Shanlax International Journal of Education

The Impact of Order-Oriented Talent Training, School-Enterprise Collaboration, and Professional Identity on Graduate Employment Quality in Henan, China

2026-09-28T07:05:12+00:00

This study aimed to explore the influence of order-oriented talent training (OTT), school–enterprise collaboration effectiveness (SECE), and professional identity (PI) on graduate employment quality (GEQ) from the perspective of industry–education integration in Henan Province, China. The study draws on Human Capital Theory and Social Capital Theory as well as Identity Theory, and is based on the mediation model that proposes the influence of educational practices on the quality of employment via the formation of professional identity. A quantitative cross-sectional design was adopted with 332 university students from application-oriented universities in Zhengzhou, China, who completed questionnaires. Descriptive statistics, reliability and validity tests, correlation analysis, hierarchical regression, and bootstrapping mediation analysis were used to analyze data. The findings revealed that OTT significantly influenced both SECE (β = 0.73, p < 0.001) and GEQ (β = 0.65, p < 0.001), while SECE also had a significant positive effect on GEQ (β = 0.67, p < 0.001). Additionally, OTT, SECE, and GEQ were fully mediated by professional identity, suggesting that employment success quality is strongly related to students’ professional identity, commitment and orientation to the profession and their psychological attachment to the profession. The study is in line with the current literature on higher education and employability, focusing on the quality of employment and recognizing the importance of professional identity as one of the psychological factors involved in the integration of industry and education. The results also offer practical implications for universities and enterprises to build collaborative talent cultivation systems to enhance the pertinence of courses, workplace learning and career development. Longitudinal and comparative analyses should be conducted on a career development outcome of sustainable career in future studies considering the institutional and regional contexts.

Integrating Dual Coding Theory with Canva to Enhance EFL Presentation Skills, Reduce Speaking Anxiety, and Improve Learners’ Attitudes

2026-09-25T12:32:48+00:00

In today’s visually driven communication world, the ability to deliver effective presentations has become an essential skill for EFL learners. This mixed-methods study investigated the effects of integrating Dual Coding Theory (DCT) with Canva on English presentation skills, speaking anxiety, attitudes, and satisfaction of EFL undergraduate business students. A one-group pretest-posttest quasi-experimental method was employed with a sample of 68 students selected through cluster and purposive sampling from a Thai public university. An 8-week instructional program was designed to apply DCT’s verbal and visual principles through presentation design activities, using Canva. Quantitative results revealed a statistically significant improvement in English presentation skills, with mean scores increasing from 1.91 (SD = 0.47) to 3.17 (SD = 0.38), t (67) = -22.29, p< .001, and a very large effect size (d = 2.70). Speaking anxiety demonstrated a significant declining trend (M = 3.09 – 3.98). Students reported consistently high attitudes and satisfaction across all measured dimensions (M = 4.21 – 4.65), with the highest satisfaction toward the utility of Canva(M = 4.62). Qualitative results from the thematic analysis revealed four main themes: visual-verbal support, greater design confidence, lower anxiety, and positive attitudinal change. Triangulation confirmed convergence across all data sources. These findings provide evidence that integrating DCT with Canva can effectively enhance EFL presentation skills, reduce speaking anxiety, and improve learners’ attitudes in Thai higher education. To further investigate the effectiveness of DCT and English presentation skills, future studies should incorporate controlled designs, long-term follow-ups, and cross-cultural comparisons.

Chinese Folk Music in the Yunnan Impression Dance Drama: Transmission Through Contemporary Educational Theatre

