Space and Time are two variables which, to a large extent, determine reality, make a mark on all its aspects, condition the opportunities and paths of people and societies, as well as those of thought, science, technology and many other manifestations of Reason, Freedom and Utopia. Education, a genuinely human phenomenon, is no stranger to such influences: it is a past and a present factor which is both conditioning and conditioned over the course of history and the present. Espacio, Tiempo y Educación is an open access and independent scientific journal, with a six-monthly periodicity (two issues every year) published by FahrenHouse (Salamanca, Spain). The main object of the journal consists in publishing researches, studies and critical essays about the History of Education, in any space and time, adopting theoretical, philosophical and methodological perspectives. Generally the structure of each number is composed by editorial, monographic, studies and interview. All items received by Espacio, Tiempo y Educación for the sections “Monographic” and “Studies” are submitted to the double blind peer review external evaluation process. Espacio, Tiempo y Educación accepts articles in different languages as Spanish, English, Italian and Portuguese (more information in “Guidelines for the Authors”). Espacio, Tiempo y Educación addresses mainly researchers, scholars and academics in the field of the History of Education, as well as other independent people who care about issues of thought, culture, society and education in a historical perspective and who are willing to debate their policies and researches with others. The deadline for submitting articles for the Studies section remains open during the whole year. Espacio, Tiempo y Educación (FahrenHouse: Salamanca, Spain). ISSN: 2340-7263. DOI prefix: http://dx.doi.org/10.14516/ete Indexed in CNKI-Scholar (China National Knowledge Infrastructure - China Academic Journals Full-text Database) // Dialnet // DOAJ (Directory of Open Access Journals) // EBSCO Education Source // EBSCO Host // ERIH PLUS – European Reference Index for the Humanities and Social Sciences // ESCI (Emerging Sources Citation Index – Clarivate Analytics) // Google Scholar // IRESIE // ISOC – Base de datos // Latindex // MIAR (Matriz de Información para el Análisis de Revistas) ICDS: 8.8 // OAJI (Open Academic Journals Index) // REDIB – Red Iberoamericana de Innovación y Conocimiento Científico // Scopus® (Elsevier B.V.) // Web of Science – Clarivate Analytics Editorial Quality Evidence Agenzia Nazionale di Valutazione del Sistema Universitario e della Ricerca (ANVUR – Italia): Nivel A // ERIH PLUS – European Reference Index for the Humanities and Social Sciences // ESCI (Emerging Sources Citation Index – Clarivate Analytics) // FECYT (Fundación Española para la Ciencia y la Tecnología) // MIAR (Matriz de Información para el Análisis de Revistas) ICDS: 8.8 // Qualis CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil): B3 // Scopus® (Elsevier B.V.) // SJR - Scimago: 0.17 (History Q2; Philosophy Q2; Sociology and Political Science Q3; Education Q4).
The Relationship between the Implementation of Ethical Leadership and Job Engagement in Public Schools in Jordan
In the current education context, the ethical leadership factors have become one of the important concerns of school cluster directors, given their influence on teachers’ engagement. This study, conducted with a sample of 168 male and female teachers from public schools in Jordan, aimed to investigate the level of ethical leadership practices implementation and its relation to job involvement. A descriptive analytical design was used, using a quantitative survey method to collect data from the study sample. The results revealed that the level of ethical leadership implementation among public school teachers in Jordan fall in high level with a value of (M= 3.68, SD= 0.82). Furthermore, the results indicated that the level of job engagement among public school teachers in Jordan fall in moderate level with a value of (M= 3.58, SD= 0.55). Additionally, the study found that a significant positive correlation was highlighted between ethical leadership and job engagement among schools’ teachers in Jordan. The results concluded that the need to promote ethical leadership practices among teachers to ensure a healthy and positive work environment for teachers. Limitations and recommendations were also highlighted.
Ethical Leadership, Job Engagement, Public Schools, Teachers
The Level of Inclusive Leadership Practice in Jordanian Higher Education Institutions and its Relationship to the Organizational Excellence of their Employees
This study investigates the extent of inclusive leadership practices in Jordanian higher education institutions and their relationship to organizational excellence. To accomplish this goal, a stratified random sample of 480 academic and administrative personnel from Jordanian public universities was chosen. Using a descriptive correlational survey approach, a verified and trustworthy questionnaire was distributed to participants. The findings revealed that both the extent of inclusive leadership practices and the level of organizational excellence were rated as modest. Furthermore, the findings revealed a significant positive relationship between the aspects of inclusive leadership and organizational performance. In light of these findings, the study suggests that institutionalizing inclusive leadership techniques is a critical strategy for improving and sustaining organizational excellence inside institutions.
Inclusive Leadership, Organizational Excellence, Jordanian Universities, Higher Education Institutions.
E-learning Platforms’ Impact on the Development of University Students’ Digital Self-leadership Abilities: The University of Khartoum As A Model
This study aimed to examine the impact of e-learning platforms on the development of digital self-leadership skills among students in the Faculty of Education at the University of Khartoum. This study used analytical method approach to meet its objectives. The data was gathered from 185 students studying different academic programs. Online questionnaire was developed for the collection of data. Results of the study showed that digital self-leadership skills of students are high, and their ability to develop learning activities was higher than awareness regarding future path. In terms of e-learning skills, students ranked self-learning skills as highest. In the end, students demonstrated stronger teamwork and self-regulation as compared to content development and competitive skills. Overall, the results indicate that students tend to develop personal and self-directed learning skills more than social and creative skills, highlighting the need to enhance collaborative and innovative learning practices. The study recommends providing further technical training for students and faculty, strengthening academic advising, and addressing technical challenges. Future study on e-learning ethics is suggested.
Digital Self-leadership, E-learning, Skill Development, Educational Platforms, Universities
Effectiveness of Adult Education Programs in Saudi Arabia for Empowering Learners to Meet Sustainable Development Requirements
This paper aims to assess the roles of adult education programs in Saudi Arabia as tools for enabling the learners to meet the needs of sustainable development. The research used a mixed-methods approach that included a quasi-experimental pretest-posttest design, correlational and regression tests, and a survey of perceived barriers. Results indicated a significant enhancement in cognitive and skill-based competencies of the participants who were involved in the programs, and the learning accrued was not biased based on the gender or the educational level. The results of the statistical analysis indicated that there was a strong and positive correlation between the overall program outcomes and the meeting of the requirement of sustainable development, and that close to 50 per cent of the variance in the requirements was accounted for by the program results. Patterns became apparent: cognitive gains were most strongly connected with economic empowerment, the acquisition of skills with social engagement, and the affections with the engagement with the environment. Regardless of these advances, the research found out that there were still enduring organizational, social, and cultural barriers, which moderate the effectiveness and sustainability of program outcomes. The findings provide a suggestion to adopt a holistic four-axis improvement model, which aims at focusing on the flexible governance, curriculum and sustainability; strong community relationships; and sustainable management of the resources to achieve long-term empowerment and increased congruence in the sense of national development.
Capability Expansion, Conversion Factors, Implementation Constraints, Socio-Cultural Barriers, Quasi-Experimental Evidence
Role of Teacher Quality, System Quality, and Academic Aspect to Enhance Student Satisfaction and Loyalty: Moderating Effect of E-WOM
Students are assets for universities who remain loyal to the university because of quality education. Therefore, the present study examined the effect of teacher quality, system quality, and academic aspects on student satisfaction and student loyalty. The present study also examined the moderating effect of e-WOM and the mediating effect of student satisfaction. This study used a deductive quantitative method. Data were collected using a questionnaire from university students. The sampling technique of the study was the simple random method. The response rate of the study was 59.68%. Smart PLS was used for the analysis of the collected data. Results confirmed that teacher quality, system quality, and academic aspects have a positive effect on student satisfaction. Moreover, student loyalty is positively affected by student satisfaction. Furthermore, the findings confirm the mediating effect of student satisfaction. Also, the moderating role of e-WOM is statistically supported. Present research adds to the body of knowledge by discussing the moderating role of e-WOM on the path of student satisfaction and student loyalty.
System Quality, Teacher Quality, Student Satisfaction, Student Loyalty, Education Quality
The Influence of Screen Time on Academic Achievement of EFL Students: A Study in Two Saudi Universities
The rapid development of technology in recent decades has led to the younger generation relying heavily on electronic devices. However, many people are increasingly concerned that the rise in screen time could negatively affect young learners’ ability to learn. Therefore, this study measures the level of screen time activity among Saudi EFL students in both non-recreational and recreational contexts, assesses their academic productivity, and explores the relationship between active screen time and academic performance. A questionnaire based on the Likert Scale was distributed to 116 Saudi EFL students at Qassim University to collect data. Additionally, ten semi-structured interviews were conducted with undergraduate students at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) to provide context for the findings. Results showed that Saudi EFL students were “highly exposed” to screen activities on social media for non-recreational purposes (M=3.55), and moderately exposed for recreational use (M=3.34). The students also achieved satisfactory academic performance (M=3.45). Finally, the study reported a moderate correlation (r = 0.53) between students’ screen time and their academic performance. The study recommends moderation, as excessive screen time might harm students’ academic success. Educators are advised to assist students in maintaining a balanced relationship with technology, provide them with appropriate resources, and offer support for learning.
Academic Performance, EFL Research, Qassim University, KSAU-HS for Health Sciences, Screen Time Activities, Screen Time Strategies, Teaching-Learning
The Role of Biology Curricula in Promoting Sustainable Development Concepts Among Secondary School Students from Teachers’ Perspectives
This study reviews how the secondary school biology curriculum in Al-Kharj region of Saudi Arabia is relevant to sustainable development through the lens of educators. A validated questionnaire of five dimensions – cognitive, economic, technological, social and environmental is used in surveying 142 randomly chosen biology teachers using a descriptive-analytical methodology. The results show that the level of applying the concepts of sustainable development is low with the average score of 1.45. The least important are the social factors, and the most important are the aspects related to technology. Teachers have pointed out that sustainability issues are inadequately addressed and rarely align with curriculum and teaching goals. The results indicate that the existing curriculum does not encourage the ability to think sustainably or prepare students with the necessary competencies, which may become an obstacle to achieving Saudi Vision 2030 and the global development goals. The report suggests updating the biology curriculum to explicitly inculcate the concepts of sustainability in all the realms, to equip the students with the ability to play their part in the social and environmental development.
Curriculum Reform, Ecological Literacy, Teacher Perspectives, Instructional Design, Education Policy
Impact of Business Student Capacity Development, Student Motivation and Teacher Attitude to improve Business Student Performance: Moderating Role of Social Media Usage
In the present digital age, competition among business schools is increasing. Institutions need to identify the factors that can improve the academic performance of their students so that they can attract prospective students through positive word of mouth. Therefore, this research examined the effect of business student capacity development, teacher attitude, and business student motivation on business student academic performance through the mediation of business student satisfaction and the moderation of social media usage. A quantitative research methodology was adopted to meet the objectives of the research. A questionnaire was developed through in-depth literature reviews to gather data from business students. A purposive sampling technique was used for this purpose. The collected data were examined using the SEM technique and the Smart PLS approach. The results show that business student capacity development, teacher attitude, and business student motivation have a positive effect on business student academic performance. Moreover, business student satisfaction also has a direct effect on business students' academic performance. The mediation of business student satisfaction and the moderation of social media usage are also supported. Present research identifies variables to improve the academic performance of business students specifically. Social media usage as a moderator is also a unique contribution in this research.
Academic Performance; Student Satisfaction, Student Motivation, Teacher Attitude, Student Capacity Development
A Framework for Enhancing Professional Learning Communities Toward Sustainable and Future- Driven Education at Prince Sattam University
This paper aimed to develop and validate a context-sensitive framework for activating professional learning communities at a Saudi university in light of future economic and sustainability demands. A descriptive survey design was employed using a structured, expert-validated questionnaire of 47 items on a five-point scale administered to a simple random sample of 379 faculty; internal consistency was confirmed (overall Cronbach’s α = 0.825), and group differences were tested with independentsamples t-tests, ANOVA, and LSD post hoc comparisons. Findings indicated that current activation of professional learning communities was moderate (M = 3.25), perceived obstacles were high in impact (M = 3.50; notably limited cross-disciplinary cooperation and insufficient student leadership training), and requirements were rated high (M = 4.22; including research support, innovative pedagogy, and training for department heads). No statistically significant gender, rank, or experience differences emerged for obstacles, whereas males, professors, and those with ≥15 years of experience reported higher ratings for the reality and requirements dimensions. The study concluded that institutional readiness exists but is fragmented, requiring coordinated governance, capacity building, and incentives to align learning communities with national transformation agendas. It is recommended to establish a centralized unit to coordinate collaboration, fund PLC-related scholarship, and deliver leadership training.
Cross-disciplinary Cooperation, Capacity Building, Governance, Leadership Development, Policy Implementation
The Specifics of Terminologization of Parts of Speech in Kazakh and English, Including in the Context of the Language of the City: A Comparative Analysis
The main purpose of this study was to make a comparative analysis of the process of terminologization of parts of speech in the Kazakh and English languages (Kazakh – agglutinative, English – inflectional) from historical, morphological, and cognitive perspectives. It aimed to comparatively analyze how grammatical terms related to parts of speech in Kazakh and English are formed, their structural features, and their cognitive characteristics. The study also attempted to examine the influence of Latin, Greek, Turkic, and English languages on the formation of part-of-speech terminology. The study employed comparative-historical, morphological, etymological, and cognitive methods to analyze 18 grammatical terms (nine parts of speech each in Kazakh and English). These methods revealed their origins, structural features, and cultural influences, proposing models of terminologization and aligning Kazakh grammatical terminology with international standards for translation equivalence. The study revealed that grammatical terms in Kazakh are formed on the basis of national cognitive and cultural models, whereas terms in English are grounded in the Greco-Latin academic tradition. The research also revealed that grammatical terminology in the Kazakh language is rooted in national conceptual frameworks, whereas English terminology has developed as a continuation of historical influences and scientific traditions. This research can contribute to improving translation accuracy, enhancing terminological consistency, and promoting the development of language policy.
Parts of Speech, Terminology, Terminologization, Comparative Analysis, Etymology, Morphology, Cognitive Linguistics
China’s Solution to the Dilemma of Higher Vocational Education Under the Background of Declining Birth Rate
Vocational education is an important pathway for students to enter society after mastering work skills and is also an indispensable component of higher education. Currently, in some high-income and upper-middle-income countries, with the continuous decline in birth rates, the school-age population is decreasing year by year. Compared with general higher education, vocational education faces significant gaps in social reputation, employer recognition, and career choice, making it the first to be affected by the decline in the school-age population. In some countries, there has even been a wave of closures of higher vocational colleges, with some students bypassing higher vocational education options and directly seeking employment. Over the past fifteen years, China has been one of the upper-middle-income countries experiencing the most severe decline in birth rate and also one of the fastest in expanding higher education enrolment. In this context, how to balance the scale and quality of vocational education between a declining birth rate and a rising higher education enrolment rate has become a new challenge. The research found that (1) merging and restructuring vocational education institutions within the same region, upgrading some of the stronger institutions after the merger to vocational and technical universities; (2) providing fair employment opportunities and an employment environment for graduates of higher vocational education; and (3) embracing changes in industrial structure and implementing custom-made talent training have become three feasible solutions to the vocational education dilemma.
Higher Education, Vocational Education, Falling Birth Rate, Upper Middle-Income Countries
Exploring the Interplay Between Moral Character and Prosocial Behaviour Among Chinese Higher Vocational College Students: Insights into the Role of Emotional Intelligence
This paper examines the connection between moral character and prosocial behaviour among students in Chinese higher vocational colleges, with particular attention to the mediating or influencing role of emotional intelligence. In light of China’s growing focus on developing students who embody moral values and social responsibility, the research offers important perspectives on teaching approaches and learning contexts that support the cultivation of these qualities. Using the PRISMA framework, an initial pool of 50 publications from 2013 to 2025 was systematically reviewed across ERIC, Google Scholar, JSTOR, Web of Science, and Scopus. Following the application of rigorous inclusion and exclusion criteria, eight studies were retained for thematic analysis. These were subjected to qualitative synthesis through Clarke and Braun’s approach, allowing for an in-depth exploration of moral character definitions, the function of emotional intelligence, cultural influences, and educational applications. The analysis revealed three central themes. First, moral character was consistently situated within traditional Chinese values, highlighting communal duty and personal integrity. Second, emotional intelligence was found to play a critical mediating role in shaping prosocial behaviour, particularly in fostering empathy, emotional regulation, and constructive interpersonal relationships. Third, pedagogical approaches such as experiential learning and cross-disciplinary integration emerged as effective means of strengthening students’ moral and emotional growth. The findings emphasise the importance of embedding emotional intelligence training within vocational education programmes as a means to promote moral development and prosocial skills. These conclusions carry considerable significance for educators, curriculum planners, and policymakers seeking to create educational settings that nurture ethically responsible and socially engaged vocational college students.
Moral Character, Prosocial Behaviour, Emotional Intelligence, Vocational Education
Impact of Educational Quality, Educational Resource, and Educational Climate on Educational Engagement and Student Intention to Attend Lectures
The education sector plays a vital role in the economic development of a country. Developing students’ interest in education is critical for achieving this goal. Therefore, this study explored the effect of educational quality, educational resource, and educational climate on student intention to attend lectures via the mediating role of educational engagement and the moderation of the educational process. This research adopted cross-sectional research design and quantitative research approach. Respondents of this research were students whose response was collected through well-designed questionnaire on a Likert scale. Questionnaire was distributed among 300 students and received back from 203 students for further analysis. This study used AMOS for the analysis of collected data. The findings of the current study show that educational quality, educational resource, and educational climate have positive effect on educational engagement. Moreover, educational engagement has positive effect on intentions to attend lectures. Also, findings demonstrate that educational engagement has mediating role as well in proposed model. In the end, moderation of educational process is also statistically supported. This research adds to the body of literature by discussing moderating effect of educational process between educational engagement and intentions. The results of the study are important for scholars for their future studies.
Educational Quality, Educational Resources, Educational Climate, Educational Engagement, Educational Process
The Impact of Third-Grade StudentsJoining an International EducationalProgram on Mastering Arabic Language
This study examined the impact of enrolling third-grade students in an international education program on the mastery of Arabic reading and writing skills. The study sample consisted of 94 male and female students. An observation checklist containing 18 items, divided into two domains, reading and writing, was used as a data collection instrument. This study employed a quasi-experimental design. The findings showed that in the National Education Program, students significantly outperformed their peers in the international program in terms of both reading and writing skills. There was no statistically significant difference between male and female students in the program regarding skill mastery. The educational program strongly influenced the performance skills, explaining 63.9% of the variance in reading and 60.3% in writing. However, it had no significant impact on skill acquisition. Additionally, the interaction between the type of educational program and gender was not statistically significant.
International Education Program, National Education Program, Reading Skills, Writing Skills, Arabic Language.
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La influencia del Higienismo y las políticas de la salud en la Educación española
El Higienismo fue una de las corrientes pedagógicas con mayor auge en la educación española de finales del siglo XIX y principios del siglo XX. Mediante el método histórico-comparativo se mostrarán las realidades educativas de la época en España. Tal y como argumentaba Patricio Borobio (Moreno, 2009), la educación y la higiene son pilares fundamentales para el progreso social, científico y civil de un país. Su influencia contribuyó a mejorar las condiciones de vida de generaciones, entendiendo la higiene y la salud como condiciones sine qua non para educar. Sin embargo, los fines para los que se educaba a los niños y a las niñas eran diferentes. La educación de la niña-mujer presentaba un carácter eminentemente pragmático, basándose en el fomento del rol de cuidador, madre y esposa. Aún así, no se puede negar el peso que la corriente higienista tuvo en la mejora de las condiciones higiénico-sanitarias y de la infancia, y también en la salubridad de las escuelas. Finalmente, cabe destacar que instituciones de prestigio educativo como la ILE y la JAE contribuyeron en la difusión y en la implementación de las teorías higienistas en el sistema formal de educación de principios de siglo. La profesionalización del magisterio y la incorporación de la higiene escolar tanto en la legislación como en el currículo oficial supuso un avance sin precedentes en esta materia.
Creative and Innovative Skills of ThaiStudents: A Causal Mediation Analysis ofLearning Attitudes
In recent years, creative and innovative skills have been essential in promoting learning and fostering learner development. This research aimed to investigate the influence of the learning environment and learning management on students' creative and innovative skills in secondary demonstration schools, with learning attitude serving as a mediating variable. The sample comprised 6th-grade students at a demonstration school in Thailand. Using a stratified sampling method, 300 students were selected. The research instrument was a questionnaire. Data analysis employed descriptive statistics and composite-based structural equation modeling. The findings indicate that the learning environment and learning management had a statistically significant positive influence on learning attitudes, and learning attitudes had a statistically significant positive impact on creative and innovative skills. Learning attitude fully mediated the relationship between the learning environment and creative and innovative skills and partially mediated the relationship between learning management and creative and innovative skills. This research proposes that school administrators, teachers, parents, and related stakeholders should organize activities that enhance learning management and the learning environment to foster positive attitudes toward learning and develop learners' creative and innovative skills.
Creative and Innovative Skills, Learning Attitude, Secondary School Students.
Inteligencia artificial y educación en España: percepciones sociales, desafíos y oportunidades
Este artículo analiza las percepciones sociales, los desafíos y las oportunidades de la inteligencia artificial (IA) en España, con especial atención al ámbito educativo. A partir de una revisión de estudios recientes y datos estadísticos, se examinan las actitudes ciudadanas, el grado de confianza en la IA y las brechas en su implementación. Los resultados muestran que persisten incertidumbres sobre el impacto de la IA en el empleo y la educación, aunque se reconoce su potencial para mejorar los procesos de enseñanza-aprendizaje. El estudio contribuye al debate académico y social sobre la alfabetización digital y la formación docente, y plantea recomendaciones para futuras políticas públicas.
Copyright (c) 2026 Espacio Tiempo y Educacion
La inclusión educativa en perspectiva histórica: la voz del profesorado como testimonio del cambio
La pandemia de COVID-19 marcó un punto de inflexión en la historia reciente de la educación, al exigir adaptaciones rápidas en las organizaciones educativas. Desde una perspectiva histórica, este estudio analiza cómo el profesorado interpreta los procesos de cambio asociados a la construcción de comunidades educativas inclusivas en el contexto postpandemia. El objetivo del trabajo es identificar tanto las fortalezas como las debilidades del sistema educativo actual, y promover una reflexión sobre su capacidad para atender la diversidad y reducir las desigualdades en un escenario educativo en transformación. A través de un enfoque cualitativo descriptivo, se analizaron 81 entrevistas a docentes de centros educativos españoles (97,53 % mujeres), cuyas voces permiten reconstruir la evolución de las prácticas y percepciones sobre la inclusión educativa en los últimos años. Los resultados evidencian que la transformación digital, el marco normativo vigente y la creciente demanda social han favorecido avances significativos en materia de inclusión. No obstante, persisten barreras como la brecha digital, la insuficiencia de recursos, las elevadas ratios y la sobrecarga burocrática. Se destaca la necesidad de fortalecer la formación docente, mejorar la relación familia-escuela y promover el bienestar de la comunidad educativa. Finalmente, destacar que estos hallazgos permiten situar la experiencia docente como un testimonio histórico de cambio, que refleja las tensiones entre continuidad y renovación en la educación inclusiva contemporánea. Se discuten asimismo las implicaciones de estas transformaciones para el futuro de la inclusión y para la comprensión histórica de la práctica educativa en contextos de crisis y reconstrucción.
Historia de la educación, inclusión educativa, equidad educativa, profesorado, enfoque cualitativo
Música, baile y ocio en la pedagogía ilustrada de Pablo de Olavide: de las Nuevas Poblaciones carolinas a las Lecturas útiles y entretenidas
Este artículo examina el papel de la música, el baile y el ocio en las Lecturas útiles y entretenidas de Pablo de Olavide, con el objetivo de demostrar cómo estas prácticas forman parte integral de su proyecto ilustrado de reforma moral y cultural. A través de un análisis textual detallado de varios relatos, se establece una conexión entre las representaciones narrativas y la experiencia reformista de Olavide en las Nuevas Poblaciones carolinas, así como con las ideas expresadas en El Evangelio en triunfo. La metodología combina lectura crítica, análisis temático y contextualización histórica, incorporando además estudios recientes sobre estética ilustrada, pedagogía de la sensibilidad y regulación del ocio en el siglo XVIII. El corpus principal lo constituyen los once volúmenes de las Lecturas útiles y entretenidas, publicados entre 1800 y 1817. La principal conclusión del estudio es que, en la narrativa de Olavide, el ocio no es condenado, sino concebido como un espacio moralizable, mientras que la música y el baile actúan como indicadores éticos y expresiones sensibles del carácter. Estas prácticas son clave para entender su pedagogía narrativa, en la que la sensibilidad y el gusto se articulan como instrumentos de formación ciudadana. Así, el artículo contribuye a llenar una laguna crítica en la bibliografía sobre Olavide y propone una nueva lectura ética y estética de sus relatos.
The Structural Model among Learned Helplessness, Quality of Academic Life, Anxiety, and Depression in Students with Disabilities
This research aimed to investigate the direct impact of learnt helplessness on the quality of academic life in students with disabilities, as well as the indirect influence of learnt helplessness on anxiety and depression mediated by the quality of academic life. The study examined the disparities between students with disabilities and their non-disabled counterparts regarding learnt helplessness, academic quality of life, and levels of anxiety and depression. The sample comprised 175 university students (103 with impairments and 72 without disabilities), with a mean age of 20.71 years (SD=1.6878). Participants administered the Learnt Helplessness Scale, the Academic Quality of Life Scale, and the anxiety and depression symptom subscale from the Symptom Checklist. The findings indicated that learnt helplessness significantly adversely impacted the academic quality of life. A notable indirect effect of learnt helplessness on both anxiety and depression was observed through academic quality of life in students with impairments. Marked disparities were observed between students with disabilities and those without: students with disabilities exhibited elevated levels of learnt helplessness and its dimensions (negativity, escape, inflexibility, and satisfaction with low outcomes), whereas students without disabilities demonstrated superior perceived academic quality of life (encompassing both cognitive and emotional aspects). Moreover, the prevalence of sadness and anxiety symptoms was elevated among students with impairments.
Learned Helplessness, Academic Quality of Life, Anxiety, Depression
Correlation Analysis on Educational Level and Community Participatory Behavior in Grassroots Economy Promotion
This comparative correlational study employs quantitative research, utilising Interactionism Theory alongside principles of community engagement and grassroots economic promotion as the foundational framework for variable selection with causal linkages. This research seeks to analyse the association between educational attainment and community involvement behaviour in the promotion of the grassroots economy. The sample group consisted of 634 individuals chosen from 24 communities. The sample size was determined via the G*Power software. A multi-stage quota random sampling technique was utilised to comprehensively encompass the population throughout Thailand. The evaluation of the variables employed 12 sets of summated rating scales as measuring tools. All measurement sets were subjected to Confirmatory Factor Analysis, yielding an average Cronbach’s alpha reliability coefficient of 0.82. The research findings corroborated all five hypotheses, presenting the principal results as follows. The educational attainment of community members exhibits significant variability and demonstrates a statistically significant positive link with participatory behaviour in grassroots economic promotion at the p < .01 level. The cohort with vocational certificate education exhibited a moderate correlation coefficient, whereas the cohort with higher vocational diplomas and bachelor’s degrees demonstrated moderate to high correlation coefficients, particularly concerning variables associated with participation channels, information access, self-confidence, and favourable attitudes towards participation. The group with elevated educational attainment possessed wider networks for information access and exhibited greater engagement avenues. They demonstrated enhanced and more enduring attitudes and confidence regarding engagement in community economic activities. The multiple regression analysis by predictor sets indicated that the variables with consistently high beta coefficients were sense of community attachment (β = 0.61), support from community leaders (β = 0.38), perceived benefits and rewards (β = 0.48), and participation channels (β = 0.45).
Correlation Analysis, Education Level, Participatory Behavior, Grassroots Economy
Racionalidades de las prácticas evaluativas de docentes noveles de una universidad chilena
Las prácticas evaluativas representan un eje de debate constante en el ámbito académico, especialmente en la educación superior, donde enfrenan tensiones derivadas de los desafíos formativos contemporáneos. Este artículo presenta resultados de una investigación desarrollada en una universidad estatal del sur de Chile, cuyo objetivo fue develar las comprensiones que docentes noveles universitarios construyen en torno a la evauación, desde las racionalidades que la sustentan. El estudio se inscribe en un enfoque comprensivo-interpretativo, utilizando entrevistas grupales e individuales a una muestra intencionada de catorce docentes. El análisis de los discursos se realizó mediante tres estrategias: estructural, paralelo y cruzado-actancial, fundamentadas en la teoría de las racinalidades de Raymond Boudon. Los hallazgos evidencian principalmente la presencia de racionalidades tradicional, utilitaria y teleológica, aunque emergen elementos de racionalidades axiológica y cognitiva, indicando un incipiente desplazamiento discursivo. Asimismo, se identifican tensiones inherentes al proceso evaluativo universitario, lo que refleja su complejidad en escenarios de formación inicial. Se concluye que existe un leve tránsito desde una concepción de evaluación centrada en la medición hacia una comprensión crítica y emancipadora, lo cual resulta clave para resignificar las prácticas evaluativas en coherencia con los fines formativos y transformadores que se esperan de la universidad actual.
Evaluación, Racionalidades, Educación superior, Evaluación emancipadora
Reconstructing Gendered Knowledge: Women’s Education and Neo-Confucian Revival during the Qianjia Period
The revival of the Neo-Confucian thought (1736-1795) had a powerful impact on the system of knowledge and education especially regarding gender. Although women played a very significant role in transferring cultural values, literature has largely failed to point out all their roles in the educational reform of this era. Such a historiographical gap restricts our knowledge of Neo-Confucian idealism in terms of gender roles and the intellectual contribution of women. This paper tries to recreate gender knowledge as viewed through an examination of the education of women in the Qianjia era within the movement of the Neo-Confucian revival. This study uses a systematic literature review (SLR) approach, utilizing secondary sources of information from educational books, personal notes, and historical writings. Crucial observations are made with references to the fact that even though the Qianjia period simply reinforced existing gender roles, it still permitted subtle types of intellectual activities on the part of women, especially holding on to and transmitting Neo-Confucian teachings. Education of women, although restricted, became a domain of struggle and bargaining where intellectual spaces were born that conditioned slightly gendered knowledge generation. The contribution made by this study to the overall discussion where gender, education, and Confucianism meet has implications when it comes to explaining historical and modern gender interests in East Asia. The results demonstrate the difficulty of recognizing the status of women in education in the Neo-Confucian setting, and they call into question any straightforward interpretation of gendered intellectual history.
Women’s education, Neo-Confucianism, Qianjia period, Reconstruction, Knowledge
STEM Approach: Transforming Achievement Testing Systems into Applied Learning Experiences
The integration of STEM-based approaches in education has gained increasing attention as a means to enhance both teaching and assessment practices. STEM evaluation promotes innovation and creativity and provides faculty members with the opportunity to develop critical thinking, problem-solving, and analytical skills for students, which are all essential to provide practical learning experiences for achievement tests. When these skills are applied to achievement tests, they help transform testing systems from classifying students and giving them grades into applied learning experiences. The basic purpose of this study was to examine the level to which STEM-based evaluation can transform achievement testing systems from classifying and grading students into applied learning experiences according to faculty members. This research developed a questionnaire to collect responses from the faculty members (respondents) of the study. The findings of this study indicate that faculty members possessed high-level skills in constructing a good achievement test and average skills in constructing an achievement test using the STEM approach. The results also indicated that faculty members with skills in developing achievement tests had the ability to construct an achievement test using the STEM approach. The STEM-based evaluation method had the potential to achieve the objectives of achievement tests and provide them with practical educational experiences.
Achievement Tests, STEM Approach, Applied Learning Experiences, Student Evaluation, Saudi Arabia
Transformaciones educativas en la era digital: El rol mediador del aprendizaje inteligente en el rendimiento académico de estudiantes universitarios
Resumen: El avance de la tecnología está redefiniendo plenamente la educación a nivel mundial, dejando atrás las formas tradicionales de enseñanza y aprendizaje. Este estudio tiene como objetivo analizar el rol mediador del aprendizaje inteligente en la relación entre la inteligencia artificial (IA) y las redes sociales (RS) en el rendimiento académico (RA) de estudiantes universitarios. Con dicha finalidad, se aplicó un enfoque cuantitativo, transversal, no experimental y de alcance explicativo, encuestando a 426 estudiantes. Se utilizó AFE para evaluar la calidad de los constructos y se elaboró un modelo causal mediante PLS-SEM, confirmando las hipótesis con la técnica del bootstrapping. Los resultados manifiestan que el aprendizaje inteligente actúa como mediador significativo y positivo entre la inteligencia artificial y las redes sociales en el rendimiento académico. Además, la IA y las RS tienen efectos directos positivos, aunque la influencia de las RS es en menor grado. A pesar de las ventajas significativas, el éxito de la integración de tecnologías como la IA y las RS en la educación depende de un uso moderado y consciente. Es importante fomentar habilidades adaptativas y crear entornos educativos que impulsen el uso estratégico de las herramientas digitales como parte de la revolución en la enseñanza tradicional.
Evolving Pedagogical Approaches inPiano Education: A Historical PedagogicalPerspective on Student Piano Performance,with Kabalevsky’s 24 Preludes as An Example
Piano pedagogy has historically evolved from rigid technical drills to expressive, student-centered approaches, influenced by cultural, ideological, and institutional contexts. This study explores how Kabalevsky’s 24 Preludes exemplify the intersection of pedagogy, performance, and ideology in Soviet and global traditions. This research examines the historical development of piano pedagogy, analyzes Kabalevsky’s 24 Preludes within Soviet educational frameworks, and identifies key pedagogical shifts across historical periods shaping performance practices and institutional approaches. A qualitative Systematic Literature Review (SLR) was conducted using the PRISMA framework. One hundred studies were screened across databases, including, Elsevier, SpringerLink, JSTOR, WOS, Google Scholar, and ResearchGate. Eighteen articles met the inclusion criteria and were thematically analyzed to address the research objectives. The study identifies historical shifts toward expressive, student-centered pedagogy and reveals Kabalevsky’s 24 Preludes as unique repertoire, uniting technical fluency with ideological functions, thereby illustrating how Soviet works simultaneously embodied pedagogy, artistry, and cultural-political values. Piano pedagogy has expanded beyond technical mastery into reflective, ideological, and cultural domains. Historically informed approaches, exemplified by Kabalevsky, remain vital for integrating tradition, creativity, and professional training in contemporary piano education.
Pedagogical, Piano Performance, Piano Education, Kabalevsky's, