PUPIL: International Journal of Teaching, Education and Learning https://grdspublishing.org/index.php/PUPIL <p><strong>ISSN</strong> <strong>2457-0648</strong></p> en-US <p><strong>Copyright of Published Articles</strong></p> <p>Author(s) retain the article copyright and publishing rights without any restrictions.</p> <p><a href="https://creativecommons.org/licenses/by-nc/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-nc/4.0/88x31.png" alt="Creative Commons License" /></a></p> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by-nc/4.0/" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</p> editor@grdspublishing.org (Editor, PUPIL: International Journal of Teaching, Education and Learning) editor@grdspublishing.org (Dr. A Krishna) Wed, 19 Jun 2024 04:22:17 +0000 OJS http://blogs.law.harvard.edu/tech/rss 60 A CONCEPTUAL MODEL FOR DESIGNING TEACHER-CENTERED PROFESSIONAL DEVELOPMENT https://grdspublishing.org/index.php/PUPIL/article/view/2495 <p><em>Educators often experience significant levels of stress in the workplace that impact their enthusiasm about the profession and longevity in the field of education. Some personal impacts of stress on educators may include emotional numbing, feeling shut down, loss of energy, and increased illness or fatigue. Recently, some schools and districts have begun investing in programming to support educator well-being; however, these initiatives are rarely developed and co-led by educators themselves, and they do not address systemic issues within schools that may serve as barriers to teachers’ well-being. In this paper we draw upon existing theories and research, Critical Professional Engagement, Healing-Centered Engagement, and Critical Love Praxis, to explore the development and use of a conceptual framework to support the design of teacher-centered and justice-oriented professional development.</em></p> Francheska D. Starks Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0 https://grdspublishing.org/index.php/PUPIL/article/view/2495 Wed, 19 Jun 2024 00:00:00 +0000 PICTORIAL VOCABULARY MODULE FOR VIRTUAL LEARNING AMONG LOWER SECONDARY ESL STUDENTS https://grdspublishing.org/index.php/PUPIL/article/view/2498 <p><em>English as a Second Language (ESL) students with limited vocabulary knowledge often face difficulties to learn and use English on a regular basis. To promote virtual learning, this study uses the module of pictorial vocabulary to help students learn vocabulary remotely. The module is </em><em>tailored based on the ‘Substitution Augmentation Modification Redefinition’ (SAMR) Model</em><em>. In this study, 150 ESL students from lower secondary schools across Malaysia use this module to help them learn the target words mentioned in the SBELC. A mixed methods research design is employed. After using the module, students have answered an evaluation form which is evaluated descriptively in terms of its mean scores and standard deviation. The qualitative data from the interview with the students are transcribed, categorized, and coded using content analysis. Based on the research findings, the students’ vocabulary knowledge has substantially increased after using the module. This study's implications indicate that the use of pictorial vocabulary learning module is both interactive and effective in learning the target words. In the area of vocabulary acquisition, this research adds value as it can be used to carry out additional research to enhance the ability of students to learn new words.</em></p> Mohd Haniff Mohd Tahir, Mazlin Mohamed Mokhtar, Muhamad Fadzllah Zaini, Intan Safinas Mohd Ariff Albakri Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0 https://grdspublishing.org/index.php/PUPIL/article/view/2498 Wed, 19 Jun 2024 00:00:00 +0000 EQUIPPING STUDENTS FOR A DYNAMIC FUTURE https://grdspublishing.org/index.php/PUPIL/article/view/2499 <p><em>The ever-changing landscape of the 21st century requires a shift in educational focus beyond traditional subject knowledge. This paper explores key considerations for designing effective curricula, emphasising the crucial role of basic skills and 21st-century competencies, fostering a lifelong learning mindset, and preparing students for an increasingly interconnected world.</em></p> <p><em>Building strong literacy, numeracy, and digital skills is the foundation for communicating effectively, thinking critically, and navigating the digital world. Developing key 21st-century skills such as critical thinking, problem-solving, collaboration, and communication will enable students to tackle complex challenges, work effectively in teams, and express themselves clearly.</em></p> <p><em>Encouraging creativity, innovation, and adaptability enables students to think outside the box, embrace new ideas, and thrive in an unpredictable future. Fostering </em><em>a growth mindset and self-directed learning skills empowers them for lifelong learning and continuous skill development.</em></p> <p><em>While subject-specific knowledge remains valuable, this paper emphasises the need for a holistic approach that integrates these essential skills and mindsets. In addition,recognizing the importance of social-emotional learning and global citizenship highlights the need to prepare well-rounded individuals for success in an interconnected world. This includes understanding diverse cultures, promoting responsible global citizenship, and encouraging sustainable practices.</em></p> <p><em>By incorporating these elements into curriculum design, we can equip students with the skills and attitudes necessary to navigate the complexities of the future, become responsible, engaged, and lifelong learners, and contribute meaningfully to a globalised society.</em></p> David Ramamonjisoa Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0 https://grdspublishing.org/index.php/PUPIL/article/view/2499 Wed, 19 Jun 2024 00:00:00 +0000 A MODEL TO ENSURE QUALITY MANAGEMENT OF SCIENCE AND TECHNOLOGY FOR AUTONOMOUS INSTITUTIONS IN VIETNAM https://grdspublishing.org/index.php/PUPIL/article/view/2500 <p><em>Alongside internal quality assurance measures, external quality assessment serves as a mechanism to ensure the quality of education in Vietnam, proven to offer various opportunities (enrollment, research collaboration, technology transfer, etc.) as relevant parties become aware of and trust in the educational institution's quality. Consequently, the impact of educational quality assessment prompts systematic quality assurance activities within the university, yielding high results based on post-assessment expert recommendations. However, among the university activities in Vietnam, scientific and technological management has been identified as one of the few standards with a relatively low average score (Hien et al., 2022); Anh, 2022). Proposing a suitable research model to assess the influence of educational quality assessment on the scientific and technological management of autonomous universities in Vietnam will assist these institutions in identifying crucial elements of scientific and technological management. This will facilitate the implementation of more feasible activities to ensure the quality of these operations, contributing significantly to the overall educational quality of the institution.</em></p> Le Thi Thuong Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0 https://grdspublishing.org/index.php/PUPIL/article/view/2500 Wed, 19 Jun 2024 00:00:00 +0000 INTERCULTURAL CITIZENSHIP IN THE EFL CLASSROOM: A SURVEY ON KAZAKHSTANI TEACHERS’ PERCEPTIONS https://grdspublishing.org/index.php/PUPIL/article/view/2501 <p><em>This study aimed to investigate how </em><em>English as a foreign language (EFL) teachers perceive the concept of intercultural citizenship. The participants for this study were 23 EFL teachers from two universities in Kazakhstan. The primary method of data collection was a structured questionnaire containing open-ended items that asked the participants to express their thoughts and opinions on the qualities, responsibilities, and duties they believe are essential for an intercultural citizen. The obtained data revealed teachers’ perceptions of IC: teachers highlighted the importance of cultural awareness, empathy and intercultural communication skills. Moreover, the findings indicate that EFL teachers have a limited understanding of the concept of intercultural citizenship. The results of this study may provide insights for educators and curriculum developers into EFL teachers’ perceptions of intercultural citizenship, which may help to develop effective strategies and approaches for integrating the IC component into EFL classrooms.</em></p> Elmira Gerfanova, Zarina Rudik Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0 https://grdspublishing.org/index.php/PUPIL/article/view/2501 Wed, 19 Jun 2024 00:00:00 +0000 A CASE STUDY ON THE NEEDS ANALYSIS OF VOCATIONAL MEDICAL LAB STUDENTS AT THE NIT https://grdspublishing.org/index.php/PUPIL/article/view/2502 <p><em>This study examines the educational requirements and teaching methods for English for Specific Purposes (ESP) in vocational medical laboratory students at the National Institute for Technology (NIT). The study utilizes the Research and Development (R&amp;D) approach to create and evaluate methods for instructional and non-instructional items. The Instructional Development Model created by Dick (1996) outlines the study process, emphasizing Analysis, Design, Development, Implementation, and Evaluation (ADDIE) tasks. Information was gathered from second-semester students in the Diploma Medical Lab Department in the academic year 2023/2024 through questionnaires and organized interviews with professors and students. The results, studied descriptively, emphasize the student's learning needs and preferences, underscoring the significance of proficient English communication abilities for their future professions. The study emphasizes the importance of integrating creative and interactive teaching approaches, such as technology, to improve students' English skills and prepare them for the workforce. The results provide useful information for educators creating English language courses customized for the particular requirements of vocational medical laboratory students.</em></p> Hemn Mohammed Ali Mahmood Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0 https://grdspublishing.org/index.php/PUPIL/article/view/2502 Wed, 19 Jun 2024 00:00:00 +0000 OPTIMIZING LEARNING: A META-ANALYSIS OF TIME MANAGEMENT STRATEGIES IN UNIVERSITY EDUCATION https://grdspublishing.org/index.php/PUPIL/article/view/2503 <p><em>This meta-analysis rigorously investigates time management strategies within university education and their impact on academic performance, student satisfaction, and self-efficacy. Covering two decades (2004-2024), it synthesizes findings from both random and nonrandom controlled intervention studies, providing a comprehensive examination of pedagogical impacts. The analysis reveals nuanced but significant enhancements across academic and personal development dimensions, with varied effect sizes (average g values). Interventions were categorized based on their primary focus—either direct time management skills enhancement or integration within broader academic and personal development strategies. Directly targeting time management proficiency was pivotal in bolstering academic performance and self-efficacy, while broader interventions significantly elevated student satisfaction. This analysis highlights the critical interplay between time management strategies, self-efficacy, and satisfaction, suggesting that tailored, skill-specific interventions can yield substantial benefits in academic contexts. The findings advocate for a holistic approach in higher education pedagogy, emphasizing the necessity of embedding effective time management training within university curricula to optimize learning outcomes and student development. This study contributes to the academic discourse on educational strategies and underscores the imperative for empirical, evidence-based approaches in curriculum design and student support services, guiding future research in educational psychology.</em></p> Da Liu, Shihui Zhou, Xin Lu, Guanhua Yang Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0 https://grdspublishing.org/index.php/PUPIL/article/view/2503 Sat, 15 Jun 2024 00:00:00 +0000 DEVELOPMENT OF A MULTIMODAL TOOL TO SUPPORT TEACHING OF ROOT CANAL ANATOMY OF PRIMARY MOLARS: AN OBSERVATIONAL CROSS-SECTIONAL STUDY TO EVALUATE THE ACCEPTANCE OF UNDERGRADUATE STUDENTS https://grdspublishing.org/index.php/PUPIL/article/view/2504 <p><em>The study developed a multimodal imaging tool to support the teaching of root canal anatomy of primary molars and evaluated its acceptance by dentistry students. A cross-sectional study was developed and divided into two parts: creation of a video and elaboration of an electronic questionnaire to assess acceptance. Both were pre-tested for content and comprehension. Undergraduate dental students who were attending or had already attended a Pediatric Dentistry course were eligible. Data were collected from for two months and analyzed descriptively and comparatively (Wilcoxon test). A total of 135 students, mostly female (79.26%), from last or before last year (54.81%) at private institutions (86.67%), with an average age of 25.36±6.46 years old. Most of them (78.52%) were attending the Pediatric Dentistry course in the current semester, with online classes, synchronously (57.04%). Almost half (50.37%) thought they had reasonable knowledge about the anatomy of primary teeth before watching the video, and 59.26% did not seek extra information about the subject. Self-knowledge on the topic improved after watching the video (p&lt;0.01). From those who answered the questionnaire completely (115), 99.13% considered the video relevant and 100% thought the information was clear. Video was well accepted by students while being important to help increase their knowledge.</em></p> Maysa Lannes Duarte, Mariana Coutinho Sancas, Renata Perez Vianna Silva, Aline de Almeida Neves, Laura Guimarães Primo Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0 https://grdspublishing.org/index.php/PUPIL/article/view/2504 Wed, 19 Jun 2024 00:00:00 +0000