Global Synthesis in Education Journal (GSE-journal) is an innovative and interdisciplinary publication that showcases original research and writing on education to a global audience of educational researchers. As a premier source of scholarly understanding of the field of education, GSE-journal plays a pivotal role in facilitating the transfer of knowledge, values, and skills from one generation to the next. By providing a platform for the dissemination of innovative methods and contents of evaluation and research in education, GSE-journal empowers teachers, administrators, and research workers to enhance the quality of education for learners around the world. With a broad scope that encompasses a diverse range of topics, GSE-journal is committed to advancing the field of education by exploring new frontiers in child development, curriculum design, reading comprehension, philosophies of education, and educational approaches. Through its interdisciplinary approach, GSE-journal fosters collaboration between researchers and practitioners, encouraging the exchange of ideas and the development of best practices. As a leading publication in the field of education, GSE-journal is dedicated to promoting a deeper understanding of the complex issues facing educators today. By offering a forum for the exchange of ideas and the dissemination of cutting-edge research, GSE-journal serves as a catalyst for change in the field of education. Its innovative and thought-provoking articles challenge traditional assumptions and push the boundaries of knowledge in the field, making it an essential resource for anyone interested in the future of education. Whether you are a researcher, educator, or student, GSE-journal offers a wealth of insights and resources that will inspire and inform your work.
A Mathematical Model for Predicting Complex Dynamic Systems Using Hybrid Computational Approaches
Hybrid computational models can improve prediction when governing equations are incomplete, but their advantages are often evaluated on isolated systems and without simultaneous assessment of accuracy, stability, interpretability, and uncertainty. This study develops a modular hybrid mathematical model that combines a partially specified ordinary differential equation, a regularized neural residual, joint parameter calibration, physical constraints, and ensemble-based uncertainty quantification. The framework was evaluated through in silico experiments on five benchmark systems representing periodic, chaotic, stiff, ecological, and engineering dynamics: Van der Pol, Lorenz-63, Robertson kinetics, Lotka–Volterra, and a continuous stirred-tank reactor. Six hundred trajectories were generated using space-filling sampling, partitioned at the trajectory level, and tested under interpolation, extrapolation, measurement noise, data scarcity, and partial observability. The proposed model was compared with an incomplete mechanistic model, a neural ordinary differential equation, and sequential residual correction. In illustrative synthetic results, the hybrid model achieved a mean normalized root-mean-square error of 0.0678, reducing error by 37.3% relative to the strongest baseline. It also increased the mean time to divergence to 83.6% of the forecast horizon, reduced median mechanistic parameter error to 4.8%, limited physical-constraint violations to 0.6%, and attained 0.947 coverage for nominal 95% prediction intervals. Friedman and Holm-adjusted Wilcoxon tests indicated significant paired improvements with large effect sizes. Ablation analyses showed that residual regularization, physical constraints, and joint calibration each contributed materially. These findings illustrate how restricted data-driven correction can enhance heterogeneous dynamical-system prediction while preserving mechanistic meaning, although empirical execution and external validation are required before scientific claims are made
Copyright (c) 2026 Global Synthesis in Education Journal https://creativecommons.org/licenses/by/4.0
EFFECTS OF GEOGEBRA EDUCATIONAL PLATFORM ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL SCIENCE STUDENTS IN MATHEMATICS IN NIGERIA
This study examined the effects of Geogebra Educational Platform on academic performance of senior secondary school science students in mathematics in Nigeria. The study adopted a quasi-experimental research design of the pretest-posttest control group type. The population for the study consisted of all public Senior Secondary School One (SSI) science students in Ekiti State, Nigeria. The sample for the study consisted of 89 SSI science students selected through multistage sampling procedure. Mathematics Performance Test (MPT) was used as self-designed instrument to collect data and it was subjected to face and content validity by experts in Tests and Measurement and Mathematics. The reliability of MPT was ascertained through test re-test method of testing reliability and reliability coefficient of 0.91 was obtained and adjudged reliable for the study. The experiment was carried out in three stages, namely: the pre- treatment stage (one weeks), the treatment stage (four weeks) and post-treatment stage (one week). Descriptive statistics such as mean and standard deviation were used to answer the research question raised and Hypotheses were analyzed using t-test analysis at 0.05 level of significance. The study found out that there was no significant difference in the pre-treatment performance between students exposed to the Al-powered educational platform and conventional groups. The findings also showed that there was significant difference between the students exposed to Geogebra Educational Platform and conventional method of teaching Mathematics. Based on the findings of this study, it is therefore recommended that Mathematics teachers should make concerted effort in utilizing Geogebra Educational Platform in schools to improve students' performance. Mathematics teachers should enhance their knowledge and skills in the use of the platform in teaching Mathematics to improve students' performance and that government and education authorities should invest in infrastructure, stable electricity, and internet access in schools to support the adoption of digital platforms.
