British Journal of Teacher Education and Pedagogy
British Journal of Teacher Education and Pedagogy (ISSN: 2755-1482) is a double-blind peer-reviewed, open-access monthly journal published by Al-Kindi Center for Research and Development. It publishes original, significant and rigorous contributions to the field of education. British Journal of Teacher Education and Pedagogy is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes qualitative or quantitative empirical studies, funded research projects and review articles, presented as a critical assessment of the material summarised. With its uniquely broad coverage, all published articles are freely available online immediately to anyone, anywhere, with no subscription or access fees, allowing authors to share their research and maximise its impact.
Al-Kindi Center for Research and Developments
Activity Theory as a Framework to Analyze e-Portfolios as Mediators in a Communication Design Program
This paper describes Activity Theory (AT) and its use as an analytical lens for examining the integration of electronic Portfolios (e-Portfolios) in a Communication Design program at a Higher Education Institution (HEI). The study draws on first generation AT, which originates from the Vygotskian philosophical tradition. The analysis is based on a pilot study that introduced students to a structured process for developing e-Portfolios for learning and assessment. Students used non-linguistic tools such as Google Sites to create their e-Portfolios and shared them through Edmodo, a virtual classroom platform. The study focuses on mediation as a key phenomenon within the activity system. In this context, e-Portfolios were examined as mediating artefacts through the core principles of AT that relate to human practice and interaction. Activity Theory provided a framework for understanding how students used e-Portfolios as mediators to achieve the intended learning objectives and outcomes within the course. The findings indicate that e-Portfolios have significant potential for supporting student learning within an educational activity system. The study also suggests that AT offers a useful theoretical framework for analyzing the integration and use of e-Portfolios in educational environments.
Activity Theory, Communication Design, Design Education, Electronic Portfolio (e-Portfolios), Emerging Technology, Mediating Artefacts
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Developing AI Awareness through Professional Development: A Qualitative Case Study of a Moroccan EFL Teacher
The increasing integration of artificial intelligence (AI) into educational contexts has significantly transformed discussions surrounding teaching practices and teacher professional development. While existing research frequently focuses on technological implementation and institutional innovation, teachers’ lived experiences of engaging with AI remain underexplored, particularly within language education. This qualitative case study investigates one language teacher’s journey toward AI awareness and integration within professional development practices. Using purposeful sampling, the study focuses on a teacher who actively engages with AI-informed professional learning. Data were collected through semi-structured interviews and a reflective narrative, allowing for an in-depth exploration of the participant’s perceptions, experiences, and meaning-making processes related to AI. Thematic analysis revealed that the participant’s engagement with AI evolved from initial curiosity about technological functionality to a more reflective and pedagogically informed understanding of AI as a supportive professional resource. The findings further indicate that the participant viewed AI as a tool for enhancing creativity, lesson preparation, and pedagogical flexibility while simultaneously maintaining critical awareness regarding authenticity, ethical responsibility, and teacher autonomy. The study highlights the importance of positioning AI within reflective and human-centered approaches to teacher professional development rather than viewing it solely as a technical innovation. By foregrounding a teacher’s voice, this research contributes to current discussions on AI, teacher agency, and ethical professional learning in contemporary educational contexts.
Artificial intelligence; professional development; teacher agency; AI awareness; qualitative case study
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Can Reinvigorated Faculty Recommit to Elevating Health Science Learning Experiences? Exploratory Perspectives from G20 and GCC Countries
Synthesizing literature across Group of Twenty (G20) and Gulf Cooperation Council (GCC) countries, this study examines whether reinvigorated faculty can recommit successfully to elevating undergraduate learning experiences for Gen Z students in health science programs. Driven by rapid global innovation, this transformation centers on competency-based learning, which overhauls traditional teaching models. This review assesses the transition to activity-based, experiential, and technology-driven approaches, specifically considering artificial intelligence, machine learning, virtual reality, and gamification in the optimization of educational experiences and outcomes. Furthermore, it addresses essential structural and psychological barriers, examining targeted training programs to mitigate tech anxiety alongside faculty networking and peer review to facilitate transitions that are crucial to reinvigoration. Finally, the study highlights the leadership prerequisites of clear governance, accountability structures, and mental health referral systems to support faculty in managing contemporary student dynamics, including Gen Z attributes and students with Attention Deficit Hyperactivity Disorder (ADHD). Ultimately, this landscape of international insights positions systemic faculty development as a critical strategic priority for advancing health science education and enriching the undergraduate learning journey and experiences.
Faculty development; faculty reinvigoration; learning experiences; Gen Z students; health science education; G20 and GCC countries
EFLTeachers’ Perceptions and Use of ICT in the Skhirat-Témara Provincial Directorate, Morocco: An Exploratory Correlational Study of Perceived Student Engagement
This exploratory quantitative correlational study investigates the use of Information and Communication Technology (ICT) among English as a Foreign Language (EFL) teachers in the Skhirat-Témara Provincial Directorate, Morocco. It examines the ICT tools most frequently used, the challenges associated with their integration, and the relationship between effective ICT integration and perceived student engagement. Data were collected through an online questionnaire administered to 22 high school EFL teachers via Google Forms and analyzed using SPSS. Descriptive statistics were used to examine ICT usage patterns and implementation challenges, while Pearson’s correlation coefficient was employed to examine the relationship between effective ICT integration and perceived student engagement. The findings show that teachers use a range of ICT tools, with educational websites and online resources being among the most frequently used. Participants reported challenges related to infrastructure, financial constraints, and the accessibility and availability of ICT resources and support services. The correlation analysis revealed a moderate, positive, and statistically significant relationship between effective ICT integration and perceived student engagement (r = .533, p = .011). The study concludes that effective ICT integration is positively associated with perceived student engagement in EFL classrooms. It highlights the importance of adequate ICT resources and continued professional development for teachers. Given the small sample size, the findings are exploratory and context-specific and should not be generalized beyond the study setting.
