory (SNI) and the chemistry qualitative analysis skills rating scale. Face validity was assessed by five experts, and factor analysis was used to determine construct validity for SNI. A reliability coefficient of 0.78 for SNI items was obtained by the Cronbach's alpha method. Kendall’s coefficient of concordance (w) was used to calculate the reliability estimate of 0.92 for CQASRS. ANOVA of linear regression, Hayes Process Analysis, and Pearson’s Correlation coefficient (r) were employed to examine the hypotheses and research questions (all tested at the 0.05 level). The growth of science process abilities and students’ neuroticism were discovered to have a moderate, positive, and significant correlation in the Chemistry qualitative analysis. In the qualitative study on chemistry, gender had a significant, positive, and strong moderating effect on the connection between students’ neuroticism and ability to acquire chemistry processes. Given the findings that there is a moderate and substantial association, students should be counseled to avoid excessive levels of neuroticism, since this could negatively impact their learning of scientific method abilities. Consequently, to reduce the gender disparity observed in this study, it was also recommended that chemistry instructors promote their students’ engagement in qualitative analytical exercises.
Copyright (c) 2026 Anselem Abonyi Ugwuanyi, Florence Obiageli Ezeudu, Uzoamaka Pet Egbukwu https://creativecommons.org/licenses/by-nc/4.0
Navigating Multilingual Communication in the Digital Age: The Role of Artificial Intelligence in Translanguaging
Advancements in technology, including the development of Artificial Intelligence (AI) tools, have renewed interest in translanguaging, with a particular focus on AI’s role in this context. AI is continuously and steadily developed to perform human tasks, such as thinking and responding to prompts. As a result, the transformative nature of AI has significantly impacted the education sector in ways never experienced before. This study explored how AI natural language processing (NLP) models and AI-powered tools lay a foundation for the translanguaging of Nguni languages. The study explored how the language translation tool, language learning tool, content creation tool, speech recognition tool, sentiment analysis tool, and educational tool are integral to the translanguaging discourse of the Nguni languages: isiNdebele, isiXhosa, isiZulu, and Siswati. The study was classroom-based action research in a certain South African University. Fifteen (15) participants in the study were a cohort in a postgraduate class. Data were collected using face-to-face interviews and analyzed using Thematic Content Analysis (TCA). The findings revealed that the convergence of AI and translanguaging offers benefits to learners, and that some AI-powered tools support translanguaging of the Nguni languages, although there are inequalities within the Nguni languages, with some being more dominant than others. The study also noted that the complexities embedded in the typologies of the Nguni languages in terms of suprasegmental notations and diction pose an enormous challenge in using AI for translanguaging. These findings have implications for the development of AI-powered tools appropriate for addressing the linguistic dichotomies among the Nguni languages.
Copyright (c) 2026 Patrick Mthethwa https://creativecommons.org/licenses/by-nc/4.0
Effect of Guided Inquiry-Based Laboratories on Improving Students’ Performance in Chemistry Education
This study undertook an investigation of the pedagogical efficacy of guided inquiry-based laboratory activities on improving students’ performance in chemistry education across four secondary schools in Rwanda. The investigation was necessitated by a persistent decline in learners’ achievement in Organic Chemistry, unfavorable learner attitudes, minimal hands-on engagement, and entrenched reliance on experimental verification rather than inquiry-driven exploration during practical sessions. The study further sought the teachers’ perceptions of guided inquiry-based laboratory activities, identified the challenges constraining their implementation, and determined their influence on students’ academic outcomes. This study used a mixed-methods research design with stratified and purposive sampling to identify four chemistry teachers and 447 students, with an 82-sample size from senior five students studying chemistry at the advanced level. The study employed a one-group, pretest-posttest design with experimental and control groups. Data were gathered utilizing a practical lesson observation schedule, a teacher-structured interview, and a student questionnaire. The findings revealed that inadequate laboratory facilities and insufficient teacher professional development perpetuated the dominance of demonstration-based instructional strategies. Moreover, the examination-oriented national curriculum framework implicitly prioritized theoretical mastery and procedural replication over inquiry-oriented laboratory engagement. Notwithstanding these constraints, guided inquiry-based laboratory activities were found to substantially enhance students’ conceptual understanding, cognitive engagement, and attitudinal disposition toward Organic Chemistry. The control group’s mean score improved from 23.5 to 28.7; the experimental group demonstrated a more pronounced gain, increasing from 24.08 to 33.5, accompanied by reduced posttest score dispersion, indicative of more consistent learning progress. The study concludes that guided inquiry-based laboratory activities possess considerable pedagogical potential in improving Organic Chemistry learning outcomes. It therefore advocates for targeted teacher training initiatives and enhanced resource allocation to facilitate a paradigm shift from demonstration-oriented practices toward inquiry-centered laboratory instruction.