2026-09-25T12:32:48+00:00

This qualitative study analyzes how traditional Chinese folk music is being transmitted and developed sustainably in other performing arts. The primary research objectives are to evaluate the chronological and structural transformations of ethnic folk music across specific historical phases and to formulate a systematic framework for its transmission through contemporary educational theatre. This study is based on the ethnomusicology and pedagogy of anthropology. Formal research and ethnographic observations were undertaken in stratified phases, concluding in March 2026. The empirical framework involved a three-tier stratification of 14 purposively selected influential individuals. This included four authoritative/key informants. The research tools included verified qualitative field survey observation forms and semi-structured interview guides. The results show a unique two-part evolution: Part one (2003–2012) is marked by traditional continuity and artistic construction focused on the preservation of original ecology (Yuan sheng tai), and part two (2013–2025) is marked by creative synthesis including digital sound fields and global interconnectedness. The study shows that production effectively captures the essence of regional pentatonic modal frameworks, indigenous vocal timbres, ritualistic rhythm frameworks, and theatrical workflows as an integrated and living curriculum. Based on these findings, a systematic quad-pillar transmission model was developed, integrating policy, education, media, and technology. The educational aspect focuses on contemporary educational theatre. It presents an interactive laboratory within educational settings, permitting the transformation of endangered minority heritage intohigh-quality, aesthetic instructional materials. Practically, this framework provides higher education administrators and cultural policymakers with a reproducible administrative blueprint to establish secure campus residencies for aging culture bearers and deploy immersive multimedia tools to prevent regional cultural loss. This secures the creative renewal and enduring continuity of diverse ethnic musical practices and traditions throughout the 21st Century. Future research should focus on testing the generalizability of the quad-pillar framework across diverse community theater initiatives and conducting longitudinal evaluations of long-term minority music literacy retention.

Development of the Augmented Reality Family Board Game to Promote Behavior and Life Skills Reflecting the Morality of Early Childhood

2026-09-25T12:32:48+00:00

This research aimed to 1) develop an augmented reality family board game to promote behavior and life skills reflecting the morality of early childhood and 2) compare behavior and life skills reflecting morality before and after the implementation of the augmented reality family board game. The sample group comprised 51 early childhood teachers selected through purposive sampling. The study was separated into four steps: 1) basic information study and analysis, 2) the augmented reality family board game, 3) the trial of the augmented reality family board game, and 4) evaluation of effectiveness. The result found that 1) the augmented reality family board game to promote behavior and life skills reflecting the morality of early childhood was a board game that promotes life skill reflecting morality in terms of 1) volunteer 2) discipline 3) sufficiency, including building other moralities for early childhood to get along with others 2) The behavior and life skill reflecting the morality of early childhood who participated in activities using the augmented reality family board game, classified by school, revealed that students from all schools demonstrated such behaviors and life skills at an overall mean score of (????̅ = 2.55, S.D. = 0.50). When considered by individual schools, it was found that early childhood from Anubanphetchaburi School ranked first, with the highest level of behavior and life skills reflecting moral qualities (????̅ = 2.61, S.D. = 0.50). This was followed by students from ST.Joseph Phetchaburi School, who ranked next (????̅ = 2.50, S.D. = 0.49), respectively. It can be concluded that augmented reality family board games effectively promote behavior and life skills reflecting the morality of early childhood, especially volunteer mind, discipline, and sufficiency, contributing to happily living students in society appropriately compared to before and after activity implementation. This ensured that the effectiveness of the innovation for further research should expand to various group examples, study further results, and develop all aspects of activities while comparing different innovations to enhance the effectiveness of morality and life skills in early childhood.

The Musicological Development and Educational Transmission of Liangzhou Xianxiao Chinese Folk Music

2026-09-25T12:32:48+00:00

This study aims primarily to trace the musicological development of the practice across different periods and to design an educational framework for the practice to be included within modern quality education systems, thus helping to revitalize this folk practice, which is rapidly disappearing. Guided by the theoretical frameworks of music education sociology and intangible cultural heritage preservation, this inquiry explicitly addresses two specific research questions: how the musicological structures of the genre evolved under shifting sociopolitical climates, and what actionable pedagogical pathways can effectively prevent lineage fracture. This study employed qualitative research methods. The sampling method for this study was purposive sampling and took place in Wuwei City from March 2024 to March 2026, following the researcher in this time period. Data collection consisted of semi-structured interviews, field observations, and the physical analysis of heritage artifacts. The specialized informant group comprised five participants, each in one of the three groups designed to provide rigorous triangulation: two members of the formal education sector, who provided archival material; two former traditional artists, who were the practice’s main inheritors; and one municipal-level, modern community communication singer. The musicological results of this practice showed that from the Western Xia Dynasty, Liangzhou Xianxiao progressed in three phases: a court art form with an integrated system, a secular practice supported by closed guilds of the blind, and a contemporary digital practice. However, certified lineages are on the verge of collapse due to a severely aging demographic (57% over 60 years) and the total collapse of the traditional vertical blind master-apprentice system. These findings suggest an urgent need for a paradigm shift from passive museum archiving to active classroom-based heritage education. By institutionalizing credit-bearing mother-tongue music curricula, introducing updated Entering Campus staging ensembles, and creating ethically regulated tourism performance slots, music scholars and music-based cultural practitioners will be able to narrow the generation gap, reclaim the lost economic and artistic power of practitioners, and ensure that Chinese folk music is sustained for future generations. Finally, future research directions are explicitly mapped out, recommending that succeeding investigators expand geographical fieldwork lines to capture sub-regional stylistic variations and implement longitudinal empirical metrics to measure exact youth retention rates in the region.