EFL teachers, ICT integration, teacher perceptions, ICT tools, student engagement, English language teaching, Morocco
Copyright (c) 2026 British Journal of Teacher Education and Pedagogy
Academic Vocabulary in EFL Higher Education: A Narrative Review of Its Role in Academic Literacy and Disciplinary Participation
Academic vocabulary has traditionally been conceptualized as a set of high-frequency lexical items that support comprehension of academic texts. While this perspective has informed influential pedagogical resources such as the Academic Word List and the Academic Vocabulary List, it provides only a partial explanation of how vocabulary contributes to learning in higher education. Research on academic vocabulary remains dispersed across corpus linguistics, vocabulary acquisition, English for Academic Purposes (EAP), academic literacy, reading research, and disciplinary discourse, with relatively limited integration of these complementary perspectives. This narrative review critically synthesizes scholarship from these traditions to reconsider the role of academic vocabulary in English as a Foreign Language (EFL) higher education. Rather than evaluating vocabulary as an isolated linguistic construct, the review examines its evolving conceptualization, its relationship with academic reading, writing, and disciplinary discourse, the challenges experienced by EFL university students, and the evidence supporting contemporary instructional approaches. The synthesis demonstrates that academic vocabulary is best understood not as a fixed inventory of words but as a dynamic linguistic resource through which students interpret disciplinary knowledge, construct arguments, negotiate meaning, and participate in academic communities. At the same time, the review identifies important limitations in the existing literature, such as the long-term relationship between vocabulary development and academic participation. It argues that effective vocabulary instruction cannot be separated from broader academic literacy practices and is most successful when integrated with authentic reading, writing, discussion, and disciplinary inquiry. By synthesizing evidence across previously disconnected research traditions, this review advances a more comprehensive understanding of academic vocabulary as both a linguistic and educational resource and proposes a shift from teaching academic words in isolation towards supporting students' progressive participation in the discourse practices of higher education.
Academic vocabulary; English as a Foreign Language (EFL); English for Academic Purposes (EAP); academic literacy; disciplinary discourse; higher education; narrative review
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Exploring Seasoned Higher Education Teachers’ Experiences with Learning Management Systems
This study examines the experiences of seasoned higher education educators in utilizing Learning Management Systems (LMS). Using Interpretative Phenomenological Analysis (IPA), the study explored educators’ perceptions, challenges, opportunities, and strategies related to LMS integration, as well as its perceived impact on student learning. Ten experienced instructors from private universities in the Central Visayas region of the Philippines participated in semi-structured interviews and a focus group discussion. The findings identified three predominant perceptual orientations towards LMS: enthusiastic embrace, apprehensive rejection and pragmatic neutrality. Key challenges identified included technical infrastructure, pedagogical adaptation, uneven student digital competencies and student engagement in online settings. Conversely, key opportunities cited included adaptability, resource efficiency, data-informed instruction and continuous professional development. Successful integration strategies included gamification, collaborative discussion forums and formative assessment through interactive quizzes. The study concludes that a clear understanding of the spectrum of educator experiences is key to enabling inclusive, student-centered LMS integration in higher education
Seasoned Educator, Learning Management System, Interpretative Phenomenological Analysis, Distance Learning, Technology Integration
EFL Teachers’ Perceptions of Task-Based Language Teaching (TBLT), Classroom Roles, and Implementation Challenges in Kuwaiti Higher Education
While there is a growing body of literature on communicative language teaching, many students who enter the higher education in Kuwait seem to have poor command of the English language, necessitating teaching and learning methods that facilitate meaningful language use for communication. Task-Based Language Teaching (TBLT) has often been widely recognized as effective in fostering tasks of communicative competence and interaction for learning, but little is understood about the perceptions of Kuwaiti higher education teachers towards its application. This mixed-methods study investigated Kuwaiti EFL teachers’ perceptions of TBLT and the barriers they encountered during its implementation. Results suggested that most teachers found TBLT to be beneficial for supporting communicative competence, collaboration and interaction in class; however, some of these positive perceptions were offset by concerns about its practicability in the context of examinations and institutional constraints. The main barriers reported by teachers were mismatch between assessment practices and TBLT principles, rigid curriculum, large class sizes, and student resistance to learner-centered approaches. This paper reveals how Kuwaiti teachers struggle with applying TBLT in an institutional context of conflicting pedagogical ideals.
Task-based Language Teaching, EFL Teachers’ Perceptions, Higher Education, Kuwait
Reflexive and Reflective Practices: A Catalyst for Novice EFL Teachers’ Sustainable Professional Development
Reflective and reflexive practices are a prerequisite for enhancing English as a Foreign Language (EFL) teachers’ personal advancement and continuing professional development. Although extensive research has been carried out on the role of these practices in fostering EFL teachers’ ongoing involvement in professional development, scant attention has been paid to novice EFL teachers. Engaging in a systematic critical reflection on practical experience engenders a deep immersion in sustainable professional development, a much-needed endeavor to navigate early challenges and harsh classroom realities, promote lifelong upskilling, foster a mindset of perpetual growth, and maximize professional potential. Therefore, this review sets out to consolidate understanding of how engaging in reflexive and reflective practices supports novice EFL teachers’ continuing professional development and to provide an overview of practical ways and tools to facilitate the effective integration of these practices into their vocational journey. This paper encourages novice EFL teachers to adopt a reflexive and reflective approach regarding their teaching practice and encourages its formalized integration into teacher education programs, workplace culture, and professional practices.
