Journal of Education Culture and Society
The aim of the periodical is to promote the work of young talented researchers in the humanities, cultural studies, social sciences, law, economics and education and the dialogue of sciences.
Foundation Pro Scientia Publica/ University of Wrocław
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Value Order Decomposition as an Educational Challenge
The turn of the 20th and 21st centuries brought numerous social changes related to value order and human perception of its different elements. Changes, in turn, brought new sentiments, fear, and attempts to hitherto prevailing rules. Access to the Internet and various modern technologies has enabled clashes to shift to a digital dimension, providing opportunities to learn about cultures that arrive infrequently and instilling a sense of danger. Among the information available on the Internet, disinformation has also become common, fuelling uncertainty and doubts, and also increasing hatred. According to some parts of society, their traditional values and culture are especially at risk. This chaos, human emotions, insufficient civic education and lack of critical thinking are used by politicians to spread their propaganda and hatred towards “others” and oppositionists, which automatically become enemies. All the authorities became undermined, which worked their way up to it to varying degrees. Society, in its choices, loses rationality; it becomes clear that there is a lack of media awareness, as well as a need to develop informal education fairly.
Copyright (c) 2025 Aleksander Kobylarek, Patrik Maturkanič http://creativecommons.org/licenses/by/4.0
Nature of Tasks when Teaching French with the Café Crème Textbook
Aim. The aim of the research was to find out the balance between the typology of the exercises and activities within the textbook Café-Crème. Methods. We used the structural-tasks analysis, the theory of communicative curve and Markov chain statistical method. Results. The textbook sequence reveals how tasks progress through different levels of communication potential, from grammar-focused exercises (State 1) to more contextual and communicative tasks (States 4, 6, and 7). The transitions provide insight into the textbook's structure and its approach to developing communication skills. Student’s Book Focus (First Dataset) offers a more balanced mix, with greater emphasis on contextual tasks (State 4) and pragmatic activities (State 6). It also incorporates more open communicative tasks (State 7), though these often revert to grammar-focused tasks. Exercise Book (Second Dataset) primarily emphasizes repetitive grammar-focused tasks (State 1), with limited but targeted transitions to higher-order tasks (States 4, 6, and 7). This book serves as a foundation, consolidating basic skills. Conclusions. The exercise book lays a solid foundation for grammar and basic language structures (State 1), but it offers minimal direct pathways to higher-order communicative activities (States 4, 6, and 7). The student’s book complements this with more balanced task types, including contextual, pragmatic, and communicative tasks, though transitions could be improved. While the student’s book attempts to bridge foundational tasks and communicative tasks, the transitions to State 7 (open communication) remain weak across both books. This indicates a need for more explicit scaffolding towards real-world communication. Both components of the book show significant clustering within each task type (e.g., repeating grammar exercises in State 1 or grouping receptive tasks in State 4). While this reinforces specific skills, it risks reducing variety and engagement.
Copyright (c) 2025 Jana Bírová, Tomáš Klinka http://creativecommons.org/licenses/by/4.0
An Ode to Interdisciplinary Research: On the Example of Qualitative Study with Certified Translators
Aim. The aim of this paper is to discuss selected interdisciplinary threads that emerged from a qualitative study with Polish certified translators of English. While the overarching aim of the study was to explore the social space(s) in which certified translators function, the inquiry revealed many other issues reaching beyond the original scope of the study. Methods. The material for the study was gathered through in-depth interviews with ten certified English translators. The framework for the study was offered by Bourdieusian field theory (Bourdieu, 2001), following the example of the literary field, and the concept of understanding interview (Kaufmann, 2001). Results. The results are categorised into five perspectives that can be taken in the study. The methodological section tackles the sampling issue and how sample development may be highly informative. The educational section presents translators’ reflections and needs related to their education. The linguistic section shows how cognitive linguistics may be used to deepen the interpretation of collected material. The communicative perspective focuses on how interviews allow for an in-depth contextualisation of communication-related difficulties. The sociological perspective discusses the results as interpreted with the field theory. Conclusions. Interdisciplinarity, though it is sometimes considered an overused concept, may still bring novel perspectives and lead to valuable findings. The discussed study with certified translators shows how respect for other disciplines and changing vantage points may result in surprising discoveries.
Copyright (c) 2025 Patrycja Karpińska http://creativecommons.org/licenses/by/4.0
What does the Visual Image of a Teacher Have to do with the Prestige of the Teaching Profession? Some Research Experience on this Issue in Latvia
Aim. Our study explores how 14-15-year-olds in Latvia perceive the visual image of the teacher, highlighting contribution of visual communication to the prestige of the teaching profession. Our research poses two questions: (RQ1) Which indicators of occupational prestige are attributable to teacher’s visual image? (RQ2) How do pupils evaluate a teacher’s image based on these indicators, and what does this reveal about their expectations for visual communication with teachers? Methods. We conducted a qualitative study analysing the responses of 290 Latvian adolescents aged 14-15 to the question, “What does a typical teacher look like?” The analysis focused on four components related to the visual image of a teacher that reflect indicators of occupational prestige: gender, age, physical appearance, verbal communication (e.g., tone of voice), and non-verbal communication. Results. Pupils generally viewed teaching as a female-dominated profession, associating women teachers with kindness and care, and men with greater strictness. Age stereotypes were strong: teachers were often seen as “old,” with older staff described as strict, tired, or outdated, while younger teachers were valued for their energy, friendliness, and approachability. Pupils paid close attention to teachers’ communication styles, appreciating smiling, joking, and calmness, but criticising shouting, anger, and visible fatigue; they respected both cheerfulness and professional seriousness. In terms of appearance, neatness and modesty were preferred, and female teachers expected to be well-groomed but not sexualized. Conclusions. Pupils' responses highlight areas where visual communication can be improved: the findings indicate that respondents expect teachers to appear at least morally – if not physically – youthful, maintain a neat and discreet appearance, communicate in a cheerful manner, and avoid raising their voice to a shout. Originality. Although extensive research has explored both the image of teacher and the prestige of the teaching profession, the relationship between these two phenomena has received only limited attention. Our study reveals that a teacher’s professional prestige contains indicators influenced by the teachers themselves: specifically, our findings highlight elements of visual communication that educators can critically assess to enhance the prestige of their profession.