A Study on Happiness and Life Satisfaction Among Prospective Teachers

2026-09-28T12:59:26+00:00

The present study investigated the levels of Happiness and Life Satisfaction among Prospective Teachers and examined the influence of selected demographic variables such as Gender, Locality, Stream of Study, and Type of Management. The study adopted the Survey Method and was conducted on a sample of 400 Prospective Teachers selected through Simple Random Sampling from various Colleges of Education located in Chennai and Thiruvallur Districts of Tamil Nadu, India. Standardized tools were used to measure Happiness and Life Satisfaction among the respondents. The collected data were analyzed using Mean, Standard Deviation, t-test, One-Way ANOVA, and Pearson’s Product Moment Correlation.
The findings revealed that the majority of Prospective Teachers possessed a moderate level of Happiness (66.5%) and Life Satisfaction (60.5%). No significant differences were observed in Happiness and Life Satisfaction with respect to Gender, Locality, Stream of Study, and Type of Management. The effect size analysis further indicated that these demographic variables had only a small practical influence on the variables studied. A strong positive and significant relationship was found between Happiness and Life Satisfaction (r = 0.72, p < 0.01).
However, limited studies have explored the combined influence of Happiness and Life Satisfaction among Prospective Teachers in the Indian context using selected demographic variables, which forms the research gap of the present study. The findings highlight the importance of promoting psychological well-being among Prospective Teachers to enhance their personal and professional effectiveness. Future research may adopt longitudinal and mixed-method approaches to further explore psychological well-being among Prospective Teachers.

Examining the Influence of Internet Addiction and Mental Health on Academic Achievement among B.Ed. Trainees

2026-09-28T13:02:41+00:00

The growing integration of digital technologies in higher education has changed learning practices, especially for teacher trainees. Although the Internet can be an educational tool, when used excessively and with the wrong intent, pupils can become addicted to it, which can negatively affect their learning process. The present study explored, from an educational psychology perspective, the impact of Internet addiction and mental health state on B.Ed. students’ academic performance. 400 B.Ed. Data were collected using a quantitative cross-sectional design and standardized data collection tools, including the Internet Addiction Scale, Mental Health (Stress, Anxiety, and Emotional Stability), and Academic Achievement. Descriptive statistics, correlation, and multiple regression techniques were used to analyze the data. Results showed that Pearson correlation analysis revealed that Internet addiction was negatively associated with mental health (r = −0.48, p < .01) and academic achievement (r = −0.42, p < .01), whereas mental health showed a positive relationship with academic achievement (r = 0.51, p < .01). Multiple regression analysis indicated that mental health (β = 0.47, p < .001) emerged as a stronger predictor of academic achievement than did Internet addiction (β = −0.29, p < .001). This study emphasizes and reiterates the importance of promoting responsible Internet use and improving teacher training courses for psychological well-being. It also contributes to educational psychology, as it offers a comprehensive perspective on the link between the behavioral and psychological aspects that affect the academic performance of prospective teachers.

