Students are aware of the use of technology in the learning process, and they are generally referred to as digital natives. However, there are challenges associated with the availability of internet access as a learning process to both university students and teachers inside and outside the classroom. One of such challenges is students’ ability to access unrelated activities which is known as cyberslacking. In the education sector, this process refers to the use of technology for unrelated academic activities. Studies associated with this activity are significantly conducted in western countries, but it is still limited to the Indonesia education environment. Therefore, this research aims to investigate the cyberslacking behavior of students in Indonesia and its relationship to their academic performances. It also determines the relationship between media multi-tasking efficacy and self-regulated learning. The results showed that there is a significant influence between media multi-tasking efficacy and self-regulated learning with cyberslacking. Furthermore, there is a negative influence between cyberslacking and the academic performance of students in Indonesia. This research adds references to studies on cyberslacking in the scope of education and provides input for universities to develop the management of information and communication technology used in the learning process.

The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.

The following article is a qualitative study that analyses the perception of parents and high school students regarding teaching in times of Coronavirus disease COVID-19, with the idea of recognizing the facilitators and barriers for the teaching-learning process in the pandemic. The above, in the understanding that due to the sudden appearance of SARS-CoV-2, educational systems around the world had to adapt to virtual teaching, as a result of the confinement to which the population has been subjected during the year 2020 and a good part of the year 2021. The research is based on the interpretative-comprehensive paradigm, with a qualitative methodology, which considered the realization of four focus groups with students and four focus groups with secondary school parents, from two public high schools located in the province of Talca, Maule region, Chile. The findings of the study are related to the adverse effects of the pandemic on student learning, as a result of connectivity difficulties, and the emotional impact on the quality of life of young people and their families. On the other hand, learning at home is related to limited pedagogical strategies and evaluative aspects that do not allow verifying the real learning of the students.

Shortly after the Coronavirus disease (COVID-19) pandemic began, studies on the challenges faced by tertiary students during Emergency Remote Teaching (ERT) became available. However, the data sets were harvested early, as many countries began implementing ERT in response to the pandemic in March 2020. Many recent studies have failed to distinguish between the challenges faced by students enrolled in the laboratory and non-laboratory courses. There is still a dearth of literature on the difficulties encountered by students enrolled in non-laboratory courses following the first year of ERT implementation. The purpose of this paper was to examine the various challenges faced by tertiary students enrolled in non-laboratory courses following the conclusion of the first year of ERT implementation. Contextualized in two state-owned higher education institutions in northern Luzon, this study employed a fundamental qualitative approach, with focus group discussions (FGDs) serving as the primary data collection technique. Five major themes emerged from the FGDs with 42 purposively selected tertiary students. These themes presented in the spider web illustration include (1) student-focused challenges, (2) instructional material-related challenges, (3) instructor-emanating challenges, (4) technology-related challenges, and (5) student support-related challenges. This article concludes that these issues must be dealt with immediately to facilitate the implementation of ERT in non-laboratory courses. These difficulties may also be dimensions of concerns about distance education, particularly in non-urban areas of the Philippines. The themes also provide some actual pictures of the student challenges in the initial year of ERT in college. This paper highlighted some implications for pedagogy and educational management, as well as future research directions.

Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.

Modern technology is necessary and important for improving the quality of education. While machine learning algorithms to support students remain limited. Thus, it is necessary to inspire educational scholars and educational technologists. This research therefore has three main targets: to educate the holistic context of rural education management, to study the relationship of continuing education at the upper secondary level, and to construct an appropriate education program prediction model for high school students in a rural school. The data for research is the academic achievement data of 1,859 students from Manchasuksa School at Mancha Khiri District, Khon Kaen Province, Thailand, during the academic year 2015-2020. Research tools are separated into 2 sections. The first section is a basic statistical analysis step, it composes of frequency analysis, percentage analysis, mean analysis, and standard deviation analysis. Another section is the data mining analysis phase, which consists of discretization technique, XGBoost classification technique (Decision Tree, Gradient Boosted Trees, and Random Forest), confusion matrix performance analysis, and cross-validation performance analysis. At the end, the research results found that the reasonable distribution level of student achievement consisted of four clusters classified by academic achievement. All four clusters were modeled on predicting academic achievement for the next generation of students. In addition, there are four success models in this research. For future research, the researcher aims to develop an application to facilitate instruction for learners by integrating prediction models into the mobile application to promote the utilization of modern technology.

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of “motivation” and “test preparation” show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.

The practicum is an essential component in the initial training of Secondary Education teachers, as it is the first approach to educational practice that future teachers have. This is a fundamental element for improving the quality of education, as it is one of the objectives of the different educational reforms. This research aims to find out the educational value of the practicum for this group, as well as its advantages and limitations. For this purpose, qualitative research was carried out, using as an instrument an interview with 13 Secondary Education teachers, 2 managers of the master’s degree in Secondary Education Teaching at the University of Granada, 144 students of this master’s degree, and 5 specialists in the subject at a national level. The data obtained were analysed by means of content analysis, using the Nvivo12 program. The most relevant results include the importance of the alternating and interdisciplinary models and development of the activities to be developed by the students during their stay in the schools. Respecting the current model, actions to create the necessary synergies and resources (tutors, supervisors, schools and planning) that promote the training model that is intended are particularly relevant.

The present research aimed to test an Amharic version of the multi-dimensional Work Task Motivation Scale for Teachers (WTMST), which measures the five pillars of university instructors’ motivation toward teaching and student evaluation tasks based on self-determination theory (SDT). Therefore, the WTMST offers the first instrument to measure all five motivational elements, and today it is one of the most applicable instruments to assess teachers’ motivation. An Amharic version of the WTMST for teaching and student evaluation tasks was adopted and assessed in large-scale data (N=1,117). Our findings demonstrate excellent reliability and construct validity (convergent, discriminant, divergent and factorial). Besides, the results of the model comparisons provided that out of the four theoretically competing models (single-order factor, correlated factor, higher-order factor and bi-factor models), the bi-factor model was the most-fitted one used for measurement invariance across various groups. Results also suggest that the factor structure of the WTMST for both teaching and student evaluation tasks demonstrate consistency across gender (men, women), university types (research, applied, and general university), age and experience in teaching. Therefore, the WTMST for teaching and student evaluation tasks may be valid in Ethiopian higher education settings.

Academic failure and school dropout, or early school leaving, are two of the situations that most concern countries and educational institutions worldwide, because of their prevalence and also their economic and social implications. Despite this prominent role that academic failure and school dropout have in societies, there seems to be no consensus on the literature on their conceptualization, definition, and relationship. Moreover, it is frequent to observe how both concepts are confused or overlap in the scientific literature and how many authors avoid defining these constructs, using them indistinctly. Therefore, this work analyses whether educational research considers them as two different concepts or if they are used indistinctly. For this purpose, 2,051 keywords from 450 articles were subjected to a systematic review and classified into the Education Resources Information Center (ERIC) thesaurus´ descriptors. The results reveal statistically significant differences in the descriptors according to the type of paper to which they correspond (academic failure or dropout). Thus, academic failure is associated with sociocultural, personal, and academic factors, while dropout is linked to employment and educational trajectories. These differences evidence that, although academic failure and school dropout refer to closely related educational problems, there are remarkable differences between them and between the treatment given to each of them in the scientific literature. Therefore, they should be considered as two different concepts. For all this, keyword analysis has proved to be a relevant element for the study of the structure of knowledge, allowing to clearly establish the differences between the two closely related concepts.

Teacher agency is a set of actions that a teacher takes beyond what is generally expected of them. The concept merits examination, as agency can bolster teachers’ ability to set and achieve professional development goals. To better understand how to study, and use, this relatively new concept in the academic literature, a systematic review of 164 publications written by researchers from 41 countries was conducted in order to document the research approaches used to study teacher agency, the participants whose agency was documented in a school setting, the methodology used and the type of analysis performed. The study found that teacher agency has been documented qualitatively in the form of case studies comprising interviews of a small number of individuals, with no consensus in terms of interview protocol. In most cases, the results are analyzed using emergent coding. The way that agency is documented varies but is most often underpinned by an ecological approach.

Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors associated with science achievement in three distinct categories of schools (those with high, moderate, or minor levels of educational disadvantage). The data are drawn from the Fourth grade Trends in International Mathematics and Science Study (TIMSS) 2015 database for Ireland. Multilevel analyses were implemented in a stepwise manner. Findings suggest the relevance of school contexts with regard to science achievement. Before including school-level contextual variables, students from ‘minor disadvantaged’ schools achieved significantly higher science scores than students from schools with ‘moderate’ or ‘high’ levels of disadvantaged. However, this difference disappears after controlling for predictors at the school level. The findings highlight the importance of the home environment, including early numeracy activities and skills before children start school. Results are discussed with regard to educational policy and educational practice in Ireland.

This study is qualitative with descriptive and aims to determine the process of generalizing the pattern image of high performance students based on the action, process, object, and schema (APOS) theory. The participants in this study were high performance eighth-grade Indonesian junior high school. Assignments and examinations to gauge mathematical aptitude and interviews were used to collect data for the study. The stages of qualitative analysis include data reduction, data presentation, and generating conclusions. This study showed that when given a sequence using a pattern drawing, the subjects used a number sequence pattern to calculate the value of the next term. Students in the action stage interiorize and coordinate by collecting prints from each sequence of numbers in the process stage. After that, they do a reversal so that at the object stage, students do encapsulation, then decapsulate by evaluating the patterns observed and validating the number series patterns they find. Students explain the generalization quality of number sequence patterns at the schema stage by connecting activities, processes, and objects from one concept to actions, processes, and things from other ideas. In addition, students carry out thematization at the schematic stage by connecting existing pattern drawing concepts with general sequences. From these results, it is recommended to improve the problem-solving skill in mathematical pattern problems based on problem-solving by high performance students', such as worksheets for students.

In today's World, data-driven methods are behind the determination of potential action plans in every area of life. These data-driven methods help individuals or policymakers to figure out the strengths and weaknesses on the subject that are worked on and to make a comparison to the best practices. Thus, actions can be taken immediately on the specific factors that have a huge impact on the topic investigated. In the educational area, countries are using the same approach to measure, monitor, and improve the quality of education by attending international studies. In this study, for both Turkish and Singaporean students, Artificial Neural Network (ANN) model is performed to predict the students' mathematics achievement and to identify factors that have a high impact on achievement using Trends in International Mathematics and Science Study (TIMSS) in 2019 with the data of 3,586 Turkish and 4,750 Singaporean students. The reason behind comparing the results of Turkey to Singapore is that Singapore is the best-performing country in terms of mathematics achievement in the TIMSS in 2019. The model results show that the top two crucial factors in both countries are the frequency of absenteeism from school, and students’ confidence in mathematics with the accuracy of 75%. In addition, relevant policy implications are given based on the importance level of significant factors.

This study aimed to evaluate the effect of online social support (OSS) on the psychological well-being (PWB) of caregivers of children with autism spectrum disorder (ASD). The role of gender as a moderator variable in the relationship between online social support and psychological well-being was also investigated. A quantitative research design was used to collect data from 154 caregivers of children with ASD in Indonesia using PWB and OSS questionnaires adapted into Bahasa Indonesia. Data were analyzed using SMART PLS 3.0. Online social support influences the psychological well-being of caregivers of children with ASD. At the dimension level, several OSS dimensions also affect PWB. The effect of online social support on psychological well-being is the same in both the male and female groups. This means that male and female groups benefit equally from online social support. Future research should combine the study with a qualitative method to gather data from caregivers on how OSS affects their PWB in order to gain a holistic perspective. It could be a suggestion to policymakers to provide beneficial online social media for caregivers of children with ASD.

This study seeks to investigate the relationship between dropout intent, the weekly work duration of student employees, and university social capital by analysing empirical evidence from three European countries, including Estonia, Lithuania, and Poland. This exploratory study utilised Eurostudent-VII survey data and employed cross-tabulation and exhaustive Chi-square Automatic Interaction Detection (CHAID) to achieve its objectives. Findings indicate that student employees who believe they get along well with their teachers and have more connections with fellow students to discuss subject-related issues are less likely to intend to drop out of university. In addition, the results show that students’ likelihood of abandoning their higher education increases in the presence of difficulties caused by an inapt academic programme. Regarding employment duration, for the Estonian and Lithuanian markets, there is no difference between working more than 20 hours per week or less than that with the intention of dropping out of university. In Poland, however, the disparity in working hours interacts with other factors related to social capital to explain dropout intent. These findings provide novel insights into the dropout literature by refreshing thoughts on the role of teacher-student and peer relations in the dropout intentions of student employees. In addition to reviving the relevance of university social capital, which has received too little attention lately, they have also sparked a recent debate on whether or not combining work and university actually affects the intention to drop out.

Political context, community participation, principals’ supports, and the implementation of e-learning, refer to the orientation of efforts in overcoming the pandemic pressures, where these factors must ensure that all school programs can run effectively and efficiently. This study aims to identify the relationship between political context, community participation, principals’ supports, implementation of online learning and student achievement. Respondent in this research was the principal and elementary school teacher in East Java, Indonesia, 300 teachers and principals were respondents in this research. The Structural Equation Modeling method with the help of AMOS 24.0, is used in this study, while, mediation hypothesis testing is done with the Sobel Test. Based on the results of political context can significantly improve the achievement of students through community participation, principals’ support and implementation of e-learning. Research contributions show that with an ideal political context, high community participation, adequate principal support, and implementation of quality e-learning can improve the achievement of students even in crisis conditions in this case under the pandemic pressures.

The study presents a semantic correlation model (SCM) of socioformative data, which is designed to support the evaluation of curriculum planning (CPE) that is developed from indicators derived from curriculum components such as graduate profile, study plan, area plan and subject plan. The objective of the research was to design a semantic correlation model of socio-formative data to support the evaluation of curriculum planning in accordance with the objectives of sustainable development in education. The study is a quasi-experimental research based in a Likert questionnaire applied on a group of 10 students (16 and 18 years old) belonging to the eleventh grade of the urban official educational institutions of Marsella, in the department of Risaralda in Colombia. The results indicate that the model has an impact on the evaluation of curricular planning, concluding that the design and implementation of a semantic correlation model of sociodemographic data does have an impact on the evaluation of curricular planning of a classroom subject in an educational institution in Marsella.

University students may encounter situations where they perform poorly in a course and contemplate dropping out. This intention to drop out of a course manifests not only in thoughts or ideas but also in a cognitive self-evaluation of their performance and skills, enabling them to reflect on the possibility of dropping out. In this sense, there is a shortage of instruments that evaluate the intention to drop out of a course, so the aim was to develop and validate the Course Dropout Intention Scale (CDIS). Data from two samples (N1 = 198; N2 = 675) were used; the first was for the EFA, and the second was for the CFA, GRM, and SEM. The one-factor model was derived from the EFA and confirmed in the second sample, exhibiting appropriate goodness-of-fit indices. Similarly, the GRM obtained adequate fit indices; all items discriminated adequately, and the difficulty parameter had a monotonic increase. The SEM model of the effect of satisfaction with studies on the CDIS showed a negative and statistically significant effect. Thus, it was demonstrated that the CDIS is a robust instrument in its psychometric properties and empirical evidence with other variables.