Occupational prestige of teacher and visual image of teacher, visual communication
Copyright (c) 2025 Iveta Kestere, Baiba Kalke, Edgars Berzins http://creativecommons.org/licenses/by/4.0
Strategies for Overcoming L1 Interference in English Language Learning: Comparative Insights from Saudi and Pakistani Learners
Aim. This research aims to identify the strategies employed by Saudi and Pakistani learners in order to overcome the influence of L1 with English language learning. The study also explores effectiveness of various instructions and techniques used in teaching English language and the cultural attitudes towards second language acquisition in Saudi and Pakistan. Methods. The study purposes questionnaires, interviews, and focus group discussion to reveal different L1 interferences that are phonological, syntactical, lexical, and morphological with 100 learners and 50 instructor participants each from Saudi and Pakistan. Results. The study shows that phonological factors, syntactic aspects, morphological and lexical interferences are major factors that hinder learning a new language and therefore require educational intervention approaches. Conclusions. The study also states best practices to overcome L1 interference, including extra practice, implementation of innovative measures, peer learning, and individualized tutoring etc as the means to address language learning issues. The findings of this research hold great significance to educators and policymakers in devising policies to ensure better English opportunities for Saudi and Pakistani learners.
Copyright (c) 2025 Shamsudheen Mannenkuzhiyan, Saira Maqbool, Uzma Sadiq , Viktoria Kurilenko, Basem Okleh Salameh Al-Hawamdeh, Sameena Banu http://creativecommons.org/licenses/by/4.0
Game-Based Technologies as a Tool for Developing Communicative Competence in Primary School Students within a Student-Centered Educational Context
Aim. The aim of the study is to determine the pedagogical potential of game-based technologies for developing communicative competence in primary school students, taking into account their individual psychological and sensory characteristics. Methods. The research methods include theoretical analysis (of scientific sources on communicative competence, game-based learning, developmental psychology), comparative review (of models by Dell Hymes, Michael Canale & Merrill Swain, Michael Halliday, Claire Kramsch), and empirical generalisation (of current international and Ukrainian practices in game-based learning). A typology of educational games was compiled (role-playing, dramatized, didactic), followed by the development of a model for adapting games to children’s individual characteristics (temperament, motivation, communication level, perception style). Specific examples of games and digital platforms (e.g., Wordwall, Toontastic, Classdojo) were analysed. Results. It was revealed that each type of game contributes to the development of certain components of communicative competence – linguistic, strategic, sociocultural, emotional. The adaptation model allows matching game formats to the Student’s personality profile, thereby increasing engagement, confidence, and social inclusion. Multimodal games enhance interaction through verbal and non-verbal means, while digital tools ensure differentiated learning paths. Conclusion. Game-based technologies serve as a powerful tool for developing communicative competence in primary education. Their correct adaptation provides an emotionally safe, inclusive, and interactive environment that supports both socialisation and language development in Students.
Education/Pedagogy, Primary Education, Educational Psychology
Copyright (c) 2025 Iryna Bilous, Iurii Shcherbiak, Volodymyr Maslak, Roa'a Alnsour, Edward Zygmunt Jarmoch, Svetlana Hubková http://creativecommons.org/licenses/by/4.0
Is STEM Education Gender Neutral? An Analysis of Teachers’ Perceptions of Gender Differences in Five Countries
Thesis. The authors investigate the extent to which STEM (Science, Technology, Engineering, Mathematics) education is perceived as gender-neutral by educators across Europe, with a focus on how these perceptions influence student engagement and the perpetuation of gender gaps. Methods. A mixed-methods approach was employed, combining quantitative survey data from 167 teachers in Germany, Poland, Romania, Türkiye, and Portugal with qualitative insights from focus group interviews. The study aimed to assess educators’ awareness of gender imbalances in STEM fields, their attitudes toward inclusivity, and the pedagogical practices they adopt in response to perceived disparities. Results. Findings indicate that while a majority of teachers acknowledge the existence of gender disparities in STEM education, their interpretations and proposed responses differ significantly. Some educators minimise the issue, while others emphasise its systemic nature. Conclusion. The results point to a lack of unified understanding and underscore the urgent need for professional development focused on gender-sensitive teaching strategies. The conclusion emphasises the pivotal role teachers play in either challenging or reinforcing stereotypes and highlights the necessity of integrating gender awareness into teacher training programs. Originality. This research offers a cross-national perspective on teachers’ perceptions of gender in STEM, contributing valuable insights into the social dynamics shaping educational equity.
Copyright (c) 2025 Remigiusz Mazur, Ludmiła Walaszczyk, Rodica-Cristina Apostolatu, Marc Beutner http://creativecommons.org/licenses/by/4.0
Covid-19 and the Impact on Pensions and Retirement Strategies of Urban Workers in China: A Thematic Analysis
Aim. This study examines the experiences, expectations, and expressed future plans of urban workers in their middle age in China covered by the Enterprise Employee Basic Pension. Methods. We conducted 33 semi-structured in-depth qualitative interviews with middle-aged workers in urban regions within the public and private sectors in mainland China to thematically examine the connections between their feelings, experiences, plans, and actions around retirement in the aftermath of Covid-19, and how they perceived the Chinese government's retirement and pension policies. Results. Our findings show that the Covid-19 pandemic contributed to a significant level of anxiety, distrust of public policy, and a preoccupation with self-reliance, health, and finances. Participants who were worried about their health but felt financially stable considered opting for earlier retirement. Those that felt financially insecure felt compelled to extend their working lives, demonstrating a need for greater self-sufficiency, and less reliance on social welfare schemes. Conclusions. These insights underscore the need for addressing post-pandemic vulnerabilities and further policy reforms to bolster fairness and public trust towards the social security system.
