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number: /2025 CIT number: 0 Number of views: 171

Online teaching has become the new norm both during and beyond the pandemic, with teachers at the center of enacting this change. Although COVID-19 has passed, many lessons and insights can still be drawn to inform school leaders and policymakers on how to better support teachers through such transitions, as well as to prepare them for any future pandemics. This study investigates factors contributing to teacher burnout in Vietnam during the COVID-19 period by re-examining existing survey data on educators’ perceptions of online teaching and its impacts. Guided by relevant literature, selected survey items were used to approximate perceived burnout, and regression analysis was conducted to explore four potential contributing factors. Strong statistical evidence was found for work overload and the perceived negative impact of COVID-19 on life in predicting Vietnamese teachers’ burnout. Weak statistical support was found for the effectiveness of online teaching and learning, while no evidence was found for perceived social support. This paper takes a novel approach by reanalyzing data collected from a previously published study to generate new understandings and insights. It also serves as a preliminary study, highlighting areas that future research on teacher burnout may consider in theoretical models.

number: /2025 CIT number: 0 Number of views: 169

This study investigates the implementation of culturally responsive teaching (CRT) across thirteen internationalized programs, utilizing data from in-depth interviews with twenty-six faculty members at eight universities in Vietnam. The qualitative data were systematically analyzed using NVIVO software. Inductive coding and thematic analysis yielded five key dimensions of CRT practice: (i) adaptation of internationalized curriculum, syllabi and lesson plan to align with students’ learning preferences; (ii) contextualization of instructional contents to reflect Vietnam’s culture and societal context; (iii) modification of pedagogical approaches to address students’ diverse needs and backgrounds; (iv) creation of a culturally responsive and supportive environment; (v) promotion of students’ self-transformation through engagement with internationalized programs. The study concludes by discussing the implications for faculty professional development, emphasizing the importance of equipping educators with responsive pedagogical competencies to meet the challenges of an increasingly internationalized higher education landscape in Vietnam.

number: /2025 CIT number: 0 Number of views: 169

Misconceptions in Biology present persistent challenges to effective Biology education, limiting students’ acquisition of accurate knowledge and scientific literacy. This study investigated the effectiveness of interactive video lessons in addressing and correcting biological misconceptions of photosynthesis, genes and chromosomes among high school students in Bhutan. Employing a quasi-experimental design, the study engaged 228 students who participated in pre-tests, interventions, post-tests, and postretention tests. The prevalence of misconceptions prior to the intervention highlighted the urgent need for more effective instructional strategies. Statistical analyses indicated significant improvement t(114) = -8.451, p < .001) in the experimental group’s performance compared to the control group. Moreover, the sustained nature of this improvement was evident from the minimal differences observed between post-test and post-retention scores t(114) = .139, p > .05) within the treatment group. This suggests that the interactive video lessons were not only effective in correcting misconceptions but also in promoting long-term understanding and retention of fundamental biological concepts. The findings underscore the importance of integrating evidence-based instructional tools, such as interactive videos, to enhance conceptual clarity and student engagement. The study provides actionable recommendations to help improve Biology teaching and reduce persistent misconceptions among students through effective classroom and policy-level interventions.

number: /2025 CIT number: 0 Number of views: 204

This study critically analyzes the employment practices of English language schools in Vietnam, including their selection criteria, recruitment processes, and the challenges they present, as well as their impact on educational quality. According to statistics from 18 centers nationwide, the findings are that all the centers require candidates to possess IELTS or TESOL certification, 75% prefer candidates with at least a Bachelor’s degree, and 85% prefer native English speakers. Formal interviews (used by 90% of the centers), teaching demonstrations (70%), and written examinations (50%) are standard tools used for selection. Large-scale concerns identified during the recruitment process include difficulties in recruiting highly qualified native speakers (90%), evaluating teaching capability effectively (65%), and navigating complex visa requirements (85%). Statistical methods, such as ANOVA, Chi-square tests, and Pearson correlation, were employed to determine the relationships between institution size, location, and program type, as well as recruitment preferences and issues. Findings show that centers with higher staff are more likely to prefer in-house speakers, city centers experience more visa-related problems, and programs that offer special studies are more selective in their hiring practices. The study emphasizes the need for tighter regulatory directions and more equitable recruitment processes to ensure improved English language teaching (ELT) quality in Vietnam. The study also recommends future research on the connection between recruitment policies and pedagogical quality.

number: /2025 CIT number: 0 Number of views: 170

This study explores the skin health rights of learners with albinism in Nemamwa Growth Point, Zimbabwe, focusing on the challenges they face and potential solutions to enhance their access to skincare and health services. Every Zimbabwean, including learners with albinism, has the right to health as enshrined in the Constitution of Zimbabwe, Section 76 (1). In this qualitative study, we employed a content analysis method. The research was conducted in two rural schools in Nemamwa Growth Point. Participants included four learners with albinism, reflecting gender balance and allowing for an exploration of gender-specific experiences. Additionally, two community leaders, two teachers, two parents (one male and one female), and representatives from two non-governmental organizations (one male and one female) were included. These participants were aged between 12 and 45, with some having albinism and others not. All participants resided in the Nemamwa area. Data were generated through focus group discussions. Ethical considerations, such as informed consent and parental permission, were observed. One key finding revealed that learners with albinism experience heightened vulnerability due to the lack of accessible skin health resources. Based on this finding, the study recommends the implementation of targeted health education programs that address the specific skin needs of learners with albinism.

number: /2025 CIT number: 0 Number of views: 158

This study examined the attitudes of Class 10 students in western Bhutan regarding the interpersonal behavior of their Geography teachers and the correlation between these perceptions and their motivation to learn the subject. A convergent parallel mixed-methods approach was employed, integrating survey questions, semi-structured interviews, and focus group discussions. The study was conducted at 22 secondary schools across five Dzongkhags, involving 303 students and 26 Geography instructors. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were examined using thematic analysis. Students generally rated their instructors positively, with the highest average scores for leadership (M = 4.35), understanding (M = 4.34), and helpfulness/ friendliness (M = 4.16). Uncertainty (M = 1.55) and dissatisfaction (M = 1.83) received the lowest ratings, resulting in an overall teacher behavior score of 3.07. Students were highly motivated to learn Geography (M = 3.80, SD = .52), with grade motivation being the highest (M = 4.11). A statistically significant and moderate correlation was found between perceived teacher behavior and student motivation (r = .472, p = .015). The study suggests that Geography teacher training should emphasize active listening and emotional awareness to enhance classroom interactions and boost student motivation.

number: /2024 CIT number: 0 Number of views: 447
This action research investigated the effectiveness of Problembased learning (PBL) in enhancing students’ competency-based question handling skills in the unique context of Yebilaptsa Middle Secondary School. This study employed a quasi-experiment mixed-methods design, incorporating pre-tests, post-tests, and student interviews to examine the impact of PBL on students’ abilities to comprehend and respond to competency-based questions. A total of 48 grade ten students participated in this study, with 24 students assigned to the experimental group (EG) and 24 to the control group (CG). The findings revealed that despite an initial lack of significant differences in pre-test scores (p = .679) between the CG and EG, the PBL strategy can led to statistically significant (p = .001) improvements in the EG. Similarly, the qualitative findings also supported quantitative findings, highlighting the value of PBL in encouraging greater comprehension, teamwork, and long-term memory of information. While the study provides valuable information into the potential of PBL in addressing students’ challenges with competency-based questions, the study admits its limitations, including the small sample size and single-site focus. Nevertheless, the study adds to the discourse on studentcentered learning strategies and provides foundations for continued further research on PBL in a range of educational contexts. This AR concludes with implications and recommendations for future studies.
number: /2024 CIT number: 0 Number of views: 736
The implementation of quality assurance mechanisms in higher education institutions is crucial for providing high-quality education and meeting societal needs. The ASEAN University Network-Quality Assurance (AUN-QA) framework is instrumental in promoting quality enhancement and international recognition for higher education programs in ASEAN member countries. This study analyzes information from 20 scholarly articles published in Scopus and Google Scholar indexed journals, focusing on AUN-QA-related content. The findings partially elucidate the reasons for higher education institutions’ adoption of AUN-QA and shed light on the challenges they face during its implementation. Additionally, the research provides insights into the key preparations universities need to undertake to effectively implement AUNQA standards. The results suggest that while universities adopt AUN-QA to improve their academic programs and enhance international collaboration, they encounter significant administrative and cultural challenges. Despite these obstacles, the AUN-QA framework fosters a culture of continuous improvement and student-centered learning, contributing to higher educational quality and international competitiveness. This study provides valuable insights for universities preparing to implement AUN-QA standards, emphasizing the critical role of strategic planning and stakeholder engagement in addressing implementation challenges and optimizing.
number: /2024 CIT number: 0 Number of views: 441
Global citizenship and competences certificate was a course provided by Education New Zealand to improve EFL teachers’ understanding and awareness of intercultural communication competencies (ICC). The course was conducted and delivered online both asynchronously and synchronously with the support of platforms, computers, and the Internet. This present article aimed to investigate how that course could enhance or hinder EFL teachers’ intercultural communication competences (ICC) from their perspectives. A total of 29 EFL teachers who came from four different countries (i.e., Vietnam, New Zealand, Thailand, and Japan) participated in the semi-structured interviews to share their perceptions regarding ICC. The interview data was analyzed thematically. As a result, the findings revealed that the teachers had unforgetable experience in terms of ICC. They had much better awareness and understanding of ICC and its components. Besides, they believed that what had been vague about ICC before was clarified when they had chances to read materials, watch videos, and more importantly discuss issues with the facilitators and the international and national peers. More interestingly, what they highly valued from the course was the informal discussions about different personal, academic, and professional issues among people from different cultures. Moreover, the EFL teachers confirmed that the CALL course was an effective way for them to learn cultures, connect with the world, and develop learning communities. Finally, those teachers hoped to integrate the content learnt from the course and the way the course was delivered into their own EFL teaching although they identified several challenges such as their learners’ proficiency, the packed schedule from the curriculum, and the facilities.
number: /2024 CIT number: 0 Number of views: 456
GeoGebra’s interactive and dynamic nature is a valuable tool for enhancing mathematics learning outcomes by improving students’ understanding, engagement, and mathematical abilities, particularly in quadratic functions. By integrating algebraic and graphical representations and supporting exploration and problem-solving, GeoGebra helps make abstract mathematical concepts more concrete and accessible to learners. This research aims to determine the impact of GeoGebra as a learning medium on student learning outcomes related to quadratic function graph material. A quantitative research method was used, with first-year students from Al-Falah Islamic High School as participants. The instrument consists of validated test questions to measure student learning outcomes. The research design used is a One-Shot Case Study, a type of pre-experimental design. Based on data analysis, the t-test results show that the calculated t-value (11.571) is greater than the tabulated t-value (2.074). Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted, indicating that using GeoGebra as a learning medium for quadratic functions helps students achieve proficiency in their mathematics learning outcomes.