The Role of School Counselors in Supporting Students with Autism Spectrum Disorder in Hong Kong Special Administrative Region
School counselors are pivotal in helping students with autism spectrum disorder (ASD) to improve academically, socially, and emotionally. Empirical research emerges in prominence as significantly important in enhancing the interpersonal communication behaviors of such students in enabling effective peer interactions. Through systematic social skills training and behaviorally based interventions, school counselors enable ASD students to develop and sustain peer relationships, reduce vulnerability to bullying, and create a sense of belonging among their fellow students at school. Based on a quantitative survey of 253 participants of this study, this article writes about the attitude, concerns, and intervention measures of school counselors in Hong Kong Special Administrative Region alone for assisting students with ASD. Findings indicate that individual counseling and social skills training are most crucial but are greatly impeded by insufficient training, resources, and stakeholder support. The study advocates professional development, system support, and evidence-based practice to enhance counselor effectiveness. Schools, policymakers, and future researchers are recommended to ensure inclusive education and improved outcomes for students with ASD.
Autism Spectrum Disorder, School Counselors, Inclusive Education, Social Skills Training, Hong Kong Special Administrative Region
Copyright (c) 2025 Wing Cheung Tang, RIOP, AFHKPS, PhD https://creativecommons.org/licenses/by/4.0/
The Leadership Style of Principals in Teacher Effectiveness: An Exploratory Study
This is exploratory research analyzing the role of leadership styles of principals in teacher effectiveness in schools. Leadership effectiveness plays a critical role in shaping school culture, the motivation of teachers, as well as general quality of instruction. The research focuses on various leadership styles, such as transformational, transactional, and laissez-faire and their impact on teachers' performance, job satisfaction, and professional development. Using a mixed-methods design, the study gathers data from surveys and interviews of 316 teachers in secondary schools with different bandings. Findings show that transformational leadership characterized by setting vision, mentorship, and inspirational motivation has a positive impact on teacher effectiveness through collaboration, and commitment. However, overly rigid or passive leadership styles may be counterproductive to teacher morale and productivity. The study highlights the necessity for adaptive leadership practices that are particular to school needs, emphasizing the development of trust, communication, and shared decision-making. Recommendations extend from professional development for principals to strengthening their leadership abilities to policy support for cultivating administrative practices. By bridging the gap between leadership theory and classroom performance, this research contributes to the formation of more effective school leadership models and, in turn, student performance.
Leadership Styles, Teacher Effectiveness, Transformational Leadership, School Administration, Principal Influence
Wai Wah Wu, BSocSc (Hons), MA, PGDE, MA, DBA
Copyright (c) 2025 Wai Wah Wu, BSocSc (Hons), MA, PGDE, MA, DBA (Author) https://creativecommons.org/licenses/by/4.0/
Narrative Logic and Cognitive Transfer in Children's Theatre - A Study of Literary Extrapolation in Theatre, Film and Television Based on Creativity and Social Development
Under the complex background of contemporary children's mental health problems and the intensification of educational involution, children's theatre, as a unique field integrating artistic expression and social simulation, needs to be explored in depth for its impact on children's cognitive and social development. Based on the logical deduction method of humanities and social sciences, this paper integrates empirical data and theoretical frameworks to construct a three-stage analysis model of "narrative logic-cognitive processing-social development", and systematically analyses the internal mechanism of narrative structure and cognitive transfer in children's theatre. The study found that drama activates children's metacognitive ability through world building, enhances social cognition through character interaction, cultivates problem solving ability through conflict resolution, and effectively promotes language development through multimodal symbolic interaction. At the same time, a three-dimensional analysis framework was constructed, including surface narrative, middle interaction, and deep transfer, revealing that children's theatre significantly enhances logical reasoning, social collaboration, and creative thinking. The study aims to provide methodological support for educational practice, build a bridge for interdisciplinary dialogue between art education and developmental psychology, and provide a new path for children's core literacy development.
Children's Theatre, Cognitive Transfer, Narrative Logic, Social Development, Metacognition, Multimodal Symbols, Educational Intervention, Psychological Healing
Copyright (c) 2025 Guo Zijian, Sumathi Maniam Raj (Author) https://creativecommons.org/licenses/by/4.0/
The Present Aspects and the Challenging Areas of Educational Institutions in Bangladesh Among Generation Z Regarding the LAMP Method
With an eye on Generation Z students in particular, this paper explores the present trends and difficulties educational institutions in Bangladesh face in applying the LAMP (Language Acquisition Made Practical) approach. For both conventional and modern language education approaches, Generation Z-characterized by digital nativity, global connectedness, and desire for interactive learning-offers possibilities and difficulties. This paper investigates institutional preparedness, pedagogical flexibility, student receptacle, and the socio-cultural background around LAMP adoption using secondary data and a descriptive and thematic analytical method. < The results show that although communicative, immersion-based language learning models like LAMP are becoming more and more popular, implementation gaps still exist from out-of-date curriculum, inadequate qualified teachers, and inadequate infrastructure support. To guarantee efficient LAMP-based language acquisition, this paper emphasizes the necessity of integrative policy reform, teacher preparation, and culturally flexible resources.