Reflective practice, reflexivity, Moroccan EFL novice teachers, sustainable professional development
Development of a Deep Learning Approach-Based Electronic Student Worksheet (E-Worksheet) for Teaching News Writing to Seventh-Grade Junior High School Students
Writing is one of the essential language skills that students must master in Indonesian language learning, particularly in writing news texts. However, many seventh-grade students still encounter difficulties in organizing news structures, identifying the 5W+1H elements, and presenting factual information systematically. This study aimed to develop a Deep Learning Approach-based Electronic Student Worksheet (E-Worksheet) for teaching news writing that is valid, practical, and effective for seventh-grade junior high school students. This research employed the Research and Development (R&D) method using the ADDIE instructional design model, which consists of Analyze, Design, Development, Implementation, and Evaluation stages. The research was conducted at SMP Negeri 13 OKU, Indonesia. The participants included four Indonesian language teachers during the needs analysis stage, three expert validators (content, media, and language experts), three students in the one-to-one evaluation, nine students in the small-group evaluation, and thirty-six seventh-grade students in the field trial. Data were collected through observations, interviews, questionnaires, validation sheets, and news writing tests. Quantitative data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon Signed Rank Test, and N-Gain analysis with IBM SPSS Statistics Version 25. The findings revealed that the developed E-Worksheet achieved an average validity score of 86.50%, categorized as Very Valid. Practicality testing resulted in an average score of 91.36%, indicating that the product was Very Practical. Furthermore, the effectiveness test showed that students' average news writing score increased from 75.97 on the pretest to 86.53 on the posttest. The Wilcoxon Signed Rank Test indicated a statistically significant difference between the pretest and posttest scores (p < 0.05), while the average N-Gain score of 0.44 fell into the moderate improvement category. Therefore, the developed Deep Learning Approach-based E-Worksheet is considered valid, practical, and effective as an alternative digital instructional material to improve seventh-grade students' news writing skills.
Electronic Student Worksheet, Deep Learning Approach, News Writing, ADDIE, Junior High School
Teaching Critical Thinking to Young Learners: A Review of Educational Practices and Pedagogical Approaches
The teachability of critical thinking skills in young learners has attracted growing scholarly attention, with researchers emphasising the need for early instructional intervention to foster higher-order cognitive development. This study, therefore, explores the rationale, instructional approaches, learning models, and pedagogical strategies associated with critical thinking instruction in early education. The literature consistently argues that learners are not innately equipped with critical thinking abilities and therefore require structured guidance to develop these competencies from an early age. Moreover, evidence suggests that young learners can engage in complex cognitive processes when provided with appropriate instructional support and learning environments. This study synthesises key perspectives on critical thinking instruction, highlighting the shift from traditional content-focused teaching toward approaches that prioritise reasoning, analysis, and reflective judgment. It further examines various critical thinking learning models that promote active engagement, inquiry-based learning, and collaborative knowledge construction. In addition, the study identifies effective instructional strategies, including questioning techniques, problem-based learning, and metacognitive scaffolding, which support the systematic development of critical thinking skills. Overall, the findings reinforce the importance of embedding critical thinking instruction within early education curricula. By cultivating these skills from a young age, educational systems can better prepare learners for advanced academic challenges and lifelong learning, ensuring continuity in cognitive development as learners progress to higher levels of education.
Critical thinking, young learners, teachability of thinking skills, critical thinking instruction, learning models, instructional strategies, early education
Mapping Belonging in Inclusive French Immersion Classrooms in Canada
In inclusive classrooms, participation is often documented through adult reports, service plans, or behavioural observations. This study asks what becomes visible when children map participation for themselves. Using qualitative visual inquiry, we analyzed 118 participatory maps and accompanying micro-narratives produced by 7- and 8-year-old children in six Grade 2 and Grade 3 French immersion classrooms across two public schools in Winnipeg, Canada. The corpus included whole classroom communities with overlapping support profiles, including autism, ADHD, significant learning difficulties, and behavioural or social-emotional concerns. Visual coding, reflexive thematic analysis, and descriptive patterning generated four constructs: refuge as regulated participation, voice gradients in a second-language ecology, rough temporalities and transition strain, and cartographic agency through child-led redesign. Refuge spaces appeared in 54 maps, voice or silence markers in 82, transition-related motifs in 68, and redesign proposals in 51. Findings show that children experienced inclusion not as placement, but as an ecological fit among space, rhythm, sensory demand, relationship, and language. The study positions French as part of the occupational environment and presents participatory mapping as a practical tool for school-based occupational therapy, teacher collaboration, and inclusive classroom design. It also foregrounds children as credible designers of the conditions that support belonging.
A 25 Year Systematic Review of Language Teachers’ Competence, Performance, Professional Development, and Well Being in Saudi Arabia
This study conducted a systematic review (SR) of the author’s research program, comprising 35 studies published between 1999 and 2024, on teachers’ knowledge, teaching performance, professional development, digital engagement, and well being in EFL contexts. The studies were organized into nine thematic clusters: teacher qualifications; instructional practices; pedagogical content knowledge; communication, engagement, and collaboration; instructional technologies; teachers’ performance assessment; well being, time management, and resilience; professional development; and staffing standards and recruitment. Together, these clusters offer a comprehensive, multi layered understanding of the factors shaping EFL/ESL teaching and learning in Saudi higher education. Across clusters, the findings demonstrate that teacher expertise, assessment literacy, instructional design, technological readiness, and institutional structures collectively determine the quality of language education. Evidence shows that teachers with strong pedagogical content knowledge, effective classroom management, and well developed assessment practices achieve higher student engagement and improved linguistic outcomes. Studies on instructional technologies reveal that digital tools enhance learning when integrated purposefully and supported by adequate training. Research on communication and collaboration highlights the role of teacher–student interaction, multimodal engagement, and online communities in strengthening learning environments. The well being cluster underscores the impact of workload, time management, and resilience on teacher performance, while professional development studies show that online forums, social media communities, and structured training programs significantly expand teachers’ access to resources and peer support. Staffing and recruitment studies expose systemic challenges—such as understaffing, misalignment between specialization and course assignment, and limited recruitment channels—that directly affect instructional quality and program sustainability. Overall, the SR reveals that effective teaching is not the product of isolated practices but of an interconnected ecosystem in which pedagogical decisions, digital tools, communication channels, staffing policies, and teacher well being operate together. When these elements align, students achieve higher levels of competence, autonomy, and engagement; when fragmented, instructional quality declines even when individual teachers are highly skilled. This SR provides the first holistic, context grounded synthesis of a unified research program of a single author. It offers a foundation for future inquiry, policy reform, and pedagogical innovation, and underscores the need for sustained investment in teacher development, institutional support, and evidence based decision making.
Systematic review (SR), Al-Jarf research program, EFL teacher competence, professional development, instructional effectiveness, teaching performance, pedagogical content knowledge, teacher performance assessment, teacher well being, academic staffing and recruitment
Academic Pressure on University Lecturers in the Transition toward World-Class Universities (WCU)
This study examines the forms of academic pressure in Indonesian higher education institutions in their efforts to achieve World-Class University (WCU) status. Using a qualitative approach with a case study design, the findings reveal six main forms of pressure experienced by lecturers: teaching demands, funding constraints, administrative workload, community service obligations, academic career requirements, and publication expectations. These pressures arise as consequences of government policies, international ranking targets, and internal institutional strategies. Although they create workload and psychological burdens, academic pressure also triggers positive changes, including the enhancement of lecturers’ hard and soft skills, increased research productivity, and the expansion of academic networks. Support in the form of funding, incentives, mentoring, and international collaboration plays an important role in transforming pressure into constructive motivation. As a result, lecturers’ performance in the three pillars of higher education (tridharma) improves, institutional reputation strengthens, and students benefit through enhanced competence and confidence. Therefore, academic pressure can serve as a catalyst for positive transformation when properly managed through systemic support and lecturers’ intrinsic motivation.
Student Autonomy in Second Language Learning: A Systematic Self-Review of Training, Skill Development, and Technology Enhanced Practices (2004–2025)
This study presents a systematic review (SR) of a longitudinal body of research on autonomous learning in foreign language education within the Saudi and Arab contexts. The corpus comprises 55 empirical studies published between 2004 and 2025, spanning diverse language skills, learner profiles, and instructional environments. The studies were categorized into three thematic clusters: (1) training for autonomous learning, (2) autonomous learning of specific language skills—including listening, speaking, pronunciation, reading, writing, grammar, vocabulary, ESP, translation, interpreting, and Arabic as a foreign language—and (3) autonomous learning by special‑needs students, alongside a cross‑cutting methodological matrix of technology‑enhanced platforms such as online videos and animations, mobile applications, podcasts, TED Talks, text‑to‑speech software, social media, online courses, wikis, blogs, and online discussion forums. The synthesized results demonstrate that autonomous language learning in this regional context is both achievable and pedagogically transformative when supported by structured guidance and accessible digital tools. Autonomy emerges as a multidimensional construct encompassing goal‑setting, time management, information‑seeking, metacognitive regulation, and self‑regulated learning behaviors. Across the diverse digital interventions, students consistently achieved measurable gains in linguistic performance, confidence, and motivation. Across the two‑decade span of research, the findings remained remarkably consistent despite variations in learner profiles, instructional settings, and technological tools. This consistency strengthens the evidence base and demonstrates that autonomous learning is not context‑bound but a stable, transferable pedagogical approach that supports learners across proficiency levels, course types, and delivery modes. The studies further highlight the critical role of the instructor as a facilitator who provides scaffolding, clear task structures, and supportive feedback that enables learners to assume greater responsibility for their progress. Moreover, the SR shows that autonomous learning fosters long‑term resilience, supports differentiated instruction, and bridges gaps in high‑cognitive‑load domains such as ESP. By leveraging multimodal input and flexible pacing, technology‑enhanced autonomous learning promotes deeper engagement and sustained independent practice. Overall, this systematic review offers the first comprehensive, longitudinal synthesis of autonomous learning within Saudi higher education, establishing a robust empirical foundation to inform curriculum design, policy development, and future AI‑supported autonomous learning innovations.
Systematic review (SR), Al-Jarf research program, autonomous language learning, autonomous learners, autonomous learning technologies, autonomous learning skill, autonomous learning training, self directed language learning, technology enhanced learning, multimodal learning
Cognitive Demand in Higher Education Summative Assessment: A Two-Dimensional Analysis Using Bloom's Revised Taxonomy
This study examines the cognitive and knowledge demands embedded in summative assessment questions within an English Department at a Moroccan public university using Bloom’s Revised Taxonomy two-dimensional framework. A corpus of 162 examination questions, drawn from 82 examination papers across multiple assessment genres, was analyzed using deductive qualitative content analysis. Questions were classified according to the interaction between cognitive processes (Remember, Understand, Apply, Analyze, Evaluate, Create) and knowledge types (Factual, Conceptual, Procedural, Metacognitive). Findings indicate that assessment demand was concentrated primarily in Conceptual Knowledge (50.0%), with Understand–Conceptual being the most frequent taxonomy cell (21.0%). Procedural application was also strongly represented, particularly through Apply–Procedural tasks (13.0%). Although higher-order cognitive processes such as Analyze, Evaluate, and Create were present, they occurred less frequently than comprehension-oriented tasks. Metacognitive knowledge was minimally represented (1.2%), suggesting limited explicit attention to reflective or self-regulatory thinking. The study argues that Bloom’s Revised Taxonomy provides not only a useful analytical framework for examining cognitive demand but also a practical tool for assessment redesign. Drawing on contemporary discussions surrounding generative AI, equity, and epistemic agency, the article proposes scaffolded assessment structures as a strategy for distributing cognitive demand more deliberately while supporting transparent, equitable, and higher-order forms of disciplinary reasoning in higher-education assessment.
Gauging The Personal Attributes and Attitudes of Teachers Toward Inclusive Education
This study assessed the personal attributes and attitudes of teachers toward inclusive education. The study was conducted at Mandaue City Sped Center High School (MCSCHS) for the school year 2023-2024. Using universal sampling, 58 junior high school teachers participated, completing a five-part questionnaire that included the Brief Resilience Scale, Rosenberg Self-Esteem Scale, Life Orientation Test, and an adapted attitudes towards inclusion scale. Data analysis employed frequency counts, percentages, weighted means, and Pearson's r correlation. Results revealed that respondents were predominantly female, highly educated, with diverse specializations and teaching experience. Teachers demonstrated high levels of resiliency, self-esteem, and optimism, as well as positive attitudes towards inclusive education. However, no significant relationship was found between personal attributes and attitudes towards inclusive education. The study concluded that while teachers possess strong psychological resources and positive attitudes, these attributes are not significantly related to their attitudes towards inclusive education, suggesting other factors may play a more crucial role in shaping inclusive practices. Recommendations include continued personal development for teachers, focusing on specific skills and knowledge related to inclusive education, and implementation of targeted professional development programs by school administrators to address practical challenges of inclusive education.
Inclusive education, general education teachers, resiliency, self-esteem, optimism, teacher attitudes, teacher personal attributes
Autism Spectrum Disorder Research in the Gulf Region: A Systematic Review of Studies Published Between 2000 and 2025
An increasing number of children and young people are identified today with autism spectrum disorder (ASD) in the Gulf Cooperation Council (GCC) region, and the burden of the condition is far from being fully understood. This systematic review aims to summarize the published peer-reviewed literature on prevalence rates, risk factors, diagnostic procedures, interventions and outcomes of services for children with ASD in the six GCC countries from 2000 to 2025. In accordance with PRISMA 2020 guidelines, 847 records were screened in four databases, and 52 studies met the inclusion criteria. The findings show that the prevalence in the community, up to 1.14% in Qatar and up to 2.51% in Saudi Arabia, significantly exceeds the official government estimates, with cultural stigma and delayed diagnosis, and lack of national prevalence monitoring, playing a major role. Regional genetic architectures and advanced parental age were constant aetiological risk factors. Diagnostic delay is very common, there are few validated Arabic-language questionnaires and tools, and private-sector services are fragmented and located in urban settings. Kuwait is totally ignored in the empirical literature. The review advocates for national ASD Registries, culturally appropriate diagnostic tools, increased provision of services by the public sector and continued investment in inclusive teacher education across the region.
Autism spectrum disorder; Gulf Cooperation Council; systematic review; neurodevelopmental disorders; inclusive education
Spelling Error Types, Strategies, Sources, and Instructional Interventions among EFL Freshman Students: A Systematic Self-Review
This study synthesizes the findings of seventeen empirical investigations conducted by the author between 2002 and 2011 on the English spelling performance of Saudi EFL freshman students. The studies were classified into four clusters: collecting and using spelling error corpora; identifying spelling weaknesses, error types, strategies, and sources; examining factors affecting spelling skill acquisition; and evaluating instructional models and interventions. All studies were conducted with the same cohort of Saudi EFL learners, using the same cloze test instrument and comparable instructional conditions, allowing for a coherent and internally consistent analysis of spelling development. Despite the diversity of research designs—ranging from error analysis to skill correlation studies and instructional interventions—the corpus as a whole demonstrates that EFL spelling difficulties stem from a persistent interaction of phonological, orthographic, and morphological weaknesses. The diagnostic studies show that misspellings arise from enduring weaknesses in vowel discrimination, silent letter processing, grapheme sequencing, morphemic awareness, and the use of ineffective spelling strategies, confirming that learners struggle with both whole word recognition and internal word structure. The correlational studies demonstrate that spelling is tightly interwoven with listening comprehension and decoding ability: students who fail to perceive phonemes, connect phonemes with their corresponding graphemes, or identify syllable boundaries and consonant clusters accurately are the same students who produce the highest rates of faulty graphemes and whole word substitutions. The intervention studies further show that when instruction directly targets these underlying weaknesses—through explicit phonics, rule based instruction, and multimodal reinforcement—learners make substantial and significant gains. Collectively, the corpus indicates that spelling is not a surface level literacy skill but a multilayered cognitive linguistic process shaped by auditory perception, phonological representation, orthographic knowledge, and morphological awareness. Effective instruction must therefore address these deeper processes rather than rely on memorization or incidental exposure. By positioning spelling within a broader linguistic and pedagogical framework, this SR contributes a focused perspective to global discussions on literacy development in EFL contexts and highlights the need for evidence based instructional practices. Ultimately, this SR underscores that effective spelling instruction is both achievable and essential, forming a foundation for learners’ success in reading, writing, pronunciation, and overall language competence.
Systematic review (SR), Al-Jarf research program, EFL spelling instruction, EFL spelling assessment, EFL spelling learning outcomes, orthographic problems, phonological problems, morphological problems, phoneme-grapheme correspondence, technology enhanced spelling
An Investigation into Different Techniques for the Advancement of Soft Skills in EFL among Moroccan University Students
Soft skills encompass a range of abilities, including social skills, communication, leadership, time management, negotiation, problem-solving, and critical thinking. Despite the growing emphasis on soft skills in discussions on general education and the qualifications of candidates for professional degrees in various knowledge areas, the implementation of these attributes in learning environments still needs improvement. As a result, the process has been bestowed with mystery, as if the development of soft skills was something outside the realm of academic activities. To ensure that soft skills are implemented, the former Moroccan Minister of Higher Education and Scientific Research modified the LMD (Licence, Master, Doctorat) system (Miraoui, 2022). This paper examines this issue from two perspectives. The first is to explore the most effective techniques that contribute to the development of soft skills in the EFL context. The second is to examine the relationship between the student’s level of soft skills and their academic performance. A questionnaire was administered to Moroccan university students to collect data. The questionnaire was adapted to fit the objectives of the current study. The first hypothesis posits that the adoption of focused strategies discovered in this investigation will yield note worthy effects on the enhancement of soft skills in learners. The second hypothesis states that the implementation of more effective techniques for soft skills development will correlate with enhanced academic performance and increased acquisition of skills among learners. Finally, This paper provides some recommendations for improving soft skills education practices in EFL contexts.
Academic performance, Employability, Soft skills
Screen Dependency and Oral Language Development of Kindergarten Children
This study investigated the relationship between unregulated screen time and the language and literacy skills of 40 Kindergarten learners at Tagjaguimit Elementary School, City of Naga, Cebu, during the 2025–2026 school year. Utilizing a descriptive-correlational design, the research examined parental profiles, learners' daily screen habits, and their developmental outcomes. Data were gathered through adapted survey questionnaires, teacher-completed checklists, and classroom observations, then analyzed using weighted means and Pearson correlation coefficients. The findings reveal that parent-respondents are predominantly young to middle-aged, lower-income earners with high school education, which may influence their supervision of digital device access. Learners generally engage in moderate screen time, averaging 1–2 hours daily, primarily for educational purposes and entertainment. While learners demonstrate strong foundational skills, such as letter recognition and following directions, notable gaps persist in expressive and higher-order tasks, including storytelling, vocabulary use, and sentence construction. Statistical analysis yielded negligible positive correlations between unregulated screen time and language ($r = 0.220$) or literacy ($r = 0.208$) skills, indicating that screen duration alone does not significantly impact these competencies. The study concluded that the quality and purpose of digital engagement are more critical than quantity. It recommended the implementation of guided digital learning programs, parental workshops on purposeful screen use, and targeted interventions focusing on expressive language skills. These measures aim to bridge developmental gaps and ensure technology serves as a constructive tool for early childhood education within the semi-rural community setting.
Screen dependency, unregulated screen time, oral language development, literacy skills, Kindergarten learners
Computer-Aided Instruction in Mathematics to Mentally Challenge Learners
Computer-aided instruction (CAI) provides an interactive, individualized, and adaptive learning experience that supports students with diverse needs in learning mathematics by challenging them visually, auditorily, interactively, or through hands-on activities. This enhances their engagement & understanding. The study determined the effectiveness of CAI in teaching mathematics to students with disabilities in DepEd's Lapu-Lapu City Division as a basis for an instructional intervention plan. The researchers employed a quantitative quasi-experimental group design to collect data from students with disabilities and from mathematics teachers using a validated researcher-made instrument. Data were analyzed using frequency, means, standard deviations, and a paired t-test. The results have confirmed that educated, employed parents from stable homes are buoyant for mostly six-year-old students with disabilities. Results reveal moderate improvements in both addition and variable performance on subtraction items, but a large improvement regarding their problem-solving abilities. Statistical evidence demonstrates that CAI can substantially improve mathematics learning. Nevertheless, limited facilities and resources are obstacles to practical implementation. The research identifies the most common directions of technology use, while underscoring that, with insight into instructional strategies tailored to different learners and high-quality learning resources, the academic pace can be maintained across districts. It concludes that CAI is an efficacious and constructive instructional medium for teaching mathematics to students with disabilities. The researchers recommend integrating the intervention plan into their instructional materials to improve students with disabilities' learning.
BSED Mathematics Students’ Knowledge, Attitudes, and Experiences of Classroom Gamification in the Philippines
Gamification, implemented through both conventional and technology-enhanced approaches, is widely recognized as an effective strategy for enhancing student engagement and learning. This study examined junior high school mathematics teachers’ knowledge, attitudes, and experiences regarding the use of gamification in the classroom. Specifically, it aimed to determine the extent to which teachers understand, value, and apply gamified strategies to motivate learners. A descriptive–correlational research design was employed, utilizing a survey questionnaire to collect data on respondents’ demographic profiles, as well as their knowledge, attitudes, and experiences with gamification. The participants consisted of 33 junior high school mathematics teachers from the Mandaue City South District. Findings revealed that teachers’ profile variables did not significantly influence their knowledge and attitudes toward gamification. However, a significant relationship was found between profile variables and teachers’ experiences, particularly in terms of educational attainment and teaching experience. The study recommends the provision of targeted training and professional development programs to enhance teachers’ competence in effectively integrating gamification into classroom instruction.
Attitude, descriptive – correlational, experiences, gamification, knowledge, Philippines
English Language Teachers’ Perceptions of Artificial Intelligence Use in the EFL Classroom
Nowadays, the rapid advancement of Artificial Intelligence has significantly influenced educational philosophy and practices worldwide. This development concerns all school subjects. In Morocco, the incorporation of AI tools into classrooms remains lagging. In this regard, this study aims to explore English language teachers’ perceptions, readiness, and challenges regarding the integration of AI tools into their instruction. This study uses a qualitative data collection method, with a questionnaire as the primary tool. The outcomes of this study indicate that teachers generally have positive perceptions toward AI, but they also raise many obstacles that impede its use. They recognize its potential benefits in fostering student autonomy, student engagement, and instructional efficiency. Nevertheless, there remain many concerns related to academic integrity, lack of training, and limited educational technology. The study concludes with recommendations for teacher training, policy development, and future research.
Exploring The Relationships Between K To 3 Matatag Curriculum Delivery and Early Literacy Outcomes
This research explores the relationships between the delivery of the K to 3 MATATAG Curriculum and early literacy outcomes among primary learners in Mohon Elementary School in Talisay City for the school year 2025 – 2026, as evidence for a literacy instructional enhancement plan recommendation for teachers enhancing curriculum delivery to improve literacy outcomes. This study utilized a descriptive correlational research design and adopted a survey questionnaire. It was conducted at Mohon Elementary School, located in Talisay City, with 30 Key Stage 1 Teachers as the respondents who explored the relationship between K to 3 MATATAG Curriculum Delivery and Early Literacy Outcomes with three core areas and several indicators used to gather data. The data gathered were statistically treated using frequency count, percentage, weighted mean, standard deviation, and Pearson Correlation Coefficient (r). Findings revealed that the MATATAG Curriculum is beginning to make a positive impact on early literacy. Learners are showing growth in oral communication, writing, and reading readiness, especially when teachers are engaging in child-centered strategies. However, challenges like large class sizes, limited materials or resources, and difficulty addressing diverse literacy levels still affect learning outcomes. Some learners can read but cannot understand or comprehend what they read. These findings underscore the importance of intentional curriculum delivery in fostering early literacy, offering implications for policy refinement, teacher training, and community engagement in the MATATAG framework.
MATATAG Curriculum, Early Literacy Instruction, Curriculum Implementation, Child-Centered Learning
Teacher Education for Values Education Integration: A Review of the Literature
This literature review synthesises key arguments and research on values education within general education and teacher education with references to English Language Teaching (ELT). The review addresses two research questions concerning the core concepts of values education and the considerations for teacher education. A systematic search of databases including Scopus, Web of Science, and Google Scholar yielded thirty peer-reviewed sources, which were analysed thematically. The findings indicate that values education is widely recognised as integral to holistic development, offering benefits such as enhanced academic engagement, improved student well-being, and a more positive school culture. However, persistent challenges remain, including insufficient teacher training, a lack of theoretical consensus, and difficulties navigating diverse cultural and religious contexts. For successful values integration, teacher professional development plays a crucial role that requires a combination of theoretical grounding, practical strategies, reflective practice, and professional identity formation. The review also reveals a tension between universalist frameworks and contextually grounded approaches. Future research directions include international comparative studies, longitudinal and discourse-analytic investigations of classroom practice, and the development of targeted professional development programmes that equip educators to integrate values education ethically and effectively.
Values education, moral education, holistic education, English Language Teaching, teacher education
Innovative Assessment Techniques for ICC at tertiary level: Kenitra School of Education Sciences and Training (ESEF)in Morocco: A case study
The scant nature of research endeavours that tried investigating the issue of Intercultural Communicative Competence in Morocco fuelled the motive behind this study. Therefore, this study aims at assessing the usefulness of novel ways of assessing ICC in the Moroccan educational context via investigating the perceptions of 60 EFL students at Kenitra School of Education Sciences and Training (ESEF) in Morocco to detect their point of views about the new potential ways of assessment such as portfolios, role plays and reflective journals in comparison with the standardized paper and pen-based modes of assessment. The study was geared by two main objectives: Attest the usefulness of plausible ways of assessing students’ ICC with regard to students’ perspectives and advocate and proscribe effective and efficient methods of assessing students’ ICC via answering the following questions: Do ESEF students’ find the current ways of assessing their ICC useful? What are the most effective and efficient assessment methods of ICC from students’ perspectives?. Thus, the study adopted a quantitative design using an on-line questionnaire, to probe into students’ attitudes and reactions, which generated useful findings that were analyzed in a simple and clear but eye-friendly statistical way. In brief, though the shortage of analogical studies, the results affirmatively backed up the realization of the study’s objectives in the sense that a bunch of recommendations were set forth to be put into practice by practitioners and stake holders alike.
Assessment, Intercultural Communicative Competence, perceptions
An Integrative Systematic Review of Studies Across Diverse Educational Evaluation Domains
This study conducted an integrative systematic review (ISR) synthesizing the author’s research on educational evaluation published between 1989 and 2023. The corpus comprises sixteen studies spanning multiple evaluation domains, including thesis and graduate program evaluation, peer reviewing, curriculum and textbook evaluation, teacher performance appraisal, learning outcomes and course grade patterns, digital assessment tools, and admission benchmarks. The studies were organized into seven thematic clusters: MA/PhD theses and graduate program evaluation; peer review and publishing quality assurance; assessment, testing, and grade outcomes in language and translation education; instructor qualification evaluation; foreign language curriculum and textbook evaluation; digital assessment tools; and program admission policies and staffing benchmarks in language and translation education. Across clusters, the findings revealed a sustained scholarly effort to diagnose systemic weaknesses in educational evaluation across school, university, and professional contexts. The studies demonstrated inconsistent or unclear evaluation standards; variability in evaluator expertise; structural and administrative constraints that shape instructional and evaluative processes; and the significant influence of assessment policies on student learning, academic integrity, and institutional accountability. These themes recur across graduate research supervision, peer review systems, EFL curriculum design, textbook development, teacher performance evaluation, and course grade distribution, indicating that the challenges identified are structural rather than context specific. The ISR also highlights recurring patterns across the corpus as persistent misalignment between intended standards and actual practice, limited methodological rigor in some evaluation processes, and the far reaching consequences of institutional policies, particularly during periods of disruption such as the COVID 19 pandemic. The studies collectively demonstrate that weaknesses in evaluation practices often stem from systemic issues such as inadequate training, inconsistent regulations, insufficient oversight, and the absence of unified benchmarks across institutions. This ISR provides the first comprehensive synthesis of a 35 year research program on educational evaluation, revealing conceptual coherence and methodological evolution across diverse evaluation domains. By mapping patterns, challenges, and cross domain insights, this ISR offers evidence that can inform future evaluation frameworks, strengthen institutional policies, and guide reforms in curriculum design, teacher appraisal, graduate studies supervision, and assessment practices. The findings highlight the need for unified standards, enhanced evaluator preparation, and system level approaches to improving educational quality across sectors.