Copyright (c) 2025 Qi Wang, Ayeshah Émon http://creativecommons.org/licenses/by/4.0
General Theoretical Notions About the Semiotics of Culture and the Arts
Aim. This article offers an approach to general theoretical issues in the semiotics of culture and the arts, with an emphasis on key concepts from these areas of knowledge. The evolution of the object of study, theoretical discussions associated with different theoretical and methodological traditions, and the basic categorical system are among the topics covered. Methods. To prepare the article, general or theoretical methods were used, such as analytical-synthetic and inductive-deductive, which were materialized through documentary analysis, interpretation, and the study and criticism of sources. Results. This article adopts positions regarding categories and concepts of semiotics, such as culture, languages, the semiotic transposition of languages, codes, text, and criteria of textuality. It analyzes definitions and theoretical proposals from various authors and offers valuable criteria for continuing the scientific debate. Conclusions. Semiotics is an area of human knowledge characterized by a multiplicity of theoretical and methodological approaches and positions. In many scientific and academic practices, there is still an attachment to the founding notions of Peirce and Saussure, as well as to the traditional designations of semiotics and semiology, or to the dichotomous and trichotomous conceptions of the sign, aspects that are too rudimentary to satisfy current demands for the semiotics of culture and the arts. Cognitive value. The article provides a solidly argued study, based on an extensive bibliographic review, knowledge of cultural and artistic issues, and the practice of art itself in different manifestations.
Semiotics, Semiology, art, culture, text
Copyright (c) 2025 Geovannys Montero Zayas, Leandro Ernesto Prado Soriano, Djamaldinova Shakhlo Obloberdiyevn, Beáta Akimjaková, Martina Pavlíková http://creativecommons.org/licenses/by/4.0
Evaluation of Classroom Teachers’ Social Capital and Work Engagement Levels
Aim. The aim of the study is the exploration of relationship between various dimensions of social capital and level of work engagement among teachers. Methods. This is a descriptive study based on the quantitative method and structured using a survey model. Data were collected with the Social Capital in Schools Scale, and the Engaged Teacher Scale developed. Data analysis was carried out using SPSS v.22. Results. The findings revealed that the level of social capital perceived by classroom teachers in their schools is high and their work engagement is very high. A moderate, significant, and positive correlation was identified between the perceived level of social capital in schools and attitudes toward work engagement. Additionally, it was found that the social capital sub-dimensions together significantly predicted 18% of the variance in work engagement. Conclusions. In conclusion, it was revealed that the level of social capital perceived by classroom teachers in primary schools is high and teachers are engaged with their work. Additionally, it was concluded that as the level of perceived social capital in schools increases, teachers’ engagement with their work will also increase; therefore, research shows that social capital in schools will make teachers more committed to their work.
Copyright (c) 2025 Fatih Mutlu Özbilen, Gökhan Günay, Yaşar Dilber http://creativecommons.org/licenses/by/4.0
The Role of Teacher Feedback in Competency-Based Education: Monitoring Students' Personal Progress and Goal Setting
Aim. This study aims to explore the role of teacher feedback in competency-based education, focusing on how it supports students in setting learning goals, engaging in reflection, and sustaining their learning processes. Methods. The research was conducted in two Lithuanian schools and involved six primary school teachers and 108 fourth-grade students. Data collection methods included the analysis of students’ goal-setting notebooks, semi-structured interviews with teachers, and focus group discussions with students. Results. The findings indicate that structured and timely feedback significantly enhances students’ motivation to set learning goals and engage in reflective practices. Students who consistently received personalised feedback demonstrated a stronger capacity to track their learning progress and maintain engagement in the learning process. Additionally, parental involvement was identified as a significant factor reinforcing students’ motivation and independence in monitoring their progress. Conclusion. The study highlights the crucial role of teacher support in fostering students' autonomy in goal-setting, analysing, and reflecting on their learning. Formative feedback emerges as a key mechanism for promoting motivation, deeper cognitive involvement, and the ability to sustain progress in a competency-based learning environment. Future research should investigate effective formative feedback strategies across diverse educational contexts, including the potential of digital tools to strengthen reflective learning practices. Research restrictions. The study was limited to two schools and fourth-grade students, which may affect the generalisability of the findings to other educational levels and contexts. Cognitive value. This study is significant as it reveals how purposeful and personalized teacher feedback can substantially strengthen students’ motivation, goal-setting, and reflection. These insights provide practical value for both teachers and school leaders aiming to improve the quality of education and implement the principles of competency-based learning.