EFFECTS OF WHATSAPP LEARNING PLATFORM ON ACADEMIC PERFORMANCE OF BIOLOGY EDUCATION UNIVERSITY UNDERGRADUATES IN EKITI STATE
This study examined the effects of whatsapp learning platform on academic performance of Biology education University undergraduates in Ekiti State. The population consisted of 1,219 undergraduates studying Biology Education in the two public University in Ekiti State, Nigeria. The study sample consisted of 200 undergraduate students at the 200 level with purposive sampling technique. One research instrument tagged Biology Performance Test (BPT) was used to collect data on performance of undergraduates in biology. It consisted of 30 single-answer questions drawn from the course outline for Introductory Developmental and Cell Biology (BIO 205). The instrument comprised two sections: Section A captured the personal data of the respondents, while Section B consisted of 30 items. Correct option attracted 1mark and wrong option attracted zero mark. The validity of the instruments was ensured through expert review which was subjected to face and content validity checks. The reliability of the instrument was determined through pilot testing. It was administered to a group of students with similar characteristics to the study sample, but who were not part of the main study. The test- retest method was used to establish its stability over time, and a reliability coefficient of 0.82 was obtained, confirming its consistency in measuring students' performance in biology. The data collected analyzed using descriptive and inferential statistics. The research question was answered using descriptive statistics of mean and standard deviation. Hypotheses 1-2 were tested using t-test analysis. The two hypotheses were tested at 0.05 level of significant. The finding showed that there was no difference in the performance of students in the two groups before the treatment which means that both groups were homogeneous. The findings of this study also showed that undergraduates taught using the WhatsApp Learning Platform performed significantly better in Biology than those taught using the Conventional Method in Biology. It was therefore recommended Lecturers should consider incorporating the WhatsApp Learning Platform as a supplementary tool in teaching Biology to enhance student engagement and performance. Universities should provide training for lecturers on the effective use of digital platforms like WhatsApp to improve instructional delivery and students’ performance.
Whatsapp Learning Platform, Academic Performance, Lecturers, University Undergraduates, and Biology Education
The Influence of Realistic Mathematics Education and Learning Discipline on Students' Mathematical Critical Thinking
Students' critical mathematical thinking skills are still relatively low due to the Problem-Based Learning (PBL) instructional strategy. The Realistic Mathematics Education (RME) approach, supported by students' learning discipline, is expected to enhance these abilities. This study aimed to examine the effect of the RME approach and learning discipline, both individually and interactively, on the mathematical critical thinking abilities of grade V students. The research used a quantitative experimental design with a 2x2 factorial model. A total of 60 students were selected using cluster random sampling. Instruments included a critical thinking test and a learning discipline questionnaire. Data were analysed using two-way ANOVA with a significance level of 0.05. Findings show that (1) RME significantly improved critical thinking (mean = 78.45) compared to conventional methods (mean = 70.12), F(1,56) = 6.84, p < 0.05; (2) students with high discipline scored higher (mean = 80.27) than low-discipline students (mean = 69.34), F(1,56) = 12.15, p < 0.01; and (3) there was a significant interaction between RME and discipline, F(1,56) = 4.62, p < 0.05. RME and learning discipline both positively and significantly affect students' mathematical critical thinking abilities
Copyright (c) 2026 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
Maxims in Use: EFL Students, Classroom Discourse, and Communicative Effectiveness in University EFL Settings
This paper focuses on the realization of conversational maxims in EFL students within the classroom interaction in universities and how the realizations affect the effectiveness of communication in EFL. Based on the Cooperative Principle of Grice, the paper utilized a qualitative discourse-based research design where the natural classroom discourse of an English Education program in one of the Indonesian universities is analyzed. The data were gathered in form of classroom observations, audio recordings, and word-to-word transcripts of the lecturer-student interactions. It analyzed to find out the kinds of maxims, maxims obedience and disobedience, and their practical use in teaching. All the four Gricean maxims in classroom communication were found as illustrated in the findings. The most common maxims were the maxim of quantity, the maxim of relation, the maxim of manner, and the maxim of quality (38, 27, 21, and 14 percent). Cases of maximum adherence explained about 62% of the data with strategic violations 38%. Notably, these transgressions were not accidental; they were practical in nature and intimately linked to such pedagogical tasks like the elaboration of responses, control of the interactational flow, the marking of the uncertainty, and negotiating meaning. In line with the previous studies of pragmatic and classroom discourse, the results reveal that controlled violations, especially those of quantity and manner, tended to increase the effectiveness of the communicative process through clarification and increased involvement in academic discourse. As discussed therein, communicative effectiveness in EFL classrooms should be structured not in terms of strict adherence to conversational conventions but rather context-specific pragmatic selections within the context of the instructional purposes. This paper will add to the body of EFL pragmatics research by establishing a case of maxims realization and communicative effectiveness empirically in the context of higher education. Educationally, the results indicate that students can be better pragmatically aware when explicit focus on conversational maxims is given, and the classroom interaction is better
Hybrid and Blended Learning as the Emerging Educational Standard: An Analysis of Student Engagement and Outcomes
This study examined hybrid and blended learning as the emerging educational standard and its effects on student engagement and learning outcomes. Following the COVID-19 pandemic, these models have become routine practice in higher education. However, evidence of their sustained effectiveness remains limited. Drawing on the Community of Inquiry (CoI) framework and Self-Determination Theory (SDT), this research investigated the roles of teaching, social, and cognitive presence as well as the psychological needs of autonomy, competence, and relatedness in influencing behavioral, emotional, and cognitive engagement and academic performance. A convergent parallel mixed-methods design was used. Quantitative data were gathered from 428 undergraduate students via an online survey, supplemented by 32 semi-structured interviews. Data were analyzed using descriptive statistics, t-tests, correlations, multiple regression, and thematic analysis. Findings revealed moderately high student engagement (*M* = 4.05, *SD* = 0.68) and improved academic performance (mean GPA = 3.48). Hybrid learning produced significantly higher engagement than blended learning. The integrated CoI-SDT model accounted for 47% of the variance in engagement, with teaching presence (*β* = 0.39) and autonomy (*β* = 0.34) emerging as the strongest predictors. Qualitative themes emphasized flexibility, cognitive depth, and interpersonal connections. This study affirms that hybrid and blended learning can function effectively as the new educational norm when teaching presence and autonomy are deliberately supported. The findings offer valuable theory-driven insights and practical recommendations for higher education institutions
Deixis in Action: How University Students Construct Meaning in English Classroom Interaction: A Review Study