Copyright (c) 2026 Daniel Hanyurwumutima, Emmanuel Gakuba, Wellars Utetiwabo https://creativecommons.org/licenses/by-nc/4.0
Formative Assessment Strategies of Senior High School Physics Teachers in Selected Ashanti Region Districts, Ghana
The study examined the formative assessment strategies senior high school physics teachers in selected districts of the Ashanti Region practice in their classrooms. Using a descriptive survey design, the study purposively selected 108 physics teachers from 36 senior high schools across nine districts. Data were collected through a 21-item closed-ended questionnaire and an observation guide. Descriptive statistics such as mean, standard deviation, and percentage were used to analyse the research question, while an independent samples t-test was used to test the hypothesis at a significance level of (α = 0.05). The results revealed that physics teachers in the Ashanti Region employ diverse formative assessment strategies to support students’ learning. These include clarifying learning objectives, providing timely feedback, using varied assessment tasks, and offering suggestions for improvement. However, peer and self-assessment practices were found to be infrequently implemented. Furthermore, the study established a statistically significant difference between more experienced teachers (those with at least five years of service) and less experienced teachers (serving less than five years), with the former employing diverse formative assessment strategies. The findings suggest that teaching experience enhances teachers’ ability to apply varied formative assessment approaches effectively. The recommendation for this study suggests that the Ghana Education Service should organize professional development programmes focused on formative assessment practices for less experienced teachers to strengthen their classroom assessment literacy and improve instructional quality. The study enhances the comprehension of subject-specific formative assessment practices and underscores the need for continuous professional learning to promote effective physics teaching and learning in senior high schools.
Copyright (c) 2026 Michael Atibilla Akooba, George Oduro-Okyereh, Isaac Owusu-Mensah https://creativecommons.org/licenses/by-nc/4.0
Unveiling Smartphone Addiction Among Secondary School Students in an Emerging Country
This study aims to investigate smartphone addiction among secondary school students in Bangladesh, along with its causes, effects, and potential preventive interventions within the socio-cultural context. The present study employed a mixed-methods approach. The Smartphone Addiction Scale Short Version (SAS-SV) was administered in eight schools from four districts, considering urban and rural schools. Then, students’ data were collected randomly from each school. After that, twelve students who scored top on that scale were selected for in-depth interviews, along with twelve parents and twelve class teachers, who were chosen purposively. In addition, an educationist and a psychologist were purposively selected for the interviews. This study found that the percentage of high, moderate, and low-risk students was 23%, 22.3%, and 54.8%, respectively. The prevalence of moderate and high risk of smartphone addiction is greater among male students (57.3% and 63%, respectively) than among female students (42.7% and 37%). Besides, urban students exhibited higher percentages in the moderate (56.2%) and high-risk (68.5%) categories compared to rural students, who had lower percentages (43.8% and 31.5%, respectively). This study finds some factors, such as personal, parental, social, academic, and resource-related factors, that contribute to smartphone addiction among secondary school students. Moreover, this study finds that smartphone addiction has a detrimental effect on students’ personal, social, and academic well-being. This study proposes several preventive measures, including enhancing self-esteem and determination, raising awareness among all relevant stakeholders, implementing effective parental mediation, providing teacher training and engaging them in anti-addiction activities, establishing rules and regulations, and maintaining ongoing monitoring and supervision.
Copyright (c) 2026 Arifur Rahman, Tangina Akter, Nurun Nahar, Md. Mahbubur Rahman https://creativecommons.org/licenses/by-nc/4.0
Exploring the Integration of Socio-Emotional Learning Elements in Mother-Tongue Textbooks for Grades I–V in North Macedonia
Social and emotional learning (SEL) represents a fundamental dimension of holistic education, fostering students’ emotional literacy, empathy, and interpersonal competence as essential outcomes of schooling. The study employed a quantitative content analysis to examine the extent to which elements of SEL were represented in selected Albanian language textbooks used in the first, second, third, fourth, and fifth grades of basic education. The analysis focused on identifying explicit and implicit SEL components within textual and visual content, drawing upon the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) framework as the analytical lens. A total of five textbooks approved by the Ministry of Education and Science were purposively selected based on their mandatory use in public schools during the 2021–2025 academic period. The units of analysis consisted of all lessons, reading texts, and accompanying illustrations. Each content item was examined for the presence of at least one of the five core SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The identification process followed a structured coding protocol developed for this study, and all data were entered into Excel and analyzed using descriptive statistics (frequencies and percentages) to determine the proportion of SEL elements across grade levels and literary genres. This methodological approach ensured both descriptive and interpretative validity, providing insights into how SEL competencies were integrated into language learning materials and to what extent they reflected the principles of holistic education. The findings revealed a moderate presence of SEL elements, with social awareness and relationship skills more prominent, suggesting the need for a more balanced integration of all competencies in future textbook revisions.
Copyright (c) 2026 Arbresha Zenki-Dalipi, Teuta Ramadani Rasimi, Bujar Adili https://creativecommons.org/licenses/by-nc/4.0
Key Success Factors in Faculty Professional Development Programs
Faculty Professional Development (FPD) plays a critical role in enhancing teaching effectiveness, strengthening academic capacity, and fostering a culture of continuous learning in higher education institutions. However, across many African university contexts, FPD initiatives remain fragmented, under-resourced, and weakly aligned with faculty needs and institutional priorities. This study examined the key success factors that enable effective and sustainable faculty professional development programs within Ugandan universities. Using a qualitative descriptive research design, data were collected through semi-structured interviews with fifty-six participants, comprising faculty members and administrators drawn from ten public and private universities across four regions of Uganda. The data were analyzed using thematic analysis supported by NVivo 12 software. The findings revealed seven interrelated success factors underpinning effective FPD programs: institutional commitment and support; relevance and customization of program content; continuous and comprehensive learning opportunities; active learning and participant engagement; peer collaboration and professional networking; integration of technology; and systematic evaluation for continuous improvement. These factors explain how institutional alignment, participatory program design, and sustained support mechanisms enhance faculty motivation, skill acquisition, and long-term professional growth. The findings were synthesized into a context-sensitive conceptual framework grounded in adult learning theory and organizational support theory, illustrating interactions between institutional structures and individual learning processes. This study contributes original empirical evidence to the literature on faculty professional development in African higher education. It offers practical implications for university leaders and policymakers seeking to design responsive, inclusive, and sustainable professional development systems. Although situated in Uganda, the findings provide transferable insights to comparable resource-constrained contexts.
Copyright (c) 2026 Afam Uzorka, David Makumbi https://creativecommons.org/licenses/by-nc/4.0
Between Policy Silence and Classroom Reality: Assessing Social and Emotional Learning in Public Secondary Schools in Nyamagana District, Tanzania
It was a general consensus that the function of the Education systems in the twenty-first century was not only to improve the learning achievements of students, but also to nurture their social and emotional growth. However, the current situation in Tanzania regarding students’ assessment is based on examinations and content knowledge. While Social and Emotional Learning (SEL) is widely acknowledged as having significant importance for students’ learning achievement and citizenship development, there is no knowledge regarding students’ SEL assessment in public secondary schools in Tanzania. This study set out to in order to find out the constraints encountered by teachers when evaluating students’ SEL in Tanzania, specifically in the Nyamagana district. The study was based on Social Cognitive Theory. In addition, this study was based on qualitative research using a descriptive design. Data collection was carried out using 55 teachers from five public secondary schools in Tanzania, using the interview and focus group discussion techniques. The findings of the study revealed some of the challenges that affect the effectiveness of SEL assessment. Among the key issues identified were the training of the teachers, the lack of standardized tools, the nature of the curriculum, the number of students, and the financial aspect. It was noted that because of these challenges, this situation complicates teachers’ efforts to meaningfully evaluate students’ SEL. Notwithstanding these constraints, the teachers have used other methods like observation, peer assessment, and role plays to monitor the students’ development of SEL. The conclusion of the study shows that despite the importance of the students’ SEL, there are certain policy issues that have made it difficult for teachers to assess the students’ SEL. The study recommends that the curriculum include students’ SEL in secondary schools in Tanzania. This is because the students’ SEL remains central to improving the well-being of the students and teachers.