Copyright (c) 2025 Jovita Ponomariovienė, Daiva Jakavonytė-Staškuvienė, Frédéric Torterat http://creativecommons.org/licenses/by/4.0
Affective, Behavioural and Cognitive Dimensions of Storytelling: Exploring Thai EFL University Students’ Attitudes through Mixed-Methods Analysis
Aim. Storytelling as a pedagogical tool has been studied extensively in early education, but its role in shaping university English as a foreign language (EFL) students’ attitudes in Southeast Asia remains underexplored. This study investigated Thai EFL university students’ attitudes towards storytelling as a pedagogical tool (SATSPT) in the affective, behavioural and cognitive domains and whether there were differences regarding the students’ school affiliation and proficiency levels. Methods. An explanatory sequential research design was adopted through the administration of quantitative surveys that measured the affective, behavioural and cognitive dimensions of attitudes towards SATSPT using the ABC model. The sample consisted of 3,207 first year university students. Then, qualitative interviews were conducted among ten selected students with various levels of English proficiency and from different faculties to further explain their attitudes. Results. Findings show generally positive attitudes with respect to affective (M=3.70), behavioural (M=3.62) and cognitive (M=3.76) domains. Cognitive perceptions were strong. It indicated how effective storytelling is for vocabulary acquisition and linguistic understanding. Affective outcomes included excitement and engagement, but limited reduction in anxiety in speaking tasks. Behaviourally, storytelling elicited strong in-class participation but little voluntary engagement beyond formal venues. The test of ANOVA proved no existence of significant difference on attitudes among faculties (p=0.357) but significant differences among different English proficiency levels (p=0.017). It implies the necessity for differentiated instructional strategies. Conclusion. By employing an ABC model to explain multidimensional student attitudes towards storytelling, this study brings considerable empirical development both to Asian EFL higher education pedagogy and to conceptions of storytelling within proficiency-based learning.
Copyright (c) 2025 Henry E. Lemana II, Wei Lun Wong, Zachary D. Suarez, Crizjale V. Ahmad, Amreet Kaur Jageer Singh http://creativecommons.org/licenses/by/4.0
Development of Online Video-Based Learning Media as an Alternative for Accounting Education, A Conceptual
Aim. This literature review explores the development of video-based learning media as an alternative to accounting learning through online communication. In the digital era, the use of technology in education is becoming increasingly important, especially when face-to-face learning is not possible. Video-based learning media offer greater flexibility and accessibility, allowing students to learn at their own pace and time. Methods. This study method involves the analysis of various academic sources about the use of video and technology in accounting learning. Results. The results show that video-based learning can improve concept understanding, student engagement, and learning outcomes. Learning videos also allow for a more interactive and engaging presentation of material that can be accessed anytime. Challenges in implementation include the need for technological skills and the quality of infrastructure. Providing sufficient training and technical support and designing videos that align with the curriculum is crucial to address these challenges. Conclusion. This study concludes that online video-based learning media is a viable and effective alternative for accounting education when executed with careful planning and implementation.
Copyright (c) 2025 Weny Nurwendari, Yusrizal Yusrizal, Said Musnadi, Muhammad Yunus http://creativecommons.org/licenses/by/4.0
The Knowledge-Innovation Pathway: How Organizational Culture, Structure, and Technology Drive Process Improvement and Product Innovation
Aim. This study investigates the interplay between process improvement (PRI), organizational innovation (OIN), knowledge sharing (KWS), and product innovation (PIN) in small commercial enterprises, framed within the Resource-Based View (RBV) paradigm. Method. Given the relationship of the variables, the Structural equation modeling (SEM) was the most appropriate technique employed to analyze the relationships among these constructs, focusing on mediation effects and pathways influencing innovation outcomes. The results show a direct and positively significant relationship between PRI, OIN, KWS, and PIN, underscoring their synergistic roles in driving innovation. Whereas Knowledge sharing (KWS) mediates the influence of organizational factors (cultural norms, organizational structure and use of advanced technological infrastructure) on product innovation (PIN). The process improvement (PRI) acts as an intermediary between knowledge transfer, organizational change, and PIN. Organizational Innovation (OIN) directly enhances both product innovation (PIN) and knowledge-sharing practices, fostering a culture of continuous improvement. Results. The findings validate RBV’s relevance in small enterprises, highlighting how intangible resources (e.g., knowledge, processes) drive competitive advantage through innovation. The dual mediation roles of KWS and PRI clarify mechanisms linking organizational capabilities to innovation outcomes. Conclusion. Small enterprises should prioritize the cultivation of a knowledge-sharing culture and robust technological infrastructure to amplify innovation, aligning process improvement initiatives with organizational change strategies to bridge gaps between knowledge and product development.
Copyright (c) 2025 Muzaffar Abbass, Haider Mahmood, Maham Furqan, Thikryat Jibril Qaralleh http://creativecommons.org/licenses/by/4.0
Educational Possibilities of Gamification in the Formation of Soft & Hard Skills among Students of Socionomic Professions
Aim. The purpose of the research is to establish a connection between the indicators of the effectiveness of soft and hard skills formation in students of socionomic professions through the use of gamification methods and to determine the impact of gamification on the development of individual soft and hard skills. Methods. The research methods are a content analysis of specialized literature, an online survey of students of socionomic professions using Google Forms, and a pedagogical experiment with comprehensive data processing. The research material consists of the empirical experience of gamification in developing soft and hard skills in students of socionomic professions, based on the creation of a virtual professional community f “School of Professional Growth,” during independent work. The interactive educational environment incorporates key components: game mechanics aligned with pedagogical outcomes, interactive tasks, and social interaction. Results. The results of the experiment confirmed the hypothesis: students in the experimental group showed increased interest in classes, were better adapted to non-standard situations, demonstrated flexibility of thinking, and improved their hard skills compared to the control group. Conclusion. The study reveals that gamification not only enhances student engagement and motivation but also fosters their professional growth by developing essential soft and hard skills for success in the socio-economic sphere. The integration within gamification of storylines, roles, characters, problem situations, and elements of unpredictability immerses students in professionally relevant situations, enhancing both their soft and hard skills.