Generation Z, LAMP Method, Language Learning, Education in Bangladesh, Institutional Challenges, Thematic Analysis
Copyright (c) 2025 Md. Shahjalal (Author) https://creativecommons.org/licenses/by/4.0/
Students’ Perceptions of English as a Medium of Instruction (EMI) in Non-English Major Course
This study investigates the nuanced meanings and lived experiences of non-English major students with the rapid increase of English as a Medium of Instruction (EMI) in non-Anglophone higher education, an area that is often neglected within research. This qualitative, descriptive-exploratory study was conducted Higher Education institutes in Pakistan correcting a substantial research gap. Using semi-structured interviews, thematic analysis, and governed by Cognitive Load Theory (CLT), Sociocultural Theory (SCT), and the overarching Student Voice framework, the research identified a variety of meaningful linguistic challenges for students, and a significant extraneous cognitive load with implications beyond surface learning and impacts on their academic stress. Participants also acknowledged some benefits to their academic journey, such as improved English skills and enhanced access to global academic learning with EMI, but they also stated their lack of confidence and participation was inhibited by the language barriers. Overall, they had a pragmatic attitude towards EMI, but also expressed the immediacy of pedagogical scaffolding and flexibility in the way instructors delivered their courses. The findings provide critical perspectives on the student experience for educators and policy makers, creating momentum for the development of more effective, equitable, and sustainable EMI programs in global higher education that embrace aspirational policy intentions alongside actual classroom realities.
English as a Medium of Instruction (EMI), Student Perceptions, Non-English Major Courses, Cognitive Load Theory (CLT), Sociocultural Theory (SCT)
Copyright (c) 2025 Abdullah, Habibullah Jan, Arsh Alam (Author) https://creativecommons.org/licenses/by/4.0/
Challenges Faced by Teachers in Classroom Teaching Practices with Digital Transformation during Covid-19: A Survey Study
The global impact of the COVID-19 pandemic crisis has disrupted the learning activities of many educational institutions around the world. During this period, all schools in Sri Lanka were closed and online classes were held. Thus, students and teachers faced many unexpected challenges. New evolutions of 21st century technology emerged. Sudden digital transformation has seen changes in online teaching methods, learning content, and non-face-to-face teaching resources. Due to this, teachers faced many challenges in many areas like technological conditions, students' relationship and communication, emotions and society. The study focused more on students' experience, perceptions and overall exposure to digital education and recent changes. Also, the survey includes questions about technology preparation and infrastructure. The responses are processed by well-known statistical data analysis tools. Based on the study results, students received digital education properly. Many are ready to continue this in the future and more students prefer to use their own devices during online teaching practice, digital transformation and integration of many concepts in online classes. In that way, 5 schools including 120 senior secondary teachers, 90students, 60 parents and 02 ADS/ISA in Kalkudah zone of Batticaloa district were selected as samples. Sample collection instruments such as questionnaires, interviews and documents were collected and all the selected schools were monitored. The collected data was thoroughly analysed using descriptive and inferential statistical methods via SPSS software. Finally conclusions and recommendations were drawn and data for future research were included.
Challenges, Transformation, Covid-19, Senior Secondary, Technology
Copyright (c) 2025 K. Abilash, N. Mahthi Hassan (Author) https://creativecommons.org/licenses/by/4.0/
The Impact of Exclusion on Minoritized Learners: Promoting Educational Equity as an Imperative for Sustainable Development
Despite global advocacy for educational equity, many educational systems across the world continue to fail in providing a truly inclusive education especially directed to disadvantaged learners like those from low-income families, and those from ethnic and racial minorities who may encounter systemic bias, thus exacerbating cycles of social inequity. This raises critical concern about the systemic barriers faced by minoritized learners such as persistent issue of underrepresentation, economic disparities, discrimination and bias, and unequal access to resources, and the broader implications of these barriers on social development, which consequently limits their potential for personal and social advancement. This review paper examines how inclusive education rooted in equity-focused policies and practices can empower marginalized learners by enhancing their academic and career opportunities, thereby advancing social mobility, this, in turn, ensures broader social development by reducing inequalities and promoting inclusive growth. The method adopted to examine this topic is literature-based analyses, which will help to build a comprehensive understanding of the issues raised, identify effective strategies, and recognize areas needing improvement for further study. The paper concludes that there is need for widespread policy changes and a concerted effort by educators, policymakers, and other critical stakeholders to prioritize inclusivity in education, to create equitable, socially responsible education systems that leave no learner behind, reduce inequalities and broaden social development which represents the broad improvements in societal well-being and progress that arise when all individuals have equitable opportunities to succeed.