This review study explores how deixis functions as a key meaning-making resource in English classroom interaction among university students. Focusing on English learning contexts at Universitas PGRI Semarang and Universitas Islam Negeri (UIN) Walisongo Semarang, Central Java, this article critically synthesizes existing empirical and theoretical studies on deixis within EFL classroom discourse. Drawing on literature published between 2015 and 2025, the review examines how personal, spatial, temporal, discourse, and social deixis are employed by university students to construct, negotiate, and interpret meaning during classroom interaction. The analysis reveals that deictic expressions play a crucial role in shaping interactional coherence, managing turn-taking, establishing participant roles, and contextualizing pedagogical content. Moreover, the findings indicate that students’ use of deixis reflects not only linguistic competence but also pragmatic awareness and sociocultural positioning within academic discourse communities. In Indonesian university settings, deixis is shown to mediate the relationship between language use, instructional context, and student agency, particularly in interactive activities such as discussions, presentations, and collaborative tasks. This review highlights a growing research trend that positions deixis as an essential component of classroom discourse analysis and emphasizes its pedagogical relevance in English language teaching at the tertiary level. The study concludes by identifying gaps in current research, particularly the limited focus on learner-centered deictic practices in diverse institutional contexts, and proposes directions for future discourse-based research on deixis in university EFL classrooms
Blending Artificial Intelligence with Conventional Methods: Strategies for A Hybrid Educational Model in Ekiti State, Nigeria
This study examined the integration of artificial intelligence (AI) with conventional teaching methods to develop effective hybrid instructional strategies for enhancing student learning outcomes in secondary schools in Ekiti State, Nigeria. This study adopted a quantitative research design to examine the integration of AI-enhanced learning tools in secondary schools in Ekiti State, Nigeria. The population comprised secondary school teachers and students, from which 400 teachers and 150 students were randomly selected. Teachers completed structured questionnaires assessing AI awareness, preparedness, challenges, and views on blending AI with traditional methods. A quasi-experimental design was used for students, divided into three groups: AI-enhanced, conventional, and hybrid learning. The Students’ Performance Test (SPT) was used to conduct pre- and post-tests to measure instructional effectiveness. Expert reviews confirmed the validity of both instruments, while reliability was established using Cronbach’s alpha and correlation analysis yielding a reliability coefficient of 0.89 and 0.82 respectively. Trained research assistants facilitated data collection. Data were analyzed using descriptive statistics and ANOVA. Ethical standards were observed, with informed consent, confidentiality, and anonymity ensured. The findings revealed that while AI adoption is growing, many teachers lack the training and technical skills required for effective use, with key challenges including insufficient training, poor infrastructure, and high costs. Despite these barriers, most teachers supported blending AI with traditional methods, and the hybrid model emerged as the most effective in improving student performance. The study recommended continuous professional development, investment in digital infrastructure, the introduction of pilot AI programs, and the formulation of clear policies to guide AI integration in education.
AI-enhanced learning, Blending AI, Hybrid, Educational Model, Conventional method, Teachers Awareness.
The Landscape of Documentation Failure: Error Typologies, Temporal Dynamics, and Linguistic Patterns in Hospital Recordss in Academic Writing
Clinical documentation failures remain a critical patient safety threat despite widespread electronic health record (EHR) adoption. Yet, the underlying linguistic mechanisms and temporal dynamics driving high-severity errors are poorly understood. This mixed-methods study characterized high-severity documentation failures across three tertiary hospitals, integrating multivariate logistic regression for risk quantification with qualitative discourse analysis and temporal mapping. We analyzed 60 cases using the Documentation Failure Severity Index (DFSI). Omission errors were the most prevalent (38%) and conferred the highest risk of severe adverse outcomes (adjusted odds ratio [aOR] = 3.12, $p = 0.001$). Crucially, ambiguous negation (e.g., "no clear evidence of...") demonstrated strong co-occurrence with omission errors ($\Phi = 0.62$), functioning as a linguistic "mask" for absent clinical information. Temporal analysis revealed distinct vulnerability windows: omissions peaked immediately upon admission (Day 0) and Day 1, while contradictions emerged during later hospitalization (Days 2–5). A novel four-tier typology linked this quantified risk to five recurrent qualitative linguistic glitches. These results confirm that documentation failures are temporally patterned and linguistically mediated phenomena. Proactive, linguistically-informed prevention strategies are imperative. Our findings support implementing admission-period structured templates, mid-stay reconciliation tools, and specialized staff training focused on identifying and mitigating ambiguous negation and passive voice constructions. Integrating these identified glitch patterns into natural language processing systems is essential for achieving real-time error prevention and improving patient safety across healthcare settings
Copyright (c) 2025 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
String Kernel-Based Techniques for Authorship Attribution
Authorship attribution (AA), a core task in computational linguistics, seeks to identify the author of a text based on stylistic patterns. While effective, many existing methods face a trade-off between classification accuracy and computational cost, especially when applied to large datasets. This study provides a systematic evaluation of word-level string kernel techniques as a highly efficient and accurate solution for AA. We investigate the performance of three string kernels (Spectrum, Presence Bits, and Intersection) paired with three machine learning classifiers (Support Vector Machine, Random Forest, and XGBoost). The models were tested on three distinct feature sets designed to isolate the stylistic contribution of noun phrases alongside word (n)-grams. Our findings reveal that the optimal configuration—a Support Vector Machine with a Spectrum kernel utilizing a feature set of word (n)-grams and noun phrases—achieves approximately 95% classification accuracy on the test set. This result underscores the critical role of phrasal-level syntactic information in capturing an author's unique voice. Most significantly, this word-level approach demonstrates a four- to six-fold reduction in model training time compared to a strong character-level baseline, while maintaining superior or competitive accuracy. This research concludes that word-level string kernels offer a powerful and practical framework for authorship attribution, striking an exceptional balance between high performance and computational efficiency. The method's scalability makes it highly suitable for real-world applications, including digital forensics, plagiarism detection, and large-scale textual analysis
Design and Impact of Individual Learning Modifications on Self-Efficacy of Students with Mental Disability
This study aims to design and evaluate the impact of individual learning modifications on the self-efficacy of students with mental disabilities at SDN Semper Barat 07. The research was conducted using a quasi-experimental pretest–posttest design involving 12 students identified with mild to moderate cognitive disabilities. Learning modifications were developed through needs assessment, teacher consultation, and adaptation of instructional materials, focusing on pacing adjustments, visual supports, and simplified task structures. Self-efficacy was measured using an adapted scale validated for primary-level special education contexts. Data were collected before and after an eight-week intervention and analyzed using paired sample t-tests, supported by qualitative classroom observations. The results showed a statistically significant increase in students' self-efficacy scores (p < 0.05) with notable improvements in confidence, task persistence, and willingness to participate in class activities. Qualitative findings indicated that the modifications enhanced engagement and reduced learning anxiety. These results suggest that individualized learning modifications can be an effective approach to strengthening self-efficacy among students with mental disabilities in inclusive primary school settings. With such strategies, educators can foster more equitable participation and academic growth, supporting inclusive education goals in Indonesia.