Copyright (c) 2025 Viktoriia Savitska, Oksana Gomotiuk, Olena Stefanyshyn, Mohammad Rashid, Tomáš Lengyelfalusy , Stanislav Šurín http://creativecommons.org/licenses/by/4.0
Web-based Learning Technologies in Translation Studies: Undergraduate Students’ Views
Aim. The impacts of web-based learning technologies have been widely investigated across different countries in many fields of university studies. In Lithuania, however, little known research has investigated their use in translator training. Thus, the present study attempts to address this gap by analysing undergraduate translation students’ experience of and their views regarding the use of web-based learning technologies in their studies. Methods. In the present small-scale qualitative research, the data was drawn from 34 essays written by undergraduate majors in translation and analysed using the inductive content analysis. Results. The study revealed some categories and subcategories of educational benefits and challenges caused by the use of these technologies as seen by the students themselves. Conclusion. The results demonstrate that most students considered that using web-based learning technologies was both a positive and negative experience, several students viewed this experience as being solely positive and one student’s experience was negative. To overcome negative effects, it is recommended to raise students’ awareness of the potentially harmful effects caused by their excessive use as well as to develop the skill of managing the amount of time spent using them. Cognitive value. The present study is one of the first focused on the use of such technologies by future translators in Lithuania to date. Even though its sample size is small, its findings deepen our understanding of translation students’ views regarding the use of such technologies in their studies. In this way, the study contributes to the theoretical considerations and empirical procedures in the field and calls for further research.
undergraduate translation students' views
Copyright (c) 2025 Nijolė Burkšaitienė http://creativecommons.org/licenses/by/4.0
Philosophical Aspects of Developing the Professional-Ethical Culture of Doctors in the Metamodern Era
Aim. The article aims to study the influence of metamodern philosophy on the development of doctors' professional-ethical culture through innovative pedagogical strategies. Methods. Conceptual and comparative analysis of scholarship on medical ethics, philosophy of medicine and medical education; systematisation and modelling; axiological and competence-based approaches; hermeneutic interpretation of sources; and a narrative review of recent studies. Result. The study shows that metamodernism’s oscillation between idealism and pragmatism enables a pedagogical model for developing doctors’ professional-ethical culture. The model combines traditional ethics with adaptive strategies to modern challenges and proves effective through simulations, role-playing, and interdisciplinary approaches. Conclusion. Metamodernist philosophy plays a key role in shaping doctors’ professional-ethical culture by integrating oscillation, pragmatism, and multiple perspectives into pedagogy. Such approaches foster ethical competence through simulations, role-play, and interdisciplinary methods that develop critical thinking and flexibility. The model’s strengths (integrative, adaptable, reflective) outweigh the challenges of assessment and resistance to tradition, while future research will refine its use in medical education. Research restrictions. The study is theoretical; conclusions are derived from secondary sources and conceptual modelling without empirical testing. Applicability across institutions and cultural settings may vary; further validation via pilot implementations and statistical evaluation is required. Cognitive value. The synthesis of metamodernist philosophy with medical pedagogy opens new ways to develop doctors’ ethical consciousness amid contemporary challenges. It deepens understanding of how cultural change shapes professional competencies and offers guidance for adapting training to current realities.
Metamodernism, Medical Ethics, Ethical Competence, Medical Education, Pedagogy, Philosophy of Education
Education, Medical Education, Philosophy of Education
Copyright (c) 2025 Yuliia Yevtushenko http://creativecommons.org/licenses/by/4.0
Inclusive Education in Lithuania: The Authentic Experience of Youth - Retrospective and Future Perspectives
Aim. The implementation of inclusive education has been explored from various perspectives. Much of the focus has been on the challenges faced by children with special educational needs (SEN) and the potential negative effects on their peers in the classroom. However, there seems to be a gap in research that examines not only the negative aspects but also the positive outcomes of these interactions. Does the presence of children with SEN have a negative impact on their peers, or does their interaction foster positive effects on the classroom environment? The aim of the study is to uncover the authentic experiences of young people in inclusive education when studying with SEN from a retrospective and future perspective, and to highlight their recommendations for those who are currently studying with their classmates with special educational needs. Methods. The study adopts a social constructivist approach, which proposes that individuals build personal understanding based on their experiences, attitudes, and interactions with others and the world. A qualitative research method was applied, structured interviews were conducted, focusing on three key areas: the informant's positive experiences with a SEN classmate, perceived barriers to communication, and recommendations for current students in classrooms with SEN peers. Results. Analysis of the empirical data revealed that interacting with SEN classmates positively influenced the informants' personal growth, helping them develop social skills for engaging with SEN individuals. Communication barriers were identified, primarily stemming from a lack of understanding of the nature of SEN disorders and behaviour. However, none of the informants expressed negative attitudes towards their SEN peers; rather, their responses reflected empathy and a genuine willingness to understand and assist them. Conclusions. Empirical research indicates that students studying pedagogy generally view inclusive education positively, though they acknowledge challenges based on their personal experiences of learning alongside peers with special educational needs. Drawing from these experiences, reflections, and acquired knowledge, informants recommend several key practices for students learning with SEN classmates: fostering a positive attitude, understanding their differences and needs, supporting their participation in activities, and assisting with tasks.