Practice-Led Knowledge Transmission in Thai Classical Dance: The C-RITE Model

2026-09-28T13:05:56+00:00

Thai classical dance holds embodied cultural knowledge, and universities are responsible for passing it on. That charge has grown harder: technology turns over fast, students arrive from very different backgrounds, and much of what must be taught is tacit, even sacred, and resists being put into words. This study asks one question: how do undergraduate Thai dance students transmit knowledge as they create choreography, rehearse it, and teach it to other performers? A working model is built from the answer. The fieldwork ran for one four-month semester and drew on five sources simultaneously: in-depth interviews, focus groups, observation of classes and rehearsals, questionnaires, and a reading of documents. Fifty second-year students participated, along with eight expert instructors from three universities. Coding was hybrid: an initial scheme came from the study’s frameworks, open coding let new categories surface, and ratings from evaluation forms and brief expert panels were read qualitatively rather than statistically. Experiential, practice-led learning anchored the analysis; four further lenses entered only where each earned its place, namely constructivist and social learning, developmental sequencing through Multiple Intelligences and Bloom’s taxonomy, affective work from the Stanislavski system and theories of belief in art, and information-processing models. Nine student choreographies were used as cases. Five themes emerged: transmission shifted from memorizing steps to making meaning; student-creators became transmitters of embodied knowledge; technology, mostly rehearsal video, supported reflection without becoming the authority; and sacredness and contemporaneity pulled against each other. The strands met in the C-RITE model (Create, Rehearse, Interpret, Transmit, Evaluate), which ties reflection to Thai aesthetic criteria, splits transmission and cultural interpretation into separately assessable stages, and pins each stage to concrete evidence. The hardest problems were three: holding sacredness and contemporaneity together, the limits of technology, and recording tacit knowledge in a form that can be taught and checked by others. Future research should follow the model over longer spans and in other institutions and dance traditions to test how durable and transferable its effects are. The paper closes with practical strategies for keeping the transmission of Thailand’s performing arts heritage culturally grounded.

Emotional Intelligence and Well-Being as Catalysts of Academic Achievement in Teacher Education Programs

2026-09-28T13:08:50+00:00

The present study aimed to investigate the correlation between emotional intelligence, General Well-being and academic achievement of B.Ed. students in India. Stratified random sampling was used to sample 308 students from both government-aided and self-financed colleges. The Wong and Law Emotional Intelligence Scale (WLEIS, 2002), the World Health Organization (WHO) 5 Well-Being Index (2024), and students’ cumulative records were used. The results indicated that students’ overall level of emotional intelligence and well-being were in the moderate range, and differences were observed in terms of gender and type of management. The results of the correlation analysis showed that there were significant positive correlations between the dimensions of emotional intelligence, well-being, and academic achievement. Furthermore, regression analysis revealed that emotional intelligence and well-being jointly explained 23.2% of the variance in academic achievement, and structural equation modelling confirmed the mediating role of well-being in this relationship. The findings emphasize the importance of integrating socio-emotional learning and psychological support mechanisms into the teacher education curriculum. Future research should employ longitudinal and intervention-based designs to examine the causal pathways and long-term impact of emotional intelligence enhancement programs on teacher effectiveness and professional resilience.

A Study on Use Towards Open Educational Resources at Higher Education Students in Tiruchirappalli District

2026-09-28T13:11:59+00:00

Information and Communication Technology (ICT) has become a catalyst for change, rapidly transforming various sectors of society. In the field of education, the growing availability of open resources has created new pathways for teaching, learning, and research, promoting equal educational opportunities for all students. This study examined the extent to which higher education students with open educational resources. The present study used a normative survey method. The number of samples used was 305 students, and the data were collected through a survey. The findings suggest that higher education institutions should strengthen awareness programs, digital infrastructure, and institutional support to promote the effective use of Open Educational Resources. This study contributes to the growing body of OER research in the Indian higher education context and provides practical implications for educational policy and instructional practice. Future research involving larger and more diverse samples, longitudinal designs, and additional variables such as digital literacy and technology acceptance may provide a broader understanding of OER.

Development and Validation of a Research Practices Scale for Teacher Educators (RPS-TE)

2026-09-28T13:16:22+00:00

Research has become a fundamental component of professional development and educational innovation in teacher education. Despite the increasing emphasis on research productivity and scholarly engagement, the availability of standardized instruments specifically designed to assess research practices among teacher-educators remains limited. Therefore, this study aimed to develop and validate the Research Practices Scale for Teacher Educators (RPS-TE). The study adopted a scale development research design and involved 141 teacher educators working in teacher education institutions affiliated with Tamil Nadu Teachers Education University (TNTEU) in and around the Tiruchirappalli district. The scale development process included conceptual framework construction, item pool generation, expert validation, pilot administration, and psychometric testing of the scale. Initially, 35 items were developed based on an extensive review of the literature and expert consultation. Following content validation, 29 items were retained for the final scale development. The reliability of the instrument was established using Cronbach’s alpha, which yielded an excellent internal consistency coefficient of 0.95. Exploratory Factor Analysis (EFA) was conducted to determine the construct validity of the scale. The Kaiser–Meyer–Olkin (KMO) value of 0.829 and a significant Bartlett’s Test of Sphericity (χ² = 3548.327, p < 0.001) confirmed the suitability of the data for factor analysis. The analysis extracted two factors, namely Research Competence and Scholarly Engagement (RCSE) and Research Supportive Institutional Environment (RSIE), which together explained 55.09% of the total variance in the data. The item-total correlations ranged from 0.50 to 0.77, and the factor loadings ranged from 0.51 to 0.86, indicating satisfactory item discrimination and construct representation. Discriminant validity analysis revealed a moderate positive correlation (r = 0.615, p < 0.01) between the two dimensions, confirming that they are related but distinct constructs. The findings demonstrate that the RPS-TE is a reliable and valid instrument for assessing research practices among teacher-educators. The scale can be effectively used for self-assessment, professional development, institutional evaluation, quality assurance, and policy formulation aimed at strengthening the research culture in teacher education institutions. Further studies may be based on qualitative methods to provide deeper insights into research practices. Further studies can apply SEM to strengthen the robustness of the tool.

Platform Development Using T-STEP to Elevate the Production Quality of Pre-service Teachers in the 21st Century

2026-09-28T13:21:07+00:00

This research aims to study the current state of driving STEM education-based learning management in schools, develop an integrated platform alongside the schools’ STEM education-based learning management processes, and examine the outcomes of utilizing this integrated platform. This study employed a Research and Development (R&D) methodology, dividing the operational procedure into four phases. The sample group consisted of 40 third-year students majoring in Digital Technology for Education during the second semester of the 2025 academic year, selected via purposive sampling. Additionally, key informants included teachers and educational personnel from 27 schools under the primary and secondary educational service area offices in Nakhon Sawan, Uthai Thani, and Chai Nat. The research instruments included a survey on the current state of STEM education implementation administered via interviews, and an assessment form evaluating the outcomes of platform usage. Detailed outcome measurements were conducted by evaluating the quality of the STEM lesson plans and the integration of STEM education covering knowledge, activity management, and measurement and evaluation using mean ( ) and standard deviation (S.D.) statistics.
The findings revealed that regarding STEM integration in educational institutions, the majority of schools primarily supported STEM activities in the Science and Technology learning area (96.30%), followed by Mathematics (77.80%). The most prevalent format was within-subject integration (81.50%). Regarding the outcomes of piloting the platform across 14 collaborative network schools, the overall evaluation of the STEM lesson plans was at a high level ( = 3.93, S.D. = 0.74), and the evaluation of STEM integration was at the highest level ( = 2.97, S.D. = 0.76). In terms of practical implications, the study found that utilizing a virtual world platform to develop lesson plans helped create a highly interactive online space, effectively resolving constraints related to physical resource shortages in schools. Furthermore, it serves as a crucial mechanism for elevating learners’ 21st-century skills through Project-based and Problem-based learning. This aligns with the observation that most schools integrated STEM activities with Active Learning policies (48.10%) and 21st-century skill development (18.50%).
The distinguishing feature of the T-STEP platform lies in its transition from being a mere data repository to a digital “Virtual Community of Practice”. It serves as a centralized shortcut space that compels concrete cross-disciplinary learning design, breaking down the barriers of single-subject adherence prevalent in the physical world. Furthermore, the platform is highly significant in acting as a virtual laboratory and exhibition space, effectively compensating for disparities and resolving the network schools’ budgetary constraints in purchasing STEM equipment. In conclusion, the T-STEP virtual reality platform innovation is a vital mechanism that bridges the gap between university theory and actual classroom practice. It elevates the quality of modern pre-service teachers by equipping them with competencies in project-based and problem-based learning management, directly leading to the concrete development of learners’ 21st-century skills. For future research directions, studies should explore expanding the platform’s trial to pre-service teachers in other disciplines or schools with different contexts, conduct longitudinal follow-ups on learners’ 21st-century skill achievements, and investigate the integration of Artificial Intelligence (AI) and automated evaluation systems into the platform for personalized learning design.

Learning Information Technology Acceptance and Logistics Factors Affecting the Decision to choose Private Logistic Service Provider for Online Business Entrepreneurs in Bangkok

2026-09-28T13:33:50+00:00

This study aims to examine the learning factors that influence the decision of online entrepreneurs in Bangkok to use private transport services. This study considers three main dimensions: organizational characteristics, information technology (IT) acceptance, and logistics factors. The methodology used was quantitative. A standardized questionnaire was disseminated to 400 Internet entrepreneurs. Multiple regression analysis was used to analyze the data. The results indicate that information technology acceptability and logistical considerations are the main predictors of the decision-making process (p < 0.05). However, organizational characteristics (company type, age, and size) were not significant. Delivery speed, real-time tracking, and service technology are the most critical drivers. The results indicate that logistics companies must focus on digital agility to satisfy the expectations of modern SMEs. Future research should investigate geographic and sectoral diversity, extending to rural or other regional e-commerce regions. Longitudinal tracking is necessary because technology and customer expectations are constantly changing. This longitudinal research strategy can be used by future researchers. Integration of Advanced Digital Parameters, which could be related to new technology variables. For example, artificial intelligence (AI) can be used for predictive routing, automated customer service bots, and green supply chain procedures.

Creativity of Undergraduate Science Students in Relation to their Problem Solving Abilities

2026-09-28T13:37:32+00:00

Humans are equipped with a creative force, but the extent to which they possess it differs from person to person. Creativity is the process by which a person makes something new (a product, solution, work of art, novel, invention, etc.) that has value (Aggarwal 2022). Problem solving is a mental process that comes at the end of a larger problem-solving process, which involves problem identification, sharpening, and obtaining a final goal. Problem solving involves methodical observation, classification, and interpretation. A problem is defined as any scenario in which there is an opportunity to improve things (Sharma 2006). There is a need to foster creativity in undergraduate science students, who will then contribute to the development of problem-solving skills with a scientific mindset. This study investigates the association between creativity and problem-solving ability among undergraduate science students. The study adopted a descriptive survey method involving 160 undergraduate science students selected through simple random sampling. Data were analyzed using Percentage Analysis, Mean, Standard Deviation, Independent Samples t-test, and Pearson Product Moment Correlation. The study’s findings show that UG science students have an average level of creativity and problem-solving abilities. A considerable positive association exists between creativity and problem-solving abilities. Male and female UG Science students had similar levels of creativity and problem-solving abilities. The study’s findings may be useful for undergraduate science students looking to improve their problem-solving and creative talents. Future research should employ longitudinal and experimental research designs involving larger and more diverse samples to examine additional psychological and educational variables influencing creativity and problem-solving ability.

Effectiveness of Interactive Multimedia on the Academic Achievement of Class 9th Students in Mathematics

2026-09-28T13:40:33+00:00

This study investigated the effectiveness of interactive multimedia on the academic achievement of Class IX students in Mathematics. This study was undertaken in response to the increasing need for innovative instructional approaches that can enhance students’ conceptual understanding, motivation, and engagement in mathematics learning. Interactive multimedia, which integrates text, graphics, audio, video, animation, and learner interaction, provides opportunities for meaningful and learner-centered educational experiences. An experimental pre-test–post-test control group design was used in this study. The sample comprised 100 Class IX students from St. Aloysius Higher Secondary School, Royappanpatti, Theni District, Tamil Nadu, was selected through random sampling and divided equally into experimental and control groups. The experimental group received instruction through a researcher-developed interactive multimedia package, whereas the control group was taught using conventional teaching methods. A validated Mathematics Achievement Test was administered as both a pre- and post-test. Statistical techniques such as mean, standard deviation, independent-samples t-test, and paired-samples t-test were used for the data analysis. The findings revealed no significant difference between the experimental and control groups in the pre-test (t = 1.99, p > .05), indicating initial equivalence between the groups. However, statistically significant differences were observed in favour of the multimedia group among boys (t = 5.04, p < .05, Cohen’s d = 1.43), girls (t = 4.50, p < .05, Cohen’s d = 1.25), urban students (t = 5.38, p < .05, Cohen’s d = 1.58), and rural students (t = 4.95, p < .05, Cohen’s d = 1.40). These large effect sizes demonstrate that interactive multimedia produced substantial improvements in students’ mathematics achievement compared with conventional teaching methods. The study demonstrates that interactive multimedia substantially improves students’ academic achievement in mathematics and promotes greater learner engagement and conceptual understanding. The investigation was limited to a single institution and a relatively small sample size, which may restrict the generalizability of the findings. Future research should involve larger and more diverse populations, longitudinal designs, and emerging technologies such as artificial intelligence and adaptive multimedia systems to examine their long-term impact on mathematics learning outcomes.

Understanding Student Well-Being in High Schools

2026-09-28T13:43:12+00:00

The well-being of students is vital for their holistic growth, academics, and psychology. Personal well-being can be considered a multidimensional construct that includes well-being in the physical, social, intellectual, emotional, environmental, and spiritual aspects, which ensures a balanced life. The current research attempted to study the personal well-being of high school students and analyzed the differences with regard to gender and locality. A descriptive survey approach was adopted, and data were collected from 300 IX standard students using the cluster sampling method from government schools, government-aided schools, and matriculation schools in the Vellore district. A Personal Well-being scale was used to collect the data, and the reliability of the tool was measured using Cronbach’s alpha (α = 0.86). The content validity of the test was obtained through expert opinions. The mean, standard deviation, and t-test were used for statistical analysis. Significant differences were found in personal well-being with regard to gender and locality. Boys showed higher personal well-being than girls, and urban children had better personal well-being than rural children. This research adds to the body of knowledge regarding the multifaceted concept of individual well-being among high school students, especially those demographic disparities that need to be addressed in education. Future research can use different methods, such as larger sample sizes and longitudinal research designs, to better understand student well-being.

Managing After-School Service Reform and Parental Educational Expectations: Evidence from Primary Education in Shenzhen

2026-09-29T12:51:38+00:00

This study examines After-school Service Transformation (AST), Perceived Evaluation Reform (PER), and Parental Educational Expectations (PEE) with respect to the implementation of the Double Reduction policy in primary schools in Shenzhen. This study aimed to explore how the transformation of after-school services affects parents’ educational expectations and determine whether perceived evaluation reform has a mediating effect. A quantitative cross-sectional research design was used, and a survey was conducted with 210 parents of primary school students in Shenzhen. The data were analyzed using descriptive statistics, Pearson correlation analysis, and regression-based mediation analysis using PROCESS. The results show that After school Service Transformation is positively associated with Parental Educational Expectations, with a significant positive effect (β = 0.825, p < 0.001). Furthermore, After-school Service Transformation is a significant predictor of Perceived Evaluation Reform (β = 0.865, p < 0.001), and Perceived Evaluation Reform is also a significant predictor of Parental Educational Expectations (β = 0.614, p < 0.001). Furthermore, mediation analysis showed that Perceived Evaluation Reform partially mediated the relationship between After-school Service Transformation and Parental Educational Expectations (DE = 0.288; IE = 0.531), indicating the importance of evaluation reform in influencing parental attitudes towards holistic education. These results indicate that the effectiveness of after-school service reform is not only determined by the provision of services but also by the establishment of a transparent and credible evaluation system that facilitates comprehensive educational development. This study offers valuable insights for schools and policymakers on how to improve the implementation of the “Double Reduction” policy and encourage more equal parent expectations regarding education. Expansion of the research is recommended to include longitudinal and comparative studies in various parts of China to examine the sustainability of after school service reforms. Other unexplored factors, including parental socioeconomic background, school quality, and learning outcomes, may also impact parental expectations for education.

Ph.D Paper 1 Relationship Between Creativity, Critical Thinking and Problem-Solving Ability Among B.Sc. Students

2026-09-29T12:55:23+00:00

The purpose of the present study is to find the correlation between creativity, critical thinking, and problem-solving skills among B. Sc. students. These cognitive skills are viewed as crucial for success in schooling, creativity, and scientific research. This descriptive survey study involved 300 B.Sc. students of the teaching staff were selected using stratified random sampling technique. Creativity, critical thinking, and problem-solving skills were assessed using standardized scales. Data were analyzed using statistical techniques, including Mean, Standard Deviation, Pearson’s Product Moment Correlation, t-test, and ANOVA. The findings revealed strong positive correlations among creativity, critical thinking, and problem-solving abilities, indicating that these higher-order cognitive skills are closely interconnected among undergraduate science students. This study recommends the systematic integration of Higher Order Thinking Skills (HOTS) into science education through learner-centered instructional approaches. Future research may employ longitudinal or experimental research designs involving larger and more diverse samples to further investigate the causal relationships among these cognitive variables and examine the influence of emerging technologies, such as artificial intelligence, on higher-order thinking skills.