CHALLENGES AFFECTING TEACHERS’ COMPETENCY IN IMPLEMENTING THE 21ST-CENTURY CURRICULUM IN SECONDARY SCHOOLS IN SOUTH-WEST NIGERIA
This study aimed to explore the challenges impacting teachers' competency in implementing the 21st-century curriculum in secondary schools across South-West Nigeria. A descriptive cross-sectional survey design was utilized, with the target population consisting of secondary school teachers from the six South-West states: Ondo, Oyo, Osun, Ekiti, Lagos, and Ogun. A total of 860 teachers were selected using a multistage sampling technique to ensure representation. Data were collected through a 15-item questionnaire developed by the researcher, titled "Teachers' Competency for the Implementation of the 21st-Century Curriculum among Secondary Schools in South-West Nigeria." The questionnaire was validated for content and face validity by measurement and evaluation experts at Ekiti State University. Reliability was assessed using the test-retest method, with a reliability coefficient calculated using Pearson's Product Moment Correlation Coefficient (PPMCC) at the 0.05 significance level. The questionnaire was distributed to teachers in their respective schools with support from research assistants. Data analysis included percentages, frequency counts, and mean scores for research questions, with an independent t-test employed to test hypotheses at the 0.05 level. Key findings indicated that significant barriers to teacher competency included inadequate human and material resources, insufficient commitment, a lack of mastery of the curriculum, limited government support and funding, poor supervision, and inadequate time to manage heavy workloads. The study recommends increased government funding, enhanced teacher training programs, improved supervision systems, and better resource allocation to boost teacher competency in applying the 21st-century curriculum
Fusing Corpus-Based Analysis with Content and Language Integrated Learning: Transforming Online Language Proficiency Development
The integration of corpus-based analysis with Content and Language Integrated Learning (CLIL) offers a promising pedagogical framework to enhance online language proficiency development. Against the backdrop of increasing globalization and the need for effective language and content instruction, this study investigates the potential of merging these two methodologies to address gaps in traditional language education. The objective is to explore how corpus-based tools can enhance CLIL curricula by providing authentic, subject-specific language inputs and fostering critical thinking, cultural awareness, and learner autonomy. A mixed-methods approach was adopted, combining quantitative and qualitative methods. Quantitative analysis involved pre-tests and post-tests of vocabulary acquisition, grammar accuracy, and subject-specific terminology comprehension for experimental and control groups. The experimental group utilized corpus-based CLIL tools, while the control group followed traditional CLIL methods. Qualitative data were gathered through surveys, interviews, and case studies to capture learner and educator experiences, engagement, and usability of the proposed approach. Findings revealed that the experimental group demonstrated significantly greater improvements in language proficiency, with 80%-100% gains across metrics compared to 30%-50% gains in the control group. Qualitative
ELT, Language Development, Online Learning, Integrated Learning
Journaling as a Medium for Narrative Discourse Development: A Qualitative Analysis in an Indonesian EFL Setting"
This qualitative study at Mamina English Course in Batam explored how journaling helps first-grade junior high students improve their English narrative writing. Many students learning English in Indonesia often struggle with vocabulary, grammar, and expressing ideas freely. This research aimed to find more engaging teaching methods. Journaling seemed promising because it's a relaxed way to write, reducing anxiety and encouraging practice. Ten students journaled regularly for a month. Data from surveys and writing tests, informed by key language acquisition theories and teaching approaches, showed positive results. Students reported increased motivation, engagement, creativity, self-expression, and writing confidence. To understand this better, our study gathered detailed information from ten students over one month. We used surveys to hear directly about their experiences and also looked at their writing tests. The ideas behind our study come from important theories about how people learn a second language. For example, Stephen Krashen's Affective Filter Hypothesis suggests that feeling relaxed helps learning, and journaling certainly offers that. Merrill Swain's Output Hypothesis highlights the importance of language production, and journaling offers numerous opportunities for this practice. We also explored the role of motivation in student learning and how Discourse Analysis can reveal students' language usage. On the instructional side, we examined Process Writing, which emphasizes the stages of writing, and Constructivism, which posits that learners actively construct their own understanding. Although the findings do not establish a direct cause-and-effect relationship, they indicate that journaling creates a supportive atmosphere for self-expression and language experimentation. The study underscores the potential of journaling to empower young English learners and advocates for its inclusion in educational curricula, along with suggestions for further research.