Education, Equity, Inclusion Strategies, Minoritized Learners, Social Development
Copyright (c) 2025 Emmanuel Lucas Nwachukwu, Victoria Azuka Chukwuma, Gift Adaoma Ubani, Godson Chidi Nwokorie, Christopher Chinedu Joseph (Author) https://creativecommons.org/licenses/by/4.0/
Paradigm Shift: Theoretical Justification and Pathways to Breakthrough for the Differentiated Existence of Vocational Legal Undergraduate Education
Undergraduate education in legal professions in China has long been trapped in homogenization, characterized by converging training objectives, overlapping curriculum systems, and insufficient professional adaptability. This stands in sharp contradiction to the diversified talent demands arising from the development of legal professions such as judicial practice, corporate compliance, and grassroots legal services. Against this backdrop, this paper focuses on two core issues: first, why it is necessary to construct a paradigm for the differentiated existence of undergraduate legal vocational education; second, how to achieve its differentiated development through paradigm reconstruction. Through theoretical justification, the study reveals that the diversified differentiation of legal professions is the objective premise for differentiated existence, meeting regional and group needs constitutes its value foundation, and the classified development policy of higher education provides feasible space. Based on this, the paper proposes pathways for paradigm reconstruction: establishing a pyramid-shaped hierarchical system for training objectives; implementing a common + characteristic + practical modular design for curriculum; innovating teaching models through university-institution collaboration and interdisciplinary linkage; building multi-dimensional evaluation indicators; and supporting with policy, resource, and faculty guarantee systems. This research not only enriches the theoretical framework for the classified development of higher legal education but also provides targeted and operable practical plans for the reform of undergraduate legal education in universities, helping to solve the problem of mismatch between talent supply and demand and enhance the adaptability of legal vocational education to social needs.
Undergraduate Education in Legal Professions, Paradigm Reconstruction, Differentiated Existence, Homogenization Predicament, Talent Cultivation Model
Copyright (c) 2025 Zhaoxun Cao (Author) https://creativecommons.org/licenses/by/4.0/
Strengthening School Effectiveness through Safety Measures and Quality Assurance Mechanisms in Insecurity-Prone Zamfara State, Nigeria
School effectiveness is a crucial determinant of educational quality and national development. However, the increasing insecurity in Nigeria has posed significant challenges to the safety and functionality of schools, disrupting teaching and learning processes, diminishing student performance, and undermining teachers' commitment. The escalating threats of attacks on schools, abductions, and violence have created an urgent need to strengthen safety measures to safeguard the educational environment and enhance institutional resilience. This paper explores how robust safety measures contribute to improving school effectiveness amid insecurity, with a focus on their implications for educational quality assurance in reference with Zamfara State, northwest Nigeria. Effective safety strategies, such as infrastructural security enhancements, psychological support systems, crisis response mechanisms, and multi-stakeholder collaboration, play a fundamental role in ensuring a conducive learning environment. These measures not only protect lives but also create stability, fostering an atmosphere where teachers can perform effectively and students can achieve optimal learning outcomes. The paper argues that integrating security measures into the broader educational quality assurance framework reinforces institutional accountability, promotes policy adherence, and enhances the overall performance of schools. Furthermore, this study underscores the critical roles of educational stakeholders, including policymakers, school administrators, teachers, parents, and security agencies, in sustaining a secure and effective school system. Strengthening school safety requires proactive interventions, well-defined policies, and strategic partnerships to mitigate the adverse effects of insecurity on education. By prioritizing safety within the quality assurance framework, educational institutions can enhance their effectiveness, ensuring sustainable academic excellence and institutional stability in Zamfara State.
Education, Insecurity, School Effectiveness, Safety Measures, Insecurity, Education Quality Assurance
Copyright (c) 2025 Jibril Almustapha, Abbas Sani Dahiru, Zainab Salisu Bature, Gladys Amaka Ekeh, Umar Haruna, Saliha Yahaya, Nafisa Tukur, Aisha Abdullahi (Author) https://creativecommons.org/licenses/by/4.0/
A Review of Studies on Incidental Acquisition of Second Language Vocabulary
This paper reviews research on incidental vocabulary acquisition (IVA) in second language learning conducted both in China and abroad over the past two decades. Incidental vocabulary acquisition refers to the unconscious acquisition of new vocabulary by learners during non-explicit vocabulary learning activities such as reading or listening. This review focuses on the relationship between language skills and IVA, the influence of input and output on vocabulary acquisition, the promotion of vocabulary learning through multiple language skills, and IVA in multimedia environments. Additionally, it explores how learner factors, multimedia tools, and cross-cultural perspectives impact IVA. Based on an analysis of current literature, existing gaps are identified, and future research directions are suggested, including the integration of emerging technologies like virtual reality in vocabulary learning and the design of individualized tasks for learners of varying proficiency levels. The aim is to encourage deeper exploration in this field and provide pedagogical implications for enhancing vocabulary acquisition efficiency in second language teaching and learning.
Incidental Acquisition, Vocabulary Learning, Second Language
Copyright (c) 2025 Xu Pan (Author) https://creativecommons.org/licenses/by/4.0/
Application of Multiple Intelligences Theory in Primary School English Teaching: A Comparative Study in Renqiu City
Multiple Intelligences Theory is a typical educational theory of psychology, which has been widely used in classroom teaching in recent years due to its innovative thinking and characteristics. In China's English education of elementary school, under the pressure of examination, students can’t fully understand the meaning and purpose of English learning, and teachers’ teaching objectives are not clear, some schools have uneven teaching standards. According to English education of elementary schools and using of Multiple Intelligences Theory, this paper proposes how to apply Multiple Intelligences Theory in primary school English classes and what are the differences between that teaching method and the traditional teaching method? This paper takes questionnaire survey and comparative analysis method as research methods. By discussing the application of the theory in the classroom, students can give full play to their own intelligences, which is beneficial to promote English learning. Based on the questionnaire results, targeted teaching strategies were designed for eight types of intelligences (excluding existential intelligence, which is less relevant to primary school students), and an experimental teaching practice was conducted. The results showed that MIT-based teaching significantly stimulated students’ interest in English learning, improved their classroom participation, and differed from traditional teaching in terms of teacher roles, teaching concepts, and focus areas. Specifically, MIT-based teaching transformed teachers from knowledge imparters to facilitators, shifted the focus from exam performance to holistic development, and balanced the cultivation of multiple intelligences. This study concludes that the application of Multiple Intelligences Theory in primary school English teaching is conducive to promoting personalized learning and improving teaching effectiveness, providing valuable insights for primary school English educators.
Multiple Intelligences Theory, Primary School English Teaching, Teaching Strategy, Questionnaire Survey, Experimental Study
Copyright (c) 2025 Yu Lu (Author) https://creativecommons.org/licenses/by/4.0/
Imperative of Systematic Literature Review in Academic Research: A Paradigm Shift
Systematic literature review in contemporary academic research has come to define the significance of knowledge production and expansion within the framework of body of literature. Although review of literature has been a long existing intellectual enterprise, considering its imperatives in gaps identification for proper articulation of research problem, its modern methodology has been scarcely known to researchers. This is because only few literature focuses on the exposition of systematic review of literature. This results in difficulties of novice researchers to discover knowledge gaps and to embrace modern tools, methods and techniques in conducting literature review. Based on this therefore, this paper adds to the few existing literature of systematic review by looking at its imperative to academic research and the shift in paradigmatic approach. It is based on conceptually qualitative methodology using inclusion-exclusion strategy for literature searching and synthesis. The paper argues that systematic literature review marks a point of departure from the traditional or narrative literature review. Even though both the two approaches have their strengths and weaknesses, synthesising their strengths in systematic stages and steps is the focus of this paper.
Systematic Review, Narrative Approach, Paradigm Shift, Social Science Research & Literature Search and Mapping
Copyright (c) 2025 Aminu Musa, Salamatu L. Abdullahi, Suleiman Muhammad, Abubakar S. Tarasa (Author) https://creativecommons.org/licenses/by/4.0/
A Comparative Study of the Attitudes, Views, and Difficulties of Engineering and Business Students about the Function of Mathematics Courses at Tertiary Level
Engineering and business studies expertise is a key of sustaining a modern economy and to the advancement of civilization. Mathematics is a significant course which helps to understand the fundamentals of engineering and business principles. This study was an investigation about the attitude of business and engineering students towards Mathematics courses. The purpose of this study was to explore the relation between attitude and internal factors that effect on Mathematics studies. Furthermore, how Mathematics is useful in their professional life and how helpful advance technology to learn mathematics and made it interesting. A Survey was conducted to analyzing the attitude of engineering and business students towards Mathematics courses. The data was collected carefully according to the requirement. The research population in this study was engineering and business school students in Karachi-Pakistan. In this study attitude was measured in cognitive, affective and behavior domains for finding the factors that affect the learning of Mathematics among business and engineering students. Theories and related researches were used for making a questionnaire research tool. The finding of this research is helpful for improvement of Mathematics teaching and learning in both professions. In further, this study is also being beneficial for administration. The results of this studies shows that students attitude effect on their Mathematics learning, good mathematical skills made their professional journey easy and attitude of both gender also different towards Mathematics courses. The integration of technology also made teaching and learning interesting. Lastly, the mathematical skills are used in professional engineering field and the business world as per their need.
Engineering, Business, Modern Economy, Advancement of Civilization
Copyright (c) 2025 Ambreen Zehra, Sarwar Jahan Abbasi, Naazrah Zahid Shaikh, Sadia Ali (Author) https://creativecommons.org/licenses/by/4.0/
The Impact of AI Educational Robots on Early Childhood Mathematics Education: A Systematic Literature Review
Early childhood mathematics education faces persistent challenges, including limited student engagement and difficulties in fostering foundational mathematical thinking through traditional methods. Artificial intelligence (AI)-powered educational robots have emerged as innovative tools to support early math learning by offering interactive, personalized, and developmentally appropriate experiences. This systematic literature review, conducted by PRISMA guidelines, highlights the pedagogical potential of AI robotics in early mathematics education and recommends future research employing longitudinal and cross-cultural designs, as well as a line with PRISMA guidelines, examined 28 empirical studies published between 2016 and 2025, sourced from Scopus, Web of Science, and other academic databases. The included studies focused on typically developing children aged 3–6 years and explored outcomes related to mathematical learning, computational thinking, cognitive development, and engagement. Findings indicate that AI educational robots can significantly enhance early numeracy skills, spatial reasoning, executive functions, and learner motivation, particularly when integrated within STEAM-based and project-based learning frameworks. However, limitations such as small sample sizes, short intervention durations, and lack of cultural and contextual diversity persist across the literature. This review underscores the pedagogical potential of AI robotics in early mathematics education and calls for future research employing longitudinal and cross-cultural designs, as well as more robust integration of robotics into authentic classroom environments to support scalable and sustainable implementation.
Artificial Intelligence, Educational Robots, Early Childhood Education, Mathematics Learning, Computational Thinking
Copyright (c) 2025 Yuxi Zhang (Author) https://creativecommons.org/licenses/by/4.0/
The Secondary School Closure Policy in the Hong Kong Special Administrative Region: A Shift in Resources or a Catastrophe for Education
Hong Kong Special Administrative Region Form 1 student population remains on the decline, with students due to drop from 58,800 to 51,500 from 2023 to 2030, down by 12.4%. In response to this "structural instead of transitional" shift in the populace, the Hong Kong Special Administrative Region Education Bureau in 2025 revealed that it would raise the cut-off point for vacancies of secondary school classes in two stages, from the current 25 per class to 27 students for the 2025/26 school year and then again to 29 students for the 2026/27 school year. The policy is regarded by the education sector as being the main reason for the third wave of "school closures". Legislative Council member Chu Kwok-keung states that one quarter of Hong Kong Special Administrative Region secondary schools can be closed in ten years' time. Starting with policy reform and incorporating empirical feedback from scholarships, this paper analyzes the deep impact of the school closure policy on students' rights, teachers' employment, educational diversity and social equality, and suggests structural reform proposals.
School Closure Policy, Student Rights, Teacher Employment, Educational Diversity, Social Equality
Copyright (c) 2025 Wing Cheung Tang (Author) https://creativecommons.org/licenses/by/4.0/
Examining Foreign Language Speaking Anxiety Among Azerbaijani EFL Students: The Impact of Gender, Age, and Grade Level
It is a natural process for the level of anxiety to play an effective role in foreign language learners' fundamental skills (speaking, writing, reading, listening) and their use of these skills. This research aims to examine the factors affecting individuals' foreign language speaking anxiety and to analyze whether these factors differ in terms of demographic variables. Data were collected quantitatively through a questionnaire. A total of 39 English as a foreign language (EFL) students (Female n=23 and Male n=16) took part in the study. The study group of the research consisted of high senior students (Grade 10 n=20 and Grade 11 n=19). The findings of the study indicated that EFL students’ language learning anxiety levels did not differ according to age and gender, but differed according to their grade level. Therefore, it is suggested that EFL student's anxiety levels can differ among different variables.
Azerbaijani EFL learners, Anxiety, Age, Gender, Grade Level
Copyright (c) 2025 Elvir Isayev, Hanife Bensen Bostanci (Author) https://creativecommons.org/licenses/by/4.0/
The Role of Digital Technology in Enhancing the Students’ Learning Autonomy
This work investigates the role of digital technology in language learning which can be a valuable tool in enhancing learning. The aim of this research is to discover how digital technologies can allow learners direct their learning process. It seeks to explore the role of digital technology in creating autonomous language learners. The study is based on questionnaire designed for EFLstudents in attempt to provide answers to the research questions. The questionnaire was given to 30 master one EFL students at Chedli Ben Djdid University, El Tarf during the academic year 2024/2025. The obtained results show that integrating technology in language learning enhances learner’ s autonomy in various aspects of the language, as well as it has positive impacts on the whole learning process which enhance students’ mastery of the language. These findings recommed to pay more attention to the integration of technology in language learning such as computers, and online platforms. A special focus on teachers’ training on technology use and the technical support from the administration.
Learner autonomy, Digital technology, EFL students, Online platforms
Copyright (c) 2025 Fatima Zohra Nasri (Author) https://creativecommons.org/licenses/by/4.0/
Evaluating and Optimizing Emergency Management in High Schools: An Empirical Study from S City, China
Campus safety is a top priority in education. In recent years, frequent sudden campus incidents and some schools’ failure to handle them promptly and effectively have exposed weaknesses in campus emergency management. Influenced by traditional education, senior high schools overly focus on students’ college entrance exam scores, neglecting emergency management of sudden incidents. This leads to improper handling, negatively impacting teachers, students, and the school. Research on emergency management in China’s education system started late. Most studies on campus emergency management focus on colleges and compulsory education, with few exploring senior high schools specifically. However, senior high schools are often boarding schools with dense populations; students face academic pressure and adolescent sensitivity, creating complex situations. This paper sorts out relevant emergency management theories, investigates the current situation and problems of emergency management in senior high schools in Renqiu City, and proposes optimization suggestions. Field research finds issues in all stages: in the prevention stage, training remains merely formalistic and material reserves are insufficient; in the disposal stage, personnel lack professionalism and responses are slow; in the recovery stage, evaluations are one-sided and responsibility definitions are unclear; in the learning stage, case analyses are fragmented and inter-school communication is lacking. Corresponding suggestions include building professional emergency reserves, establishing professional teams, improving post-event evaluation and responsibility mechanisms, and constructing a learning and sharing case database.
High School Campus, Emergency Management, Index System, Fuzzy Comprehensive Evaluation
Study on the Current Situation and Needs of Family Education and Rehabilitation of Children with Special Needs
To study the degree of commitment to the family education component of the rehabilitation training process for children with special needs, and the degree of parental need for family education and rehabilitation. The parents of 50 children with special needs enrolled in Suzhou Industrial Park Ren'ai College were surveyed through the "Questionnaire on the Needs of Family Education and Rehabilitation" on the status and needs of family education and rehabilitation. Parents of children with special needs have a high acceptance of family education and rehabilitation training, and expect to receive all-around help such as formulating family rehabilitation training plans, online consultation services, on-site counseling, and lectures, etc. Most of the parents of children with special needs are able to arrange one to two hours per day to carry out family rehabilitation training for their children, and the content of rehabilitation focuses on large-scale sports, while the special education schools have no idea about the promotion of family rehabilitation training, and the special education schools have no knowledge about family rehabilitation training. The special education schools have also provided sufficient and comprehensive support for the publicity and education of home-based rehabilitation training. Research and Countermeasures: According to the conclusions of the study, we can give guidance to family education on family education rehabilitation from three aspects: standardizing the process of family education health, formulating family education rehabilitation programs and controlling the quality of rehabilitation.
Children with Special Needs, Family Education Rehabilitation, Rehabilitation Guidance
Copyright (c) 2025 Shiyu Zeng, Yaowen Zhang (Author) https://creativecommons.org/licenses/by/4.0/
The Impact of Domain-Specific Training on Teacher Knowledge Familiarity: A Case Study of Teacher Training Colleges
This study investigates the impact of domain-specific training on the familiarity and proficiency of teacher knowledge among teacher education students. By comparing teacher education students with their non-teacher education peers, the study aims to explore the development of conditional knowledge-encompassing theoretical content knowledge, cognitive process knowledge, and problem condition knowledge-as foundational for effective teaching practices. Utilizing eye-tracking technology, we examine participants’ visual attention patterns and cognitive processing efficiency, capturing metrics such as fixation times, saccades, and response accuracy. Results reveal that teacher education students display a significantly heightened familiarity with teaching-related domain knowledge, reflecting faster response times, higher accuracy rates, and greater confidence levels. These findings underscore the importance of teacher training programs in fostering essential cognitive tools and domain-specific knowledge structures that enhance future educators’ preparedness for complex teaching environments. Insights from this study highlight the need for refined teacher training approaches to further strengthen essential knowledge areas, equipping educators with the competencies required for the demands of the modern classroom.
Teacher Education Students, Teacher Education, Domain Knowledge, Conditional Knowledge, Eye Movement Research
Copyright (c) 2025 Tinghong Huang (Author) https://creativecommons.org/licenses/by/4.0/
Engaging Students in Remote Settings: Role of Continuous Assessment in Digital Classrooms
The COVID-19 pandemic radically transformed education systems worldwide, accelerating the transition from traditional to digital learning environments. This paradigm shift revealed critical challenges in sustaining student engagement, particularly in developing countries like Pakistan where infrastructural, pedagogical, and technological limitations persist. This study investigates the role of continuous assessment in promoting student engagement within remote and digital classrooms, focusing on secondary-level education in Pakistan. Drawing on a mixed methods approach, data were collected from 150 students through structured surveys and 20 teachers via semi-structured interviews. Quantitative findings revealed moderate to high levels of student engagement, with cognitive engagement surpassing emotional engagement. Frequent use of assignments and quizzes was reported, while tools such as real-time feedback and peer assessment were less commonly implemented. A significant positive correlation (r = 0.62, p ¡ 0.01) was found between the frequency of continuous assessment practices and student engagement levels. Qualitative insights highlighted key strategies-including digital quizzes, interactive apps, and consistent feedback-as effective in fostering engagement, though educators cited barriers such as limited digital literacy, unreliable internet access, and insufficient institutional support. The study concludes that continuous assessment is a critical driver of student engagement in digital classrooms, but its success hinges on teacher training, equitable access to technology, and policy-level reforms. These findings offer actionable recommendations for educators, policymakers, and stakeholders seeking to optimize learning outcomes in evolving remote education contexts.
Continuous Assessment, Student Engagement, Digital Classrooms, Remote Learning, Formative Assessment
Copyright (c) 2025 Daneyal Farid, Muhammad Aqeel, Noor Muhammad (Author) https://creativecommons.org/licenses/by/4.0/
Immersion-Integration-Innovation: System Construction and Path Exploration of Aesthetic Education in Primary and Secondary Schools under the Dual Perspective of Pedagogy and Art Studies
Based on the dual perspectives of pedagogy and art, this study systematically explores the development path of immersion in aesthetic education in primary and secondary schools. Under the triple background of policy drive, practical needs and disciplinary development, the study critically examines the problems of traditional aesthetic education, such as "separation of Taoism and skills" and "utilitarian tendency". Drawing on the theory of "immersion learning" in pedagogy and the concept of "aesthetic common sense" in art, the study constructs a four-dimensional model of aesthetic education: "Goal-Content-Method-Evaluation", which covers the following aspects The four-dimensional model of aesthetic education is constructed, covering the three-level goal system of "aesthetic perception-cultural understanding-innovative practice", interdisciplinary integrated curriculum ecology, collaborative teaching methods of embodiment and digitization, as well as process- and development-oriented evaluation mechanisms. On the practical level, the three major paths of "creating immersive campus scenes", "improving the quality of integrative teachers" and "constructing an innovative regional aesthetic education ecosystem" are proposed, and in response to the challenges of technological alienation, utilitarianism and inertia, a deepening of the concept of aesthetic education is proposed. In view of the challenges of technological alienation and utilitarian inertia, we give suggestions to deepen the cross research between brain science and aesthetic education and optimize the policy evaluation system, aiming to provide theoretical and practical support for the systematic reform of aesthetic education in primary and secondary schools.
Aesthetic Education in Primary and Secondary Schools, Immersion Education, Integration of the Five Education Systems, Interdisciplinary Research, Systematic Construction, Practical Paths
Copyright (c) 2025 Wenjiang Zhang (Author) https://creativecommons.org/licenses/by/4.0/
Using Mindfulness Techniques to Improve Attention in Students with Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders and affects approximately 5% to 7% of school-age students worldwide. The disorder is characterized by persistent inattention, hyperactivity, and impulsiveness and significantly impacts school performance and interpersonal relationships among students. Students with ADHD experience concentration difficulties, learning difficulties, and social difficulties with other students in the class, which may lead to low self-esteem and interference with their overall development. With more intense research on ADHD, more and more intervention strategies have been introduced, of which mindfulness training has drawn global attention. Mindfulness is a psychological exercise designed to help people focus on the here and now experience and observe their thoughts and feelings without judgments. Research has shown that mindfulness training is able to increase control over attention, emotion regulation, and regulation of behavior, thereby helping students with ADHD learn. This paper is structured in some sections. First of all, the characteristics of ADHD and its impact on students are described in detail. Secondly, the basic principles of mindfulness techniques and their application in the therapeutic treatment of ADHD are discussed. Thirdly, the empirical methods and results of this study are explained. Finally, particular implementation strategies and suggestions for future research are presented. By giving complete explanation to these contents, this article would like to provide new ideas to the education of ADHD students and help them develop better in learning and life.
ADHD, Attention Control, Behavior Management, Emotion Regulation, Intervention, Learning Difficulties, Mindfulness Techniques
Integration of Pancasila Values in Merdeka Curriculum: Educational Innovation in the Era of Society 5.0 in Indonesia
Entering the era of Society 5.0, the Indonesian education system faces great challenges in integrating Pancasila values into technology-based learning through the Merdeka Curriculum. The main problem is that the systematic integration of character values has not been optimized, the low digital readiness of schools, and the lack of character evaluation instruments. This study uses a systematic literature review method to analyze the strategies, challenges, and effectiveness of the integration of Pancasila values in the Merdeka Curriculum. The findings show that integration is carried out through a holistic approach: structural (P5), functional (learner profile), and cultural (school culture). The implication is that schools that successfully adopt this approach show improved character, meaningful digital competencies, and strengthened national identity. However, limitations of this study include reliance on secondary literature, publication bias, and a narrow temporal context as the curriculum implementation is still relatively new. Future studies are recommended to use empirical approaches to evaluate the long-term effectiveness of this integration, including the development of digital-based character assessment models. This research confirms that the integration of Pancasila values is not just a complement, but the main foundation of education in the digital era. With the synergy between local values and global innovation, Indonesian education has the potential to form a generation that is smart, characterized, and well-rounded.
Merdeka Curriculum, Pancasila Values, Society 5.0, Character Education, Digital Competence, Pancasila Learner Profile Introduction
Copyright (c) 2025 Zainuddin Zainuddin (Author) https://creativecommons.org/licenses/by/4.0/
Reconstruction and Practical Exploration of Teaching Objectives Under the Guidance of Subject Core Literacy
Based on the guidance of subject core literacy, a scientific and practical teaching goal system is constructed. By reshaping teaching goals, the teaching practice path is optimized and the development of students' subject core literacy is promoted. Using the methods of literature interpretation, case investigation and practical verification, an in-depth study is conducted on the transformation of teaching goal concepts, setting adjustments and implementation paths, and a strategy for seamless connection between subject literacy and teaching goals is proposed. Verified by teaching practice, the optimized goal system can more effectively guide students to achieve comprehensive improvement in knowledge acquisition, skill training and literacy improvement, and significantly improve the quality of subject core literacy education.
Subject Core Literacy, Teaching Goal Reconstruction, Literacy Orientation, Teaching Practice, Comprehensive Development
Copyright (c) 2025 Xia Tian (Author) https://creativecommons.org/licenses/by/4.0/
The Application Value and Implementation Strategy of Project-Based Learning in Education and Teaching
Project-based learning achieves teaching goals through task-driven and cooperative inquiry, and guides students to actively learn and solve practical problems in real project situations. The flexible use of project-based learning in education and teaching can cultivate students' autonomous learning and innovative practice abilities, and enhance teamwork awareness and comprehensive quality. Project-based learning emphasizes the authenticity of tasks and the interactivity of the learning process. It cultivates interdisciplinary abilities by integrating multidisciplinary knowledge, which helps to achieve deep understanding and transfer of knowledge. Applying this model to education and teaching can effectively stimulate students' interest in learning and improve classroom teaching effects.
Project-based Learning, Autonomous Learning, Cooperative Inquiry, Comprehensive Quality, Innovative Ability
Copyright (c) 2025 Xiaohui Li (Author) https://creativecommons.org/licenses/by/4.0/
Practical Research on Interdisciplinary Integrated Teaching in Improving Students' Comprehensive Abilities
Interdisciplinary integrated teaching promotes the improvement of students' comprehensive abilities by integrating multidisciplinary knowledge and skills to carry out comprehensive learning tasks. In teaching practice, project-based learning, situational teaching and STEAM education are used to organically combine science, technology, engineering, art and mathematics. This teaching method focuses on cultivating students' innovative thinking ability, problem-solving ability and teamwork awareness. By constructing task-driven courses and cooperative learning platforms, students are stimulated to actively explore and think critically, and their comprehensive analysis and practical application abilities are cultivated. Empirical research shows that interdisciplinary integrated teaching can significantly improve students' comprehensive quality and innovation ability.
Interdisciplinary Integrated Teaching, Comprehensive Ability, Project-based Learning, STEAM Education, Innovative Thinking
Copyright (c) 2025 Meng Su (Author) https://creativecommons.org/licenses/by/4.0/
Analysis on Improving Classroom Effectiveness Based on Artificial Intelligence Assisted Teaching System
The AI-assisted teaching system optimizes the classroom teaching process through big data analysis and intelligent algorithms. The system can accurately manage teaching and achieve personalized goals. It uses natural language processing, computer vision and machine learning technologies to automatically collect and analyze classroom data. The system can also adjust teaching strategies in real time to enhance classroom interactivity and student participation. It helps teachers track students' learning progress through real-time data feedback and personalized learning path recommendations. In addition, it optimizes the teaching design and evaluation system to improve classroom efficiency and learning outcomes. Ultimately, the system promotes the transformation of education to intelligence.
AI-assisted Teaching System, Classroom Efficiency Improvement, Personalized Learning, Data-driven, Intelligent Teaching
Copyright (c) 2025 Feifei Li (Author) https://creativecommons.org/licenses/by/4.0/
Research on the Path and Practice of Information Technology Empowering Education and Teaching Reform
The rapid development of information technology has brought new opportunities and practical ways for education and teaching reform. By building smart classrooms, innovating teaching models and optimizing teaching evaluation systems, we can promote the deep integration of teaching content and methods, achieve a comprehensive improvement in education quality and teaching effects, and accurately present personalized learning materials based on big data analysis and artificial intelligence technology to help students carry out independent learning and promote differentiated growth. Create a sharing platform for educational resources, break the barriers of time and space, and achieve the popularization of high-quality resources. Relying on multidimensional evaluation methods, comprehensively track the learning process, flexibly adjust teaching strategies, and increase the scientific rationality and practical benefits of teaching feedback. The road to reform of education and teaching empowered by information technology is conducive to improving teaching efficiency, achieving educational equity, and promoting education to achieve modernization.
Information Technology, Educational and Teaching Reform, Smart Classroom, Personalized Learning, Teaching Evaluation System
Copyright (c) 2025 Yang Chen (Author) https://creativecommons.org/licenses/by/4.0/