Integrative Systematic review (ISR), Al-Jarf research program, educational evaluation, peer reviewing, teacher performance evaluation, curriculum and textbook evaluation, learning outcomes, digital assessment tools, admission benchmarks
Assessment On Teachers’ Turnover in the Context of Basic Education
This study assessed the factors affecting teacher turnover in selected public schools under the Cebu City Division during the school year 2022–2023 as the basis for developing a teacher retention action plan. Using a descriptive research design, the study gathered data from teacher respondents through a demographic profile checklist and questionnaires focusing on personal, institutional, and psychological factors influencing turnover. Frequency counts, percentages, weighted means, and Chi-Square tests were used to analyze the data. Findings revealed that personal factors moderately affect teacher turnover, with health concerns, travel distance, and workload emerging as the most influential contributors. Institutional factors showed a low level of influence, although issues such as heavy workload, limited training opportunities, and lack of recognition were noted as moderate concerns. Psychological factors had the least influence, reflecting that teachers generally maintain good morale, motivation, and healthy working relationships. The Chi-Square tests showed no significant association between turnover and teachers’ demographic profile indicating that turnover tendencies are not dependent on background characteristics. The study concludes that teacher turnover is primarily driven by personal circumstances rather than institutional or psychological factors. Based on these results, a teacher retention program focusing on health and wellness support, workload management, recognition and motivation, continuous professional development, and travel-related assistance is recommended. Strengthening these areas may help enhance teacher satisfaction, stability, and long-term commitment to the school.
Teacher turnover, personal factors, institutional factors, psychological factors, teacher retention, basic education teachers
Parental Involvement and the Perceived Academic and Psychosocial Readiness of Grade One Learners
This study examined the relationship between parental involvement and the perceived academic and psychosocial readiness of Grade One learners in Tabok Elementary School II, Division of Mandaue City, School Year 2025–2026. Using a descriptive–correlational design guided by the Input–Process–Output (IPO) model, quantitative data were collected from 100 parents selected through convenience sampling. A researcher-made questionnaire measured parental involvement across five dimensions: autonomy-supportive involvement, controlling involvement, structure, responsiveness, and involvement. Parents also rated their child’s academic readiness, while psychosocial development was assessed through a researcher-adapted instrument based on Kadesjö et al. (2017) and psychosocial development theories covering emotional regulation, self-concept and confidence, social interaction, and moral/prosocial behavior. Instruments underwent content validation by three guidance counselors, pilot testing for item clarity, and reliability checking via internal consistency. Results showed parents generally practiced supportive involvement and learners were perceived as ready academically and psychosocially. Correlation tests indicated that only involvement was significantly related to academic readiness, while parental involvement was significantly related to self-concept and confidence in psychosocial development. An action plan is recommended to strengthen home-based learning support and confidence-building practices.
Parental involvement, academic readiness, psychosocial readiness, Grade One learners
Three Decades of ESP Innovation: A Review of Research Across Specialized and Underexplored Domains
This study seeks to fill a gap in the English for Specific Purposes (ESP) literature by conducting a systematic review (SR) of the author’s research studies published between 1994 and 2025. This SR synthesizes ten studies that examine the teaching of English for legal, polytechnic, art education, Islamic, and translation for specific purposes, interpreting for tourism purposes and using artificial intelligence to translate common names of chemical compounds. For conceptual clarity, the ten studies were organized into three thematic clusters (i) the ESP course design (5 studies); (ii) interpreting and translation for specific purposes (2 studies); and (iii) Teaching approaches for ESP (3 studies). Across these three clusters, the findings revealed that effective ESP instruction is based on a deep understanding of the learners’ academic and professional needs, the communicative demands of their domain, and the skills and cognitive processes required to process specialized texts and tasks. This SR highlights the importance of integrating language skills with domain knowledge, designing instruction that matches real world communicative practices, and using authentic materials that represent the students’ area of specialization. Additionally, this SR shows that ESP instruction is shaped by technological innovation. Online learning environments, digital resources, and AI assisted tools expand students’ access to specialized content and support the development of reading, vocabulary, translation, and research skills. At the same time, the studies underscore the need for digital literacy and instructional purpose to ensure that technology enhances rather than replaces thoughtful instructional design. Together, the studies in this SR contribute to a more extensive and inclusive understanding of ESP, one that embraces under represented disciplines, integrates multimodal resources, and highlights the connection between language skills and elements, cognitive competencies, and domain knowledge. This SR does not only synthesize a substantial body of research, but it also outlines a path forward for future research, curriculum development, and pedagogical innovation in ESP.
Systematic Review (SR), English for legal purposes, English for polytechnic purposes, English for Islamic purposes, English for art education purposes, interpreting for tourism purposes, ESP course design, ESP teaching strategies, ESP technologies, students’ needs assessment