Artificial Intelligence in Vocational Education: Perspectives and Practices from a Literature Study
The article presents a literature study synthesizing global perspectives and practices of artificial intelligence (AI) integration in vocational education. It systematically searches Scopus, ERIC, and related databases for publications from 2015 to 2025, yielding 76 peer-reviewed articles. The study employs thematic coding to analyze conceptual foundations, pedagogical approaches, and institutional frameworks. Findings reveal three primary perspectives on AI's role: pedagogical, technological, and organizational. Documented practices such as AI-powered simulators, adaptive learning platforms, and predictive assessment tools. Results demonstrate that AI integration enhances skill acquisition, learner engagement, and personalized instruction while necessitating robust infrastructure and faculty development. The article contributes to vocational education scholarship by mapping current research trends, identifying gaps, and offering actionable recommendations for educators, curriculum designers, and policymakers
The Efficacy of Flipped Classroom Models in Improving Student Engagement and Achievement: A Meta-Analysis
The educational landscape continues to evolve in response to shifting student needs and technological advancements. The flipped classroom model has garnered significant attention as a potentially transformative approach to teaching and learning, yet inconsistencies in research findings necessitate a systematic analysis of its effectiveness. This meta-analysis aimed to quantify the effectiveness of flipped classroom approaches on student engagement and academic achievement, identify key moderating variables, and develop evidence-based implementation recommendations. A comprehensive meta-analysis of 172 studies published between 2010-2024 was conducted, employing rigorous inclusion criteria and standardized coding procedures. Random effects models were used to calculate aggregate effect sizes and conduct moderator analyses to examine variables influencing effectiveness. The results of this meta-analysis indicate that flipped classroom approaches demonstrate a medium positive effect on student engagement (g = 0.57) and a small-to-medium effect on academic achievement (g = 0.42). Behavioral engagement (g = 0.63) and cognitive engagement (g = 0.59) showed stronger effects than emotional engagement (g = 0.48). Effectiveness varied by subject domain, with stronger effects in STEM (g = 0.49) and professional disciplines (g = 0.46). An inverse relationship emerged between educational level and effect size, with primary education showing the strongest effects (g = 0.58). Implementation duration (r = 0.42) and quality significantly moderated outcomes, with high-quality implementations demonstrating substantially stronger effects than low-quality implementations. This research resolves inconsistencies in current literature by systematically quantifying effectiveness across contexts and identifying influential moderating variables, providing educational stakeholders with evidence-based implementation guidance. The findings of this meta-analysis indicate that flipped classroom approaches consistently enhance student engagement and achievement across educational contexts. Implementation effectiveness is significantly influenced by educational level, subject domain, implementation duration, and quality. Educational stakeholders should prioritize comprehensive implementation planning and sustained support to maximize effectiveness, particularly in primary and secondary education settings.
Copyright (c) 2024 Global Synthesis in Education Journal https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Clo3D Software on Sustainable Fashion Practices: A Comprehensive Literature Analysis
The fashion industry is increasingly turning to digitalization to address the pressing challenges of sustainability. This comprehensive literature analysis explores the influence of Clo3D software on sustainable fashion practices, focusing on its environmental, social, and economic impacts. Clo3D, a 3D garment visualization tool, has been adopted by designers and manufacturers to reduce waste, improve design efficiency, and enhance resource management. A systematic literature review examined studies highlighting the application of Clo3D in sustainable fashion initiatives. The results reveal that Clo3D significantly contributes to environmental sustainability by reducing fabric waste and enabling more precise production processes. Additionally, the software promotes social sustainability by fostering inclusivity and transparency in design and production workflows. From an economic standpoint, Clo3D aids in reducing costs and accelerating time-to-market for sustainable fashion products. However, challenges such as accessibility and the learning curve for new users remain barriers to its widespread adoption. This review underscores the transformative potential of digital tools like Clo3D in advancing sustainability within the fashion industry. It suggests avenues for future research to explore the integration of digital technologies in sustainable fashion practices further
Cultural Competency Development in Pre-Service Teachers: A Transformative Learning Experience Mode
The cultural competency has emerged as a critical component in teacher preparation, addressing the challenges of increasingly diverse educational landscapes. Despite its recognized importance, there remains a significant gap in standardized approaches to developing cultural competence among pre-service teachers. This study aimed to investigate the transformative potential of cultural competency development among pre-service teachers through a comprehensive mixed-methods approach, seeking to explore how structured interventions can enhance educators' ability to recognize, understand, and respond to cultural nuances in classroom settings. Employing a mixed-methods sequential explanatory design, the study involved 120-150 pre-service teachers selected through purposive sampling. The research utilized multiple data collection instruments, including pre- and post-intervention surveys, reflective interviews, journals, and observational field notes. The intervention combined reflective practices, critical dialogue, and experiential learning experiences. Previous research lacked a comprehensive framework for cultivating cultural competency that simultaneously addresses cognitive, emotional, and practical dimensions of cultural understanding. The study offers a transformative model for teacher preparation, positioning cultural competency as a fundamental cornerstone of effective, equitable education. The research revealed remarkable improvements across three critical dimensions: Cognitive Awareness (78.3% enhancement), Affective Responsiveness (90.5% improvement), and Behavioral Adaptability (77.3% progression). Overall cultural competency demonstrated an 81.8% statistically significant improvement. The research illuminates cultural competency as a dynamic, continuous process of learning and growth. It challenges traditional educational paradigms by providing a holistic approach to preparing educators who are genuinely responsive to diverse cultural contexts, ultimately contributing to a more inclusive and equitable educational landscape
Culture Adventure Games: Exploring Natural Science through Local Wisdom
The purpose of this study is to develop a natural science learning game oriented towards local Papuan culture for grade IV elementary school students that is feasible and effective. This research uses a qualitative approach with R&D (Research and Development) research methods with the Lee & Owen development model. The results of the formative evaluation showed an average feasibility test of material experts, learning design experts, and media experts of 3.94 with good conclusions, one-to-one evaluations with students obtaining an average of 3.05 with good conclusions, small group evaluations obtaining an average of 3.43 with very good conclusions, and field trial evaluations obtained an average score of 3.61 with a very good conclusion, so it was concluded that the science learning game oriented towards local Papuan culture for grade IV elementary school students was very good. Test the effectiveness of science learning game development oriented to local Papuan culture, tested through a t-test. The results show a Sig. (2-tailed) value of 0.000 < 0.05, so there is a significant difference between science learning outcomes in pretest and posttest data, and it can be concluded that science learning games oriented towards local Papuan culture are effective in improving the learning outcomes of grade IV elementary school students.