Copyright (c) 2025 Vilija Targamadzė, Roma Kriaučiūnienė http://creativecommons.org/licenses/by/4.0
Gender Perception in Artificial Intelligence: Deepseek, Gemini and ChatGPT Comparison
Aim. Based on the premise that artificial intelligence has a shaping, guiding, and reconstructive impact on gender perception, the main aim of this research is to contribute to understanding the reproduction processes of gender in the digital age by examining how gender representations are constructed in AI algorithms. Method. This research follows a qualitative research model. Responses to 6 user queries asked to Deepseek, Gemini, and ChatGPT are analysed using critical discourse analysis. Themes such as dichotomous positioning, stereotyping, different experiences, activism, and breaking stereotypes were identified in the study. Results. All three tools position femininity and masculinity dichotomously, clearly separating them based on physical appearance, roles, and social expectations. Compared to Deepseek and Gemini, ChatGPT presents masculinity as strong and protective, and femininity as self-sacrificing and passive by stereotyping gender roles more through media and social media representations. While highlighting the cultural and historical changes in gender roles Deepseek highlights the transformation of male roles, Gemini stresses the diversity of female roles, and ChatGPT foregrounds the conflict between traditional and modern gender relations and cultural diversity. Deepseek and Gemini underscore women’s fight for social change, while ChatGPT includes male activists as well, providing a more inclusive representation of activism. All three tools promote the breaking of gender stereotypes through equal responsibility, caregiving males, and sharing household duties. Conclusion. The research reveals that Deepseek, Gemini, and ChatGPT reproduce traditional femininity and masculinity roles in their gender representations. While all tools highlight attributes traditionally associated with women, such as motherhood, domestic responsibilities, and caregiving roles, they position men as authority figures, breadwinners, and protectors. ChatGPT places more emphasis on the passive and obedient traits of women, and the strong and rational traits of men, presenting more stereotypes. Deepseek draws attention to sexuality-based stereotypes in masculinity, while Gemini highlights the diversity of women’s experiences. All three tools acknowledge men’s caregiving roles, though limited in challenging traditional norms.
Copyright (c) 2025 Nebile Erogul http://creativecommons.org/licenses/by/4.0
Enhancing EFL Writing Proficiency through Peer Feedback: A Mixed-Method Analysis
Aim. This research attempts to examine the use of peer feedback to enhance writing skills and reveal the changes in students' performance and attitudes before and after the tests. In the EFL context, writing is crucial to becoming proficient in syntax, grammar, and vocabulary as it assists learners in expressing their thoughts concisely and critically. Method. Peer feedback plays a pivotal role in developing writing skills among EFL learners by presuming multiple viewpoints, promoting collaborative learning and presenting opportunities for constructive evaluation, which mutually results in enhanced proficiency in writing. Following Vygotsky's Sociocultural Theory (1978) as a framework, 40 students were selected randomly from undergraduates and analysed using a mixed-method approach. Results. The results reveal that peer feedback enhances the content of writing. Besides improving critical reading and thinking skills, it enables students to acknowledge their strengths and weaknesses in their writing. The research also encourages language learners to write regularly and precisely. Conclusion. This study can be helpful to bridge the gap between the learner and the instructor. It enhances our learning process and enables us to motivate and engage in the writing process. The research concludes that peer feedback is an integral component of effective language learning and offers solutions to reduce errors in writing. This research recommends that other researchers compare peer and teacher reviews to clarify which feedback is most suitable for students to improve their writing skills.
Copyright (c) 2025 Farhan Ahmad, Salma Sultan, Aiman Rehman, Jaafar Al Dawood, Wahaj Unnisa Wardha , Musa Ahmed Musa Elhassan http://creativecommons.org/licenses/by/4.0
Analyzing the Application of Speech Act Theory in Editorial Emails of Rejected Manuscripts
Aim. This paper discusses the use of Speech Act Theory to analyze editorial emails that reject an academic manuscript. The study investigates how the editorial decisions are communicated with different levels of polite, impolite, polite direct and polite assertive language in the analyzed emails' linguistic structure and pragmatic aspects. Methods. Building on the taxonomy of speech acts proposed by John Searle, the study establishes the most common types of speech acts and their roles in rejection communication. The study will establish how editors conduct themselves as they display professionalism while giving negative feedback that could be emotionally uncomfortable to the individuals involved in the work. Results. This research work contributes to the knowledge of pragmatic features in professional discourse to suggest improvements in academic publishing communication practice, and to improve the editor-author relationships. Conclusion. Potential implications of this work include developing better fitting templates for the editorial correspondence that accommodate the communicative purpose and interpersonal relations.
Copyright (c) 2025 Sohaib Alam, Muhammad Ajmal, Shaista Zeb , Bahia Khalifa Ibrahim Mohammed, Anam Shams, Tariq Rasheed http://creativecommons.org/licenses/by/4.0
Reconceptualising Homework Standards: Insights from Educator Perspectives in Kosovo's Primary Education
Aim. This study explores the impact and implementation of standardised homework practices in primary education, focusing on teachers’ experiences and perceptions in Kosovo. The aim is to evaluate the effectiveness of these standards in improving teaching efficiency, student engagement, and academic outcomes. Methods. A qualitative case study was conducted with 10 teachers from a private elementary school in Prishtina. Data was collected through in-depth, semi-structured interviews and analysed using thematic analysis. The study investigated how homework standards influence planning, execution, and feedback processes and the challenges faced during implementation. Results. Findings reveal that standardised homework practices improve organization, reduce workload variability, and increase the timely completion of assignments. Teachers noted better time management, enhanced opportunities for providing feedback, and stronger collaboration with parents. Conclusion. Standardised practices foster student motivation and engagement while ensuring age-appropriate and manageable workloads. Despite these benefits, challenges include addressing diverse learning needs and maintaining flexibility in homework design. The study concludes that homework standardisation positively influences teaching practices and learning outcomes, offering actionable insights for improving educational policies. Research Restrictions. The study’s findings are limited by the small sample size, limiting generalisability to broader contexts. Practical Application. The results highlight the importance of developing evidence-based homework policies to support teachers, students, and families. Cognitive Value. By examining homework standards in an underexplored educational context, this research provides valuable insights into their role in enhancing primary education practices and policies.
