Vol. 3 No. 4 (2026): Journal of Research in Education and Pedagogy

This issue comprises 13 articles contributed by 28 authors affiliated with 19 institutions from 14 countries/regions: Germany (Weingarten University of Education, Albstadt-Sigmaringen University), Turkey (Ondokuz Mayıs University), Cyprus (Near East University), Croatia (University of Zagreb), Taiwan (National Taipei University of Technology), Albania (University of Tirana), China (Yangzhou University), Cuba (Ignacio Agramonte Loynaz University), Ghana (University of Skills Training and Entrepreneurial Development), India (Rayat Bahra Professional University, National Council of Educational Research and Training, Netaji Subhas Open University), Vietnam (Hanoi University, Ho Chi Minh University of Technology and Engineering), Pakistan (Lahore College for Women University, University of Sahiwal), Tunisia (Virtual University), and Libya (Sabratha University).

DOI: https://doi.org/10.70232/jrep.v3i4

Published: 2026-11-02

Articles

Visual Literacy in the Context of Data Literacy in Higher Education: A Systematic Review of Competencies, Empirical Findings and Assessment Approaches

Christiane Lieb, Institute for Sustainable Teaching and Learning, Albstadt-Sigmaringen University, Sigmaringen, Germany; Department of Media Education, Weingarten University of Education, Weingarten, Germany

https://orcid.org/0000-0003-0257-8722

Carola Pickhardt, Department of Life Sciences, Albstadt-Sigmaringen University, Sigmaringen, Germany

https://orcid.org/0000-0001-7671-2803

619–647

10.70232/jrep.v3i4.237
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Educational Leadership as a Transversal Competence in the Performance of School Principals Aided by the Pedagogical-Collaborative Direction Method

Yamisleydi Castillo Azure, Department of Political Leadership of Society, Faculty “Cándido González Morales,” Camagüey, Cuba

https://orcid.org/0009-0009-7279-2645

Cabrera Parés José Cecilio, Department of Political Leadership of Society, Faculty “Cándido González Morales,” Camagüey, Cuba

https://orcid.org/0009-0000-4463-3895

Atiénzar Rodríguez Oscar, Department of English, Ignacio Agramonte Loynaz University, Camagüey, Cuba

https://orcid.org/0000-0003-1471-2909

648–658

10.70232/jrep.v3i4.234
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Teacher Motivation and Engagement in Continuous Professional Development

Iris Mançi, Department of Pedagogy-Psychology, University of Tirana, Tirana, Albania

https://orcid.org/0000-0003-4914-3945

659–670

10.70232/jrep.v3i4.260
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Investigating the Role of Students’ Prior Mathematical Knowledge in Conceptual Understanding and Problem-Solving Confidence

Bright Asare, Mathematics Education, University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana

https://orcid.org/0000-0001-8855-7687

Yarhands Dissou Arthur, Mathematics Education, University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana

https://orcid.org/0000-0002-8950-1367

Benjamin Adu Obeng, Mathematics Education, University of Skills Training and Entrepreneurial Development (USTED), Kumasi, Ghana

https://orcid.org/0000-0002-8150-2613

671–684

10.70232/jrep.v3i4.261
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Intercultural Pragmatics and Language Pedagogy: Speech Act Strategies among Iranian Male and Female EFL Learners

Lamya Hajihasankhansary, Department of English Language Teaching, Near East University, Nikosia, Cyprus

https://orcid.org/0009-0003-7172-134X

685–696

10.70232/jrep.v3i4.266
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Engagement and Secondary English Achievement: A Multi-Method Study of Climate, Family, and Psychological Capital

Palash Majumder, School of Education, Rayat Bahra Professional University, Hoshiarpur, India

https://orcid.org/0000-0001-9115-0490

Nimisha Beri, Department of Teacher Education, National Council of Educational Research and Training, New Delhi, India

https://orcid.org/0000-0003-0242-087X

Parimal Sarkar, School of Education, Netaji Subhas Open University, Kolkata, India

https://orcid.org/0000-0002-7434-4709

697–714

10.70232/jrep.v3i4.265
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Instructor Authority and Generative AI in Japanese Writing Instruction

Nguyen Thi Lan Anh, Department of Japanese Studies, Hanoi University, Hanoi, Vietnam

https://orcid.org/0000-0002-3700-0368

Pham Thi Thu Cuc, Department of Japanese Studies, Hanoi University, Hanoi, Vietnam

https://orcid.org/0009-0004-6813-5064

Nguyen Thi Phuong Liên, Department of Japanese Studies, Hanoi University, Hanoi, Vietnam

https://orcid.org/0009-0003-7148-6685

715–726

10.70232/jrep.v3i4.268
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How EFL Learners’ Identity, Speaking Anxiety, and Autonomous Learning Help to Shape English Speaking Proficiency: Through the Lens of Affective Filter Hypothesis