Neurodiversity in Classroom Dynamics: Inclusive Pedagogical Frameworks for Neurodivergent Student Engagement
The increasing recognition of neurodiversity in educational settings has catalyzed a transformative shift in pedagogical approaches, challenging traditional deficit-focused models and advocating for inclusive frameworks that cater to diverse cognitive profiles. With approximately 20% of children in the United States identified as neurodivergent, including conditions such as autism, ADHD, and Tourette's syndrome, there is a critical need to develop nuanced educational strategies that accommodate and celebrate cognitive diversity. The research objectives were twofold: (1) to investigate how inclusive pedagogical frameworks can effectively support the diverse learning needs of neurodivergent students, and (2) to explore systemic strategies that educational institutions can adopt to create supportive, adaptive learning environments. This study employed a comprehensive mixed-methods approach, integrating quantitative surveys, assessments, and qualitative interviews to capture both measurable outcomes and personal narratives. The research identified a significant gap in understanding how targeted interventions can be effectively tailored to meet the diverse needs of neurodivergent individuals. Key findings revealed a robust correlation coefficient of 0.826, indicating a strong positive relationship between inclusive teaching approaches and student success. The R-squared value of 0.683 suggests that 68.3% of the variance in student success can be explained by adaptive teaching methodologies. The study highlights the importance of recognizing neurodiversity as a natural variation in human cognition, emphasizing the need for systemic changes in pedagogical practices, teacher training, and policy implementation. By prioritizing individualized approaches and embracing a strengths-based perspective, educational institutions can cultivate environments that not only accommodate but celebrate the diverse ways neurodivergent students engage with learning. Ultimately, this research contributes practical insights to transform educational practices, foster inclusivity, and support the holistic development of neurodivergent learners.
Developing a Social‑Media-Based Manufacturing Engineering Drawing Teaching Module to Improve Students’ Skills
The increasing integration of technology in education has brought forth innovative ways to enhance the learning of complex skills. This study explores the development of a social-media-based teaching module for manufacturing engineering drawing aimed at improving students’ technical skills dynamically and engagingly. The research follows a design-based approach, utilizing the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional design model to create a modular curriculum delivered through a social media platform (Instagram and YouTube). The study evaluates the effectiveness of this module by conducting a quasi-experimental pre-post test with 120 engineering students from a Vocational High School. Data were analyzed using paired-sample t-tests and qualitative thematic analysis to assess skill improvement and student engagement. Results indicate a statistically significant improvement in students’ manufacturing drawing skills, with an average skill gain of 15% (p < 0.001). Qualitative findings highlight the positive impact of social media on peer collaboration, real-time feedback, and increased engagement. The module’s design was validated through expert reviews, achieving a content validity index (CVI) of 0.88. The findings suggest that social media can provide an effective and scalable platform for teaching technical subjects, facilitating enhanced interaction and knowledge retention. This study contributes to the literature on technology-enhanced learning and offers practical recommendations for educators seeking to incorporate social media into manufacturing engineering curricula.
The Influence of Organization Culture, Job Satisfaction, and Work Involvement on Employees’ Organizational Commitment at Sorong Satte Polytechnic
This study aims to investigate the impact of organizational culture and organizational commitment on employee performance, as measured by job satisfaction, at Sorong State Polytechnic. This study is quantitative. The population in this study was all employees at Sorong State Polytechnic. The sampling technique employed was a saturated sample, comprising 179 individuals. The data collection technique used a questionnaire that had been tested for validity and reliability. The data analysis technique used was SEM AMOS. The results of this study indicate that: (1) there is a positive influence of organizational culture on employee job satisfaction, (2) there is a positive influence of organizational commitment on employee job satisfaction, (3) there is a positive influence of organizational culture on employee performance, (4) there is a positive influence of organizational commitment on employee performance, (5) there is an influence of job satisfaction on employee performance.