Copyright (c) 2025 Lirika Bërdynaj-Syla, Arif Shala http://creativecommons.org/licenses/by/4.0
Integration Moral Values through Dramaturgy in Dulmuluk Theater: A Study on Its Educational Impact
Aim. Dulmuluk theater, originating in Palembang, South Sumatra, is a traditional performance art inspired by King Ali Haji's poems, especially Abulmuluk and Siti Zubaidah. Focused on the transliterated Abulmuluk poem, its scripts adapt and develop this work. Early performances lacked written dialogues, relying on directors’ story outlines and actors' improvisations. Themes centre on tradition, blending Malay and Palembang regional languages. Methods. This research uses a type of phenomenological qualitative research method. Phenomenological qualitative research prioritises the subjective experiences of the various subjects encountered. Phenomenological qualitative research is a phenomenological study to describe the general meaning of a number of individual participants as subjects of various life experiences related to social and humanities concepts and phenomena. Results. The results of this study attempt to explore and analyse the study of dramaturgy in terms of the dramatic structure contained in the Abdulmuluk Jauhari play, the approach to Education of Budi Pekerti (religiosity, sociality, gender, justice, democracy, honesty, independence, fighting power, and responsibility). Conclusion. This study examines the moral education values embedded in Dul Muluk theater, which is used as an educational medium in schools. These values include religiosity (faith in religious teachings), sociality (care and empathy for others), gender equality (equal rights for men and women), justice (fairness in accommodating different abilities), democracy (role allocation based on competence), honesty (trustworthiness in words and actions), independence (confidence in decision-making and self-awareness), resilience (perseverance in facing challenges), and responsibility (accountability for actions and consequences).
Copyright (c) 2025 Nugroho Notosutanto Arhon Dhony, Wadiyo Wadiyo, Nur Sahid, Agus Cahyono http://creativecommons.org/licenses/by/4.0
Features of Moral and Patriotic Education of Preschoolers in the Context of the Modern Educational Environment
Aim. The study focuses on the impact of interactions between educators and parents on the development of patriotic values and feelings in older preschool children (5–6 years old) as a crucial component of personality development. To demonstrate the effectiveness of moral and patriotic education in preschoolers under modern educational conditions. Methods. The research employed diagnostic interviews, experimental situations, and behavioural task analysis to evaluate the cognitive, emotional, and behavioural components of patriotic qualities. Results. The proposed pedagogical methods proved effective: the proportion of children with a high level of patriotic qualities in the experimental group significantly increased compared to the control group. The effectiveness of the methods was statistically confirmed: the Student's t-test indicated significant differences between the experimental and control groups. Specifically, the average level of patriotic qualities in the experimental group increased by 35%, while the low level decreased to a minimum (5%). Conclusion. These results confirm the productivity of the proposed methodology, which integrates traditional and innovative approaches to education. Originality. The study reveals the integration of traditional and modern educational methods through the use of surveys, observations, and group work with children. The improvement of educational programmes for preschools and the development of a practical programme for working with older preschoolers aimed at fostering moral and patriotic qualities. Cognitive value. The study has cognitive value, as it reveals the peculiarities of integrating traditional and modern methods of education in working with preschool children. The use of questionnaires, observation, and group forms of work made it possible to outline effective approaches to the formation of moral and patriotic qualities in older preschoolers. Along with this, the study has certain limitations related to the sample (limited in terms of territory or quantity), as well as the specificity of the applied methods, which require further scientific research and approval of the developed program in a broader educational context.
Copyright (c) 2025 Svitlana Tronko http://creativecommons.org/licenses/by/4.0
Cultural Relevance of Local Legends from Old Man’s Folklore to ELT Corollaries
Aim. This research explores local legends of Aroroy, Masbate, and examines their role in shaping the cultural identity of the community and provides practical application in English Language Teaching (ELT). Methods. Using qualitative-ethnographic approach, the study made use of semi-structured interviews to the ten participants from its five barangays and data was analysed thematically. Results. The study reveals recurring themes such as origin, bravery, connection with nature that proves the fact of the community’s belief in supernatural powers, courage and heroism, respect for nature, and cultural traditions and values. Practical implications of this research for ELT include culturally relevant narratives that can be used in classroom-based instruction. Conclusion. These legends can be used as instructional tools for teaching language skills, creating cultural awareness and inspiring collaborative learning. The use of local folklore presupposes that the students can be engaged in meaningful ways, not only with linguistic competence, but also with a deep engagement in cultural heritage.
Curriculum and Instruction Applied Linguistics Pedagogy
Copyright (c) 2025 Almarie Miravalles http://creativecommons.org/licenses/by/4.0
Implementation of New Strategies of Teaching in Lessons to Mitigate Risks of Early School Leavers (ESL)
Aim. To present the development and evaluation of the teacher’s professional competence Programme Diversification of Educational Methods in Work with Young People at Risk of Early School Leaving, based on desk research of theoretical literature and programme approbation results. Methods. The research comprised three phases: Phase I: Theoretical desk research to establish principles for programme development, using primary and secondary data from literature and existing documents. Phase II: The selection of Teaching through Interactions framework and its use in the development of Programme. Phase III: Development of a morphological model, based on Zwicky’s framework, to ensure diverse teaching methods meet the needs of at-risk students. Phase IV: Evaluation of programme implementation through a survey with 14 Likert-scale questions assessing delivery, relevance, and utility. Results. The developed Programme focuses on three key areas: emotional support, classroom organisation, and learning support, enhancing teachers’ abilities to use diverse methods to motivate and engage at-risk students. A Morphological Model of the Lesson was developed as a flexible tool for educators. In 2023, 307 teachers from Latvian comprehensive schools and vocational-technical institutions participated in the programme. Participants highly appreciated the Programme’s content, teaching methods, and practical suitability of the handouts. Conclusions. The findings demonstrate that the Programme is grounded in robust theoretical principles, effectively addresses the need for method diversification, and is well-received by learners. It provides a comprehensive framework for reducing ESL risks by equipping teachers with the tools, strategies, and knowledge needed to create inclusive and supportive learning environments.