Sustaining the Musicological Transmission of Henan Huagu Opera Through Education

2026-09-29T13:00:34+00:00

This study analyzes the current status of socio-cultural barriers and applicable methods of education for Henan Huagu Opera, a nationally recognized form of intangible cultural heritage in Henan, China. The goal of this research is to create applicable methods for the educational preservation and continued promotion of this unique form of opera by focusing on an exhaustive systematic structural analysis of the living heritage ecosystem. This study is based on multisite ethnographic fieldwork and structured observations. The study’s empirical groundwork is based on data from 14 purposefully chosen participants divided into three professional strata: general, scholar, and casual participants. The methods and tools for implementing and validating this study included semi-structured interviews designed for this study, checklists for observing movement during the study, audio-visual recording devices, and primary resources such as local gazetteers and manuscripts with musical notations. The results of this study’s qualitative content analysis revealed a highly flexible tripartite repertoire; however, there are barriers to transmission, including a talent gap, major losses of youth, and an aging master instructor. To achieve long-lasting sustainability, this study aims to establish guidelines for the institutionalization of the Tri-Classroom Learning Model alongside the concepts of digital Open Educational Resources and innovative character branding. The results of this study have practical and theoretical implications, as they provide an ethnomusicological research model for the codification of oral traditions that can be replicated. Moreover, they offer educational leaders and folk performance groups an implementable strategy to convert vulnerable Indigenous musical folklore into a consistent and accredited resource for public aesthetic education. Future research should deploy quantitative evaluation methods across diverse provincial regions to measure the long-term impact of digitized resources on youth’s cultural identity.

An Exploratory Study of Awareness and Attitude Towards Digital Learning Tools among Student Teachers

2026-09-29T13:05:05+00:00

Digital learning tools have become indispensable in contemporary teacher education, enabling student teachers to access educational resources, collaborate effectively and develop technology-enabled pedagogical competencies. Understanding prospective teachers’ awareness and attitudes towards these tools is essential for strengthening teacher education programmes. The present study examined the awareness and attitudes towards digital learning tools among student teachers in Colleges of Education across Tamil Nadu. A quantitative cross-sectional survey design employing an exploratory approach was used. Using stratified random sampling, 13 Colleges of Education were selected from a population of 214 colleges, and 1,058 student teachers participated in the study. Data were collected using investigator-developed instruments that measured awareness and attitudes towards digital learning tools. The collected data were analyzed using descriptive statistics and independent-samples t-tests. The findings revealed that the student teachers possessed moderate awareness and attitudes towards digital learning tools. Furthermore, no statistically significant differences were observed in awareness or attitudes with respect to gender and student education (p > .05). These findings indicate that demographic characteristics exert only a limited influence on student teachers’ perceptions of digital learning technologies. The study concludes that teacher education institutions should strengthen digital competency through systematic technology-integrated training, practical exposure to digital learning environments, and curriculum reforms that promote effective technology integration in teacher education. The findings have useful implications for teacher educators, curriculum developers, and educational policymakers seeking to enhance digital readiness among future teachers. Future research may employ longitudinal or mixed-method research designs, include student teachers from other states, and examine additional variables such as digital competence, technology acceptance, self-efficacy, and techno-pedagogical competency to obtain a more comprehensive understanding of digital learning readiness among prospective teachers.

A Document Analysis on Academic Achievement among the Secondary School Students of Tiruchirappalli District with Respect to Select Variables

2026-09-29T13:09:13+00:00

This study analyzed the academic achievement of secondary school students in the Tiruchirappalli District using a document analysis research design based on secondary data. The study utilized the official Tabulated Mark Sheet published by the Directorate of Government Examinations, Government of Tamil Nadu, for the March 2024 X Standard Public Examination. From a population of 39,649 students, a random sample of 1,853 was selected. Academic achievement was examined with respect to institutional variables, namely, the type of school management and type of school. The collected data were analyzed using descriptive statistics, the Independent Samples t-test, and one-way Analysis of Variance (ANOVA). The findings revealed that the students had an overall mean academic achievement score of 358.50 (SD = 77.91). Significant differences were observed in academic achievement with respect to the type of school management, F(2, 1850) = 187.008, p < .001, η² = .087, and type of school, F(2, 1850) = 37.071, p < .001, η² = .039. Pairwise comparisons further indicated significant differences among students from Government, Government Aided, and Unaided Private schools. The findings suggest that institutional characteristics are associated with variations in students’ academic achievement. This study highlights the importance of strengthening instructional quality, educational resources, academic support, and equitable educational opportunities across different school categories. Future research may extend the investigation to multiple districts and incorporate additional learner-related, family, instructional, and institutional variables using longitudinal and mixed-method research designs.