Exploring instructor satisfaction with learning management systems: A comprehensive study
The practice of using learning management systems has been fully implemented during the pandemic and it has been shifted to the post-pandemic era. As the government encourages blended learning, it is now a compulsory requirement during the post-pandemic era for instructors and students to use learning management systems. This study explores the perception of language teachers or instructors on the use of LMS to teach English among tertiary level technical university students. Further investigation on different types of LMS such as Moodle, Google Classroom and MS Teams are also explored in this study. It focuses on the following parameters; its user-friendly, instructions given, course requirements, assignment types, linguistic range or activity, and course administrator requirements. Data were collected from questionnaires and open-ended questions. In conclusion, this study emphasizes the diverse landscape of LMS platforms used by instructors, with university-provided systems, Google Classroom, and Edmodo being among the most popular choices. The study also highlights the importance of autonomy in LMS selection, with the majority of instructors having the freedom to choose their preferred platform. Overall, the results underscore the need for flexibility and efficiency in LMS adoption to cater to instructors' specific teaching needs while ensuring a streamlined learning experience for students
Intensity of Social Media Use and Literacy Skills in Students: A Study in the Context of Learning, Entertainment, and Communication
This research scrutinizes the correlation between social media usage intensity and literacy skills among 397 high school and vocational students in Indonesia, focusing on learning, entertainment, and communication. Utilizing a descriptive quantitative approach, the study categorizes social media usage. It evaluates literacy skills, revealing a significant correlation between learning and communication but no impact on entertainment. The confirmed homoskedasticity of the regression model strengthens the findings. This suggests implications for educational strategies and advances our understanding of how social media affects literacy. Future studies should broaden samples, consider diverse demographics, and employ comprehensive designs for nuanced findings—tailored interventions to enhance social media usage and support literacy warrant further exploration.
How Does the Show and Tell Method Enhance Public Speaking Skills? A Case Study of Third-Grade Students at Muhammadiyah Noyokerten Elementary School
This qualitative case study investigates the impact of the Show and Tell method on the public speaking skills development of third-grade students at SD Muhammadiyah Noyokerten, Sleman, Yogyakarta, conducted from April to May 2025. Participants included the school principal, two third-grade teachers (Classes III A and B), and 48 students. Data collection involved systematic observations, semi-structured interviews, and documentation analysis, with triangulation ensuring data validity. The analysis followed Miles and Huberman’s interactive model. Results indicated that Show and Tell significantly improved students’ public speaking competencies. Quantitative results showed increased student confidence (from 45% to 78%), enhanced vocabulary (15-20 new words per student per month), and improved fluency (mean speaking assessment scores rose from 62.3 to 81.7 over two semesters). Qualitative findings highlighted the importance of interactive teaching methods, supportive teacher facilitation, and a positive peer environment in skill development. However, challenges such as initial self-confidence issues (62% of students), limited vocabulary (58%), fear of errors (54%), and limited practice time due to scheduling constraints persisted. Positive supporting factors included teacher encouragement, scaffolding, parental involvement, and a psychologically safe classroom environment. In conclusion, the Show and Tell method is effective in fostering public speaking skills in elementary students when combined with appropriate teaching strategies and a conducive learning environment. Success is dependent on addressing individual barriers, offering ample practice opportunities, and ensuring collaboration between teachers, parents, and school administrators
Story-Based Tasks through Reading Aloud to Support Young Learners’ Speaking and Critical Thinking
This study investigated the use of story-based tasks through reading aloud to enhance elementary school students’ speaking and critical thinking skills. The study employed a one-group pretest–posttest design involving 26 elementary school students at a private primary school in Yogyakarta. Students’ speaking performance was assessed in terms of pronunciation, fluency, and intonation, while critical thinking was assessed through understanding, reasoning, and connecting. Quantitative data were obtained from speaking and critical thinking assessments administered before and after the intervention, while students’ responses, worksheets, and classroom observations provided supporting qualitative data. The findings indicated substantial improvement in students’ reading-aloud performance, with the mean score increasing from 4.6 in the pre-test to 9.4 in the post-test on a 12-point scale. Students’ critical thinking scores also increased from 4.6 to 6.8. Qualitative evidence further indicated that students became more willing to participate, demonstrated better comprehension of story content, expressed simple opinions, and reused story dialogues creatively in new contexts. These findings suggest that story-based tasks integrated with reading aloud can support the development of young learners’ oral English proficiency and provide meaningful opportunities for emerging critical thinking
The Effect of the STAD Cooperative Learning Model on Students' Cooperation Attitude in the Subject of Pancasila Education
Cooperative learning strategies have been widely recognized for enhancing interpersonal skills and fostering positive student attitudes. The Student Teams Achievement Divisions (STAD) model emphasizes structured group work and individual accountability, which are crucial in cultivating cooperative attitudes. In the context of Pancasila Education—a foundational course aimed at instilling national ideology and character building in Indonesian students—the integration of effective cooperative learning models is essential for promoting social harmony and civic responsibility. This study aims to investigate the effect of the STAD Cooperative Learning Model on students' cooperation attitudes within the framework of Pancasila Education. Specifically, it seeks to determine whether the implementation of the STAD model significantly enhances cooperative behaviors and attitudes among high school students engaged in the Pancasila curriculum. A quasi-experimental research design was employed, involving two groups of high school students enrolled in Pancasila Education classes. The experimental group participated in the STAD cooperative learning model, while the control group followed traditional instructional methods. Data were collected using a validated cooperation attitude questionnaire administered before and after the intervention. The sample comprised 200 students selected through stratified random sampling to ensure representativeness. Statistical analyses, including paired t-tests and ANCOVA, were conducted to evaluate the effectiveness of the STAD model. Preliminary findings indicate that students exposed to the STAD cooperative learning model exhibited a significant improvement in their cooperation attitudes compared to the control group (p < 0.05). The experimental group showed enhanced abilities in teamwork, communication, and mutual support, aligning with the core principles of Pancasila Education. Additionally, subgroup analyses revealed that the positive effects of the STAD model were consistent across different demographic variables, including gender and socio-economic status.