Copyright (c) 2026 Mahona Joseph Paschal, Kasara Belias Ngoboka, Night Joel https://creativecommons.org/licenses/by-nc/4.0
Subject Content of Competency-Based Curriculum and English Language Teachers’ Attitudes Towards Teaching Reading Skills in Secondary Schools in Mpigi District, Uganda
Teacher attitudes toward subject content in Competency-Based Curriculum (CBC) are generally recognized as a decisive factor in the success of any educational reform. It is against this background that the objective of the study is to examine how the subject content in CBC influences the attitudes of English language teachers on teaching the reading skill in secondary schools in Mpigi District, Uganda. The study used a mixed-methods research design that combined both quantitative and qualitative methods, in which 148 respondents (English language teachers and Heads of English Department) were involved in completing structured questionnaires and interviews. The study population consisted of the English language teachers and their Heads of Department from 50 secondary schools available in Mpigi District, comprising 16 public-government-aided secondary schools and 34 private schools. The findings of the study reveal that positive attitudes of English language teachers about CBC content (relevance, clarity, potential for critical thinking) translate unevenly in practice. Teachers value the design and goals of the CBC reading content, but persistent implementation barriers, scope, and time, unclear teacher guidance, hidden preparatory workload, and lack of leveled materials constrain the curriculum’s full classroom realities and impact. The study concluded that while the CBC reading content is strong conceptually, practical implementation is constrained by limited scope, progression gaps, and a lack of leveled support materials. The study recommends a review and refinement of CBC reading content to balance breadth with classroom time realities, and greater contextual adaptation should be provided so that the reading materials reflect both urban and rural realities, thereby improving learner engagement across diverse school settings.
Copyright (c) 2026 Wasagali Rachel, Isa Muhammad Sulaiman, Kintu John https://creativecommons.org/licenses/by-nc/4.0
Implementing AI in Preschool Education: Pedagogical, Ethical, and Cultural Dimensions in the Cyclades, Greece
The accelerating integration of Artificial Intelligence (AI) into contemporary education has generated both opportunities and challenges across all educational levels, including early childhood education. This study investigates the perceptions, attitudes, and practices of kindergarten teachers in the Cyclades regarding the incorporation of AI into their pedagogical work. It aims to identify the perceived benefits and limitations of AI applications in early learning environments, as well as the extent to which prior professional training influences teachers’ readiness to adopt such technologies. An anonymous structured online questionnaire (five-point Likert scale) was employed to collect data on teachers’ knowledge, attitudes, and classroom practices related to AI. The findings reveal that participants generally acknowledge the pedagogical potential of AI to support creativity, individualized learning, and instructional efficiency. Nonetheless, significant concerns persist regarding data privacy, algorithmic bias, and the possible erosion of the interpersonal dimension that characterizes early childhood education. Statistical analysis (SPSS v.29) further indicates that teachers who have participated in AI-related training programs exhibit more favorable attitudes and a higher level of self-efficacy in implementing innovative digital tools. Overall, the results suggest that kindergarten educators in the Cyclades possess a basic conceptual understanding of AI and already apply its elements in practice, albeit cautiously and selectively. The study underscores the need for systematic and ethically informed teacher training programs that emphasize the critical use of AI as a supportive—not substitutive—agent in early education. Such an approach aligns with a pedagogical vision where technological innovation remains firmly grounded in human values and educational purpose.
Copyright (c) 2026 Zoi Apostolou, Irini Psarra https://creativecommons.org/licenses/by-nc/4.0
Physics Practical Performance Through Differentiated Instruction: Insight into Senior High School Physics Practical Instruction in Ghana
Recurring challenges in the physics practical performance of Ghanaian Senior High School (SHS) students, particularly in basic experiments like the simple pendulum, warrant fresh pedagogical approaches. Differentiated Instruction (DI), which tailors instruction to different learner needs, is a promising yet unexplored strategy in this context. This study aimed to establish the learning needs of selected SHS students in performing the simple pendulum experiment and pinpoint some DI strategies that enhance their practical performance. A quasi-experimental design was employed involving 160 Form 2 physics students (97 males and 63 females) drawn from two intact classes in two senior high schools in Ghana. A structured questionnaire manifested significant learning issues: 78.7% of the students lacked a clear conceptualisation of the relationship between pendulum length and period, with recording time (28.8%), graphing results (24.4%), and period calculation (23.8%) being primary issues. Furthermore, 53.1% felt uneasy with mathematical equations, and 79.4% lacked confidence to conduct the experiment individually. The experimental group (n=80) received a four-week DI intervention. Regression analysis of post-intervention data indicated five DI strategies that predicted improved performance: hands-on experimentation (β = 0.449, p < .000), teacher modification of learning styles (β = 0.192, p = .018), decreased complexity of lessons (β = 0.175, p = .022), students feeling comfortable demonstrating knowledge via experiments (β = 0.157, p = .025), and offering choices for assignments (β = 0.177, p = .016). A Mann–Whitney U test revealed that the DI group achieved significantly higher post-test scores compared to the control group (U = 3193.50, Z = –0.023, p = .982), with a medium-to-large effect size (r = .41). The study concludes that senior high school students exhibit diverse learning needs in physics practicals, which can be effectively addressed through adaptable and flexible differentiated instructional approaches. It recommends integrating these evidence-based interventions into teacher education and curriculum design to improve physics practical performance.
Copyright (c) 2026 Mustapha Issahaku, George Oduro-Okyireh, Isaac Owusu-Mensah https://creativecommons.org/licenses/by-nc/4.0
A Review of Cultural Literacy Within Course Outlines at an Australian University: An Innovative Use of Generative AI (ChatGPT) to Develop a Framework to Evaluate and Critique University Course Outlines
This study explores the integration of artificial intelligence (AI), specifically large language models (LLMs) like ChatGPT, in evaluating cultural literacy within higher education (HE) curricula. Recognizing the increasing importance of cultural literacy in preparing globally competent graduates, the research investigates the extent to which university course outlines incorporate these competencies across disciplines. The primary objectives are to develop an effective framework for assessing cultural literacy levels in course content and to evaluate the utility of ChatGPT as an analytical tool in this process. Using a mixed-methods approach, the study first employed ChatGPT to generate a four-level classification framework for cultural literacy, which distinguishes between courses with no evidence, potential for embedding, implicit presence, and explicit integration of cultural literacy. Subsequently, a dataset of 584 publicly available course outlines from a university’s website was analyzed. ChatGPT applied the framework to categorize each course, with human coders independently validating a subset of the assessments to ensure reliability. Inter-rater reliability metrics confirmed high agreement between AI-generated and human evaluations, underscoring the robustness of the methodology. The findings reveal that many courses, especially in disciplines with high international student populations such as Technology, Engineering, and Health, lack explicit cultural literacy content. However, the framework demonstrated effectiveness in systematically assessing these competencies and offered actionable insights for curriculum development. The study concludes that AI-powered tools like ChatGPT present a promising, efficient means for continuous curriculum auditing and enhancement to foster inclusive and globally aware graduates. It also highlights the potential for broader application across institutions and disciplines, emphasizing the importance of transparent validation processes to ensure the credibility and reproducibility of AI-driven assessments in higher education.
Copyright (c) 2026 Daniel Lee, Tin Nguyen https://creativecommons.org/licenses/by-nc/4.0
The Interplay Between Creative Production and Emotional Experience: The Influence of Emotional States and Creativity Motivation Among University Students
The general aim of the research is to investigate the dynamic relationship between creative production and emotional experience, with a particular focus on how engagement in creative activities shapes emotional states and how varying emotional states, in turn, influence the quality, originality, and overall character of creative outcomes among university students. Creativity is considered a complex process influenced by both positive and negative moods, which can stimulate different aspects of flexible thinking, persistence, and originality. For students, emotions are particularly relevant as they navigate academic challenges and personal development, making creative expression not only a tool for learning but also an outlet for self-regulation and growth. The research was conducted on a sample of 150 psychology students from universities in the Republic of North Macedonia. A descriptive-analytical method was applied, using a self-report questionnaire that measured students’ emotional experiences during creative work as well as their perceptions of creativity. Additionally, a culturally adapted scale for measuring creativity motivation was included to ensure relevance to the local academic context. Results show that the relationship between emotional states and creativity is strong, supporting the idea that well-being directly influences creative potential. This indicates that creativity is not only an outcome influenced by emotions but also a strategy for emotional regulation and psychological well-being. Findings suggest that the student sample demonstrates a well-balanced creative motivation profile. The results also carry important implications for the educational context. Fostering a supportive and emotionally positive learning environment may directly contribute to students’ creative potential.
Copyright (c) 2026 Gorica Popovska Nalevska https://creativecommons.org/licenses/by-nc/4.0