Iqra Hameed, Department of Foreign Language & Literature, Yangzhou University, Jiangsu Province, China

https://orcid.org/0009-0006-1446-676X

Aysha Khalil, Department of Elementary and Teacher Education, Lahore College for Women University, Lahore, Pakistan

https://orcid.org/0000-0001-8467-5627

Fakiha Atif, Department of English, University of Sahiwal, Punjab, Pakistan

https://orcid.org/0009-0001-7503-5094

727–743

10.70232/jrep.v3i4.275
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Teachers’ Digital Practices in Tunisia: Structural Constraints and Contextual Adaptation in Schools

Romdhane Zid, Higher Institute of Education and Continuing Training, Virtual University, Tunis, Tunisia

https://orcid.org/0009-0001-1268-5452

Sameh Hrairi, Higher Institute of Education and Continuing Training, Virtual University, Tunis, Tunisia

744–778

10.70232/jrep.v3i4.284
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The Instructional Value of the Mobile–Assisted Croatian Language Learning App in Learning and Teaching the Croatian Language

Nataša Rogulja, Department of Communication and Information Sciences, University of Zagreb, Zagreb, Croatia

https://orcid.org/0009-0001-1115-7762

Zrinka Vukojević, Department of Croatian Language and Literature, Drama and Media Culture, University of Zagreb, Zagreb, Croatia

https://orcid.org/0000-0003-3322-947X

779–792

10.70232/jrep.v3i4.289
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Beyond Grammar and Vocabulary: Examining the Representation of English Language Cultural Communicative Practices in ‘English for Libya’ Textbook

Talal M. Amara, Department of English, Sabratha University, Sabratha, Libya

https://orcid.org/0009-0004-0394-5947

793–807

10.70232/jrep.v3i4.294
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ESP Students’ Reading Motivation at a Vietnamese University: An Explanatory Sequential Mixed-Methods Study

Huynh Gia Huy, Institute of Technical Education, Ho Chi Minh University of Technology and Engineering, Vietnam

https://orcid.org/0009-0004-9605-9644

Nguyen Van Huynh Chieu, Department of English, National Taipei University of Technology, Taipei, Taiwan

https://orcid.org/0009-0003-5193-2924

808–824

10.70232/jrep.v3i4.299
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Examining the Relationship Between Teachers’ Artificial Intelligence Awareness Levels and Decision-Making Styles

Beyzanur Yasan, Department of Educational Programs and Instruction, Ondokuz Mayıs University, Samsun, Turkey

https://orcid.org/0009-0003-1185-559X

İsmail Gelen, Department of Educational Programs and Instruction, Ondokuz Mayıs University, Samsun, Turkey

https://orcid.org/0000-0001-6669-8702

825–839

10.70232/jrep.v3i4.312
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Vol. 3 No. 4 (2026): Journal of Research in Education and Pedagogy

Articles

Visual Literacy in the Context of Data Literacy in Higher Education: A Systematic Review of Competencies, Empirical Findings and Assessment Approaches

Educational Leadership as a Transversal Competence in the Performance of School Principals Aided by the Pedagogical-Collaborative Direction Method

Teacher Motivation and Engagement in Continuous Professional Development

Investigating the Role of Students’ Prior Mathematical Knowledge in Conceptual Understanding and Problem-Solving Confidence

Intercultural Pragmatics and Language Pedagogy: Speech Act Strategies among Iranian Male and Female EFL Learners

Engagement and Secondary English Achievement: A Multi-Method Study of Climate, Family, and Psychological Capital

Instructor Authority and Generative AI in Japanese Writing Instruction

How EFL Learners’ Identity, Speaking Anxiety, and Autonomous Learning Help to Shape English Speaking Proficiency: Through the Lens of Affective Filter Hypothesis

Teachers’ Digital Practices in Tunisia: Structural Constraints and Contextual Adaptation in Schools

The Instructional Value of the Mobile–Assisted Croatian Language Learning App in Learning and Teaching the Croatian Language

Beyond Grammar and Vocabulary: Examining the Representation of English Language Cultural Communicative Practices in ‘English for Libya’ Textbook

ESP Students’ Reading Motivation at a Vietnamese University: An Explanatory Sequential Mixed-Methods Study

Examining the Relationship Between Teachers’ Artificial Intelligence Awareness Levels and Decision-Making Styles

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