diversification of educational methods; early school leaving; educators; interactions framework; lesson; morphological model
Copyright (c) 2025 Tamara Pīgozne, Rita Birziņa, Ingrīda Muraškovska http://creativecommons.org/licenses/by/4.0
The Role of Teachers' Professional Development in Assessing Students' Competencies in the Foreign Language Curriculum
Aim. This article aims to examine the professional development of foreign language teachers concerning the assessment of students' competencies during the implementation of the curriculum. The study posits that effective assessment is a crucial tool for evaluating student competencies in foreign languages and guiding instructional practices. Method. A quantitative study was conducted using questionnaires distributed to 250 foreign language teachers in Albania from 9-year and high schools in the cities of Tirana, Elbasan, and Durrës in Albania were selected during the school year 2024-2025. This research analysed the impact of teachers' experience and understanding of assessment tools on student achievement, while also considering differences in assessment practices between rural and urban schools. Results. The findings indicate varied levels of understanding among teachers regarding assessment tools, as well as significant differences in the assessment of student competencies based on geographical context. Conclusion. The paper concludes that a holistic approach to assessment is necessary to support continuous improvement, foster learner autonomy, and ensure equitable learning opportunities. This approach is essential for enhancing the effectiveness of foreign language education and achieving curriculum objectives. Research Restrictions. The study was limited to three major urban centers in Albania and may not fully reflect the diversity of practices across other regions or private educational institutions. Cognitive Value. This research contributes to the understanding of how assessment practices shape the effectiveness of language instruction and supports the design of targeted professional development initiatives aimed at improving educational equity and outcomes in foreign language learning.
Continuous Professional Development (CPD)
Copyright (c) 2025 Emilda Roseni, Shqipe Haxhihyseni http://creativecommons.org/licenses/by/4.0
Parental Involvement on Education: Moroccan Muslim Migrant Parents’ Perspectives with Children Enrolled in Spanish Schools
Aim. This research aims to analyse Moroccan Muslim migrant parents’ perceptions on their involvement with the school. This involvement is examined considering several dimensions: communication, networking, participation, decision-making, cultural and religious recognition and educational support. Furthermore, it focuses on identifying the barriers to this involvement. Methods. The study follows a mixed-method design. In the first stage, a questionnaire was administered to a non-probabilistic sample of 162 Moroccan Muslim migrant parents. During the second phase, semi-structured interviews were conducted with a total of 12 Moroccan Muslim migrant mothers. A descriptive statistical analysis and a deductive content analysis were carried out for quantitative and qualitative data respectively. Results. There is high communication between Moroccan parents and the schools. However, their involvement in school activities, the Parent’s Association and parent-teacher meetings are hindered by linguistic deficiency, socio-economic barriers and working constraints. They tend to create more networks with other Moroccan parents, since they find local parents to be hard to approach. It is seen that parents are consulted on decision-making processes related to their children academic performance and development. However, their cultural and religious backgrounds are often overlooked, which subtly excludes them. Moreover, they still struggle to be supported with home education, especially helping with homework. Conclusions. Parents show willingness to be involved, but they struggle with several barriers. Specific measures and policies that minimise these obstacles are needed. This would be beneficial for fostering the inclusion of Moroccan Muslim migrant parents a their children, reality that has been little studied thus far.
Copyright (c) 2025 Lucía Torres Zaragoza http://creativecommons.org/licenses/by/4.0
Integrative and Activity-Based Approach to Modeling the Professional Personality of an International Relations Student
Aim. The main goal is to reveal the essence of the professional personality of an international relations student, as well as to confirm the integrative and activity-based approach as a methodological basis for practical activities and their formation, to determine the main characteristics of this approach, which together provide a new quality of education. Methods. Based on comparative and systemic methods of analysis, the activity-based approach is characterized as part of the integrative and activity-based approach. An analysis of a business/role play as an implementation of the integrative and activity-based approach in the formation of a professional international relations student is conducted in paper. Results. In the course of reasoning are revealed the essence of the professional personality, its main features as interculturality/cross-culturality, polyvalence, human-centeredness and integrativity of an international relations student and the role of the university learning environment in the process of its development; , is demonstrated an example of modeling the professional personality of international relations students in the process of obtaining higher education based on the integrative and activity-based approach during a business/role play, as one of the types of its implementation. Conclusions. The integrated activity approach is key in the formation of the professional personality of an international relations student. A business/role play as one of the forms of implementing the integrated activity approach fully forms the necessary aspects of the professional personality of a student in the course of solving educational problems.
Copyright (c) 2025 Ekaterina Samorodova http://creativecommons.org/licenses/by/4.0
Narratives of Social Construction: A Sociocultural Inquiry into Thai School Administrators' View on Filipino EFL Teachers
Aim. As Asian schools employ increasingly diverse teaching staff, understanding the communication dynamics between administrators and teachers from different cultural backgrounds is crucial to fostering effective educational environments. This study explores the narratives of two Thai school administrators managing English-Program schools, focusing on their views of Filipino EFL teachers and how these views shape intercultural communication. Methods. The study employs the sociocultural tradition of Communication Theory as its theoretical framework, which posits that communication creates, sustains, and transforms social reality (Craig, 1999). It also uses narrative inquiry as the methodological approach, conducting in-depth interviews to capture the administrators’ experiences and insights. Results. The findings reveal that the administrators' view of Filipino EFL teachers as “Embracing of the Filipino EFL teachers’ skills and teaching standards,” describing the latter as valuable assets. This perspective has shaped communicative practices, including (1) assigning Filipino teachers to coach local students for English competitions, (2) enhancing collaboration between Filipino and local teachers, and (3) utilising Filipino teachers to create engaging teaching materials. Conclusions. It can be concluded that this research suggests that embracing intercultural communication fosters better collaboration and resource utilisation in multicultural school environments.
Copyright (c) 2025 Marlon Sipe, Alvin E. Bersamin, Jhovert S. Guardian http://creativecommons.org/licenses/by/4.0