Developing Digital Comic Strip Media to Address Students’ Reading Difficulties in EFL Classrooms
Reading is a central component of English as a Foreign Language (EFL) literacy development. On the other hand Indonesian young learners consistently experience difficulties in vocabulary recognition, sentence comprehension, identifying main ideas, and maintaining reading motivation. This study explores fifth-grade students’ reading difficulties and uses these findings as the foundation for developing digital comic-strip learning media. Employing a qualitative descriptive approach integrated into the analysis phase of the ADDIE model, data were collected through classroom observations, teacher interviews, student questionnaires, and curriculum analysis. Thematic analysis revealed four dominant reading challenges: limited vocabulary mastery, difficulty identifying main ideas, low motivation toward reading, and challenges in understanding English grammatical structures. These insights informed the design of six digital comic-strip learning media, which were then evaluated for feasibility. Media experts rated the product at 80% and material experts at 88.89%, indicating high feasibility. Student responses (77.83%) demonstrated strong acceptance of the media, highlighting visuals and content clarity as major strengths. These findings align with both Indonesian and international studies confirming the effectiveness of multimodal learning media—especially digital comics—in supporting comprehension, enhancing vocabulary recognition, and increasing motivation. The study concludes that digital comic strips represent a responsive and pedagogically sound medium for addressing young learners’ reading difficulties. Recommendations are offered for broader implementation and further development of digital comic-based instructional tools
From Character Education to the Pancasila Student Profile in Indonesian English Language Education
Character formation has long occupied a significant position in Indonesian education, but its policy vocabulary has evolved from broad character- and moral-education initiatives toward the Pancasila Student Profile within the Merdeka Curriculum. English language education is a consequential site for this development because language learning combines communication, identity, cultural representation, interpersonal interaction, and value negotiation. This Scopus-based systematic literature review synthesizes 10 Scopus-verified journal articles published in 2016–2023 that address character education, moral and multicultural values, curriculum enactment, local wisdom, and citizenship-oriented competencies in Indonesian English language education. The review follows PRISMA 2020 reporting principles and applies a two-stream search logic designed to capture both predecessor character-education scholarship and the emerging Pancasila-oriented research trajectory. Descriptive bibliometric analysis was combined with thematic synthesis. The corpus accumulated 267 Scopus-linked citations in SINTA records at verification, although citation visibility was highly skewed toward one influential multicultural-textbook study. Methodologically, four studies used textbook/discourse analysis, three examined teachers or curriculum enactment qualitatively, two developed character-oriented materials, and one used mixed methods. Thematic synthesis indicates that morality, global diversity, mutual cooperation, teacher agency, and value-laden learning materials are well represented, whereas independence, critical reasoning, and creativity are not directly evaluated as Pancasila-profile outcomes. The review argues that the Pancasila Student Profile consolidates longer-standing value-oriented traditions in Indonesian English education. Future research should prioritize classroom enactment, validated multidimensional assessment, teacher agency, and demonstrable learner outcomes
ENHANCING ENGLISH LANGUAGE PROFICIENCY IN GRADE 1 JUNIOR HIGH SCHOOL: THE IMPACT OF YOUTUBE VIDEOS AS A LEARNING TOOL
The purpose of this large-scale study is to comprehensively investigate the effectiveness of adding YouTube videos as a pedagogical tool to improve the English language skills of first-year high school students. The purpose of the research is to provide a nuanced understanding of the benefits of using YouTube as a learning tool and to determine whether the videos that students watch significantly improve their English vocabulary comprehension, retention and cognitive processing. This study uses strong descriptive qualitative research and carefully focuses on first-year high school students. The primary method of data collection involves conducting in-depth interviews that provide a deep and comprehensible study of students experiences and insights into the transformative impact of YouTube videos on their journey to English language proficiency. The research findings undoubtedly emphasize the effective power of YouTube videos as an important educational tool. Students who regularly use YouTube to improve their English skills show not only remarkable but also transformational differences from those who occasionally watch such videos. Basically, students who actively participate in the consumption of YouTube videos show a significant expansion of their vocabulary, which proves the positive and tangible impact of this multimedia platform on language learning. The study carefully examines the benefits of seamlessly integrating YouTube into the language learning curriculum. Beyond the limitations of traditional pedagogical methods, YouTube and its inherently engaging audiovisual nature appeals to students and attention and at the same time different learning styles are taken into account, which promotes a dynamic and engaging language learning experience. Through carefully crafted open-ended questions, participants share their nuanced observations, preferences, and challenges they encounter using YouTube videos for language learning. Characterized by its richness and complexity, this qualitative data collection strategy provides a comprehensive understanding of the complex dynamics between students and engagement with YouTube. The research findings highlight the central role of YouTube in improving high school students' English language skills. Active integration of YouTube with students and study routines not only improve comprehension but also contribute to better retention of vocabulary. The sensory stimuli characteristic of YouTube videos stimulate cognitive processes, making it easier to enter and remember English words. In addition, the research findings emphasize the critical importance of developing a technologically enriched learning environment. Integrating YouTube into educational software not only acts as a catalyst for language acquisition, but also promotes digital literacy and adaptability, skills that are critical in today's educational environment. In conclusion, this comprehensive study provides invaluable insights into the effectiveness of YouTube videos as a catalyst for improving English language skills among first-year elementary school students. The findings highlight the paradigm-shifting impact of seamlessly integrating multimedia content into the language curriculum, prompting further research and providing important pedagogical considerations. As technology advances, harnessing the pedagogical potential of platforms like YouTube becomes a key strategy to create dynamic, engaging and highly effective language learning experiences for students.
Technology, Youtube Videos, Learn English.