Argumentation plays a crucial role in science learning, enhancing students' critical thinking, conceptual understanding, and metacognitive skills.This study examines research trends on argumentation in science education by analyzing 41 Scopus-indexed journal articles published between 2020 and 2025.The findings indicate a significant increase in research interest, particularly since 2023, with Indonesia (36.6%) and Turkey (34.1%) being the most active contributors.Various argumentationbased approaches have been developed, including Argumentation-Driven Inquiry (ADI), Toulmin's Argumentation Pattern, Argumentation-Promoted Interactive Simulation, and Dialogical Argumentation, each demonstrating positive impacts on students' academic achievement, argumentation skills, and science literacy.Most studies employed quantitative methods, with quasiexperimental designs being the most prevalent (36.6%).Mixed-method research and design-based research (DBR) approaches were also utilized to provide deeper insights into the implementation of argumentation in science education.Participants in these studies were predominantly students (56.1%), followed by pre-service teachers (31.7%), reflecting the growing emphasis on preparing future educators in argumentation-based pedagogy.The study highlights the importance of integrating argumentation into science curricula to enhance critical thinking and problem-solving skills.It is recommended that future research expand to underrepresented regions and explore the long-term effects of argumentation-based learning.Additionally, professional development programs should be strengthened to equip educators with effective strategies for implementing argumentation in the classroom.These findings underscore the global relevance of argumentation in science education and its potential to foster scientifically literate and critically minded individuals.

Simulation technology has opened new avenues for the transformation of education by providing immersive and interactive learning experiences.This technology encompasses a variety of applications, from virtual classrooms to training simulations, that are proven to enhance learning, engagement, and retention.However, several researchers have indicated that pre-service teachers' acceptance of integrated simulation technology remains uncertain.Recognizing the significance of prior research, this study aims to find out current usage and factors that might influence Malaysian pre-service teachers' decision to integrate simulation technology into their teaching practices.The Unified Theory of Acceptance and Use of Technology (UTAUT) was adapted as the theoretical framework of this study.Data have been collected from 256 pre-service teachers and analyzed using descriptive statistics and Partial Least Square (PLS) regression of Structural Equation Modelling (SEM).The results indicated that the current utilization of simulation technology among Malaysian pre-service teachers is at a moderate level.The present study also suggested that pre-service teachers' facilitating conditions are the main predictor that influences pre-service decisions to integrate simulation technology.Based on these findings, a proposed model of simulation technology integration among Malaysian pre-service teachers is presented and the implications for theory development, practices, and policy-making are discussed.

This study looked into the technological, pedagogical, and content knowledge (TPACK) level of the child development center (CDC) workers of the municipalities of Tayum and Lagangilang through a descriptive-correlational research design using the Research & Development (R&D) method.Initially, it determined the profile of the CDC workers, their knowledge level of TPACK, the significant relationship of the given variables, and the development of a capability-building program for the respondents.The study was conducted at Tayum and Lagangilang municipal halls, involving 27 CDC workers.Total enumeration was applied to determine the respondents' population.The primary tool used in collecting data was a questionnaire which comprised a checklist and semi-formal interview.The data were treated statistically using frequency, percentages, mean, and Pearson correlation.The results showed that most respondents were middle-aged adults, tenured in the service, all female and bachelor's degree holders, and primarily engaged in local-based training/seminars.Generally, the CDC workers were slightly knowledgeable on the three TPACK aspects -slightly knowledgeable on the pedagogical and content knowledge while not knowledgeable on the technological knowledge.There was a significant relationship between at least two profile variables and the respondents' level of knowledge of the TPACK aspects.The challenges they encountered in integrating TPACK among their classes were themed into technological, pedagogical, content-related, and systemic challenges.A capability building program was carefully designed to address the low-level knowledge of the CDC workers and to capacitate them to become more efficient early childhood educators.

The global call for sustainable development has prompted educational institutions to rethink teaching methodologies and curriculum design to align with the United Nations Sustainable Development Goals (SDGs).Tertiary education plays a pivotal role in shaping future professionals capable of addressing complex sustainability challenges.This paper explores an innovative approach to embedding the 17 SDGs into the educational frameworks of the School of Civil Engineering at the College of Engineering, Universiti Teknologi MARA (UiTM).By mapping civil engineering subjects to the SDGs, sustainability principles are integrated into the teaching and learning process, fostering a comprehensive understanding of global sustainability issues among students.This study employs content analysis to systematically identify the alignment between core civil engineering subjects and specific SDG targets.The analysis highlights how civil engineering contributes to multiple goals, including SDG 4 (Quality Education), SDG 6 (Clean Water and Sanitation), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 11 (Sustainable Cities and Communities).The paper further presents a strategic framework for embedding sustainability in project-based learning, community engagement, and research initiatives within the civil engineering curriculum.By embedding SDG concepts into civil engineering education, this paper demonstrates a transformative approach to sustainability education that not only equips future engineers with the knowledge, skills, and attitudes necessary to address environmental, social, and economic challenges, but also shows measurable enhancements in learning outcomes such as critical thinking, interdisciplinary collaboration, and problem-solving skills.This contribution to the integration of sustainability in higher education provides actionable insights for academic institutions aiming to align their curricula with global sustainability imperatives, thereby fostering more impactful educational outcomes.

In the landscape of contemporary education, the integration of AI-tools such as ChatGPT holds the potential to reshape traditional teaching-learning paradigms.The emergence of these AI places new demands on instructors, to ensure its effective implementation in Higher Learning Institutions (HEIs).This study investigates the extent of confidence that influences ChatGPT utilization and its acceptance in education.A descriptive-correlation design was employed comprising 260-randomly selected instructors from HEIs in Klang-Valley.The findings revealed that approximately 80%(n=208) of the respondents agreed that ChatGPT is the future of teaching and learning, however, they are not adequately confident in using it in their practices.The findings also show a significant positive relationship(r=.. 640) between instructors' confidence levels and ChatGPT integration, with confidence serving as a significant predictor of acceptance of perceived benefits.Additionally, instructors' confidence in using ChatGPT predicted positive attitudes towards change in educational settings.These results highlight the central role of instructors' confidence in fostering the adoption and integration of AI-driven tools like ChatGPT in their practices..It emphasises the importance of providing training programs to enhance instructors' confidence in how AI concepts, tools, and applications can cultivate student-driven learning and its implications as it relates to ethics and academic integrity..

AJUE Volume 21, Number 3, October 2025 Balancing Work and Family: Lived Experiences of Professional Working Mothers at Institutions of Higher Education (pg 649-664) https://doi.org/10.24191/ajue.v21i3.44 Siti […]

In recent years, Intangible Cultural Heritage (ICH) has received widespread attention as an expression of cultural diversity and a representation for maintaining national cultural identities.It has been widely used as a resource for teaching and learning in the curriculum.China, being one of the countries with the largest repository of intangible cultural heritage, has attracted the interest of educators in many regions to this endangered yet rich and brilliant heritage.As curriculum resource research has emerged, the study of ICH as a curriculum resource has gradually become a popular topic in education research across various disciplines, including fine arts education.Although there is extensive literature exploring the application of ICH in fine arts education in secondary schools in China, there is no systematic review that summarizes these teaching methods and practices.Therefore, this research aims to explore the pedagogical applications of ICH in the fine arts curriculum in secondary schools in China, identifying the current types of ICH as course resources, curriculum designs, teaching methods and practices, future challenges as well as potential recommendations, and research perspectives.Utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, an exhaustive search was conducted across three multidisciplinary databases from 2019 to 2023 with specified inclusion and exclusion criteria.This systematic review further reveals the significance of ICH as a valuable educational resource that fosters cultural identity, critical thinking, and creative expression, while also offering critical insights for enhancing pre-service fine arts teacher education to effectively integrate ICH into their teaching practices.

The global COVID-19 pandemic witnessed unprecedented challenges in all aspects of our lives, including higher education.One of the key challenges is that lessons are delivered almost on the fly, with both lecturers and students adjusting to the flow of the lessons.A popular solution adopted in teaching and learning at all levels is integrating various emerging technologies, including Google Classroom and Team Meeting, live streaming, and cloud platforms.Using the six learning types (acquisition, inquiry, discussion, practice, collaboration, and production) based on Laurillard's (2012) Conversational Framework, this quantitative study examined to what extent emerging technologies and interactivity factors have impacted student learning engagement in the context of online classrooms.Hence, this quantitative study entails a survey questionnaire to obtain insights into the phenomena of emerging technologies as teaching and learning tools and their impact on student learning engagement from students' perspectives.103 undergraduate students were selected randomly at the Faculty of Education from a public university in Selangor.The study used descriptive and inferential statistical analysis to answer the research questions.The study's outcome demonstrated that student learning engagement was not affected by gender, the discipline of research or CGPA.Student and content factors were more associated with student learning engagement than instructor factors.Multiple regression analysis indicated that student and content factors contributed significantly to student learning engagement.However, instructor factors, emerging technologies and online platforms did not impact student learning engagement in the online classroom.This study implies that higher learning institutions should pay more attention to student and content factors while designing online lessons.Emerging technologies, online platforms and instructor factors are supposed to support online learning, but they are not the determining factors for the success of online learning.

Mathematics is often considered a complex subject, which may cause students to engage in academic dishonesty (AD) to improve their grades.AD in mathematics may take forms such as copying answers during exams, using unauthorized aids like calculators or formula sheets, and sharing solutions to homework problems without attempting the work independently.This also emerged as a widespread issue within the academic community, challenging teaching quality and academic integrity.Thus, this study generally examined the prevalence rates of AD in Mathematics and the influence of demographic factors among 105 tertiary education mathematics students (32 males and 73 females) at one higher education institution in Leyte.Participants were selected using purposive and convenience sampling.The study employed a concurrent nested mixed methods design, with qualitative data nested within the quantitative component, to explore possible explanations for AD.Quantitative data were collected using a 17-item Likert-type scale survey on AD, while qualitative data were gathered through semi-structured interviews.Results revealed that students admitted to engaging in AD, with cheating on assignments being the most prevalent, followed by cheating on tests.Demographic factors such as gender and mathematics performance did not significantly influence AD, except for year levels.This suggests that both males and females engage in AD at similar rates, regardless of the specific type of cheating behavior.Further, other underlying factors, such as difficulties in understanding mathematical concepts, struggle with self-regulation and emotional well-being, and external influences and expectations were found to be more common justifications for engaging in AD.Mathematics educators are encouraged to incorporate solution-based quizzes, tests, and supervised activities to create controlled environments and respond promptly to instances of dishonesty in Mathematics.

Moral Education (ME) is essential for establishing desirable personality characteristics in a multicultural society.However, many graduates in Indonesia still show moral decadence due to low educational standards, and in particular, universities still do not optimize ME.Therefore, this study aims to develop ME through service learning through Kuliah Kerja Nyata (KKN) or the subject of community service for university students.The case study design reveals the depth and richness of information on the service learning program in Indonesia, including students and lecturers in the multicultural community.Data collection would entail recording students working on service-learning projects and thematic analysis.The results show that service learning has successfully promoted social responsibility, solidarity, and tolerance among students.The effectiveness of the lecturer's innovative pedagogy can be seen in the students' awareness and behaviour.This research offers recommendations and insights that should be utilized to lessen moral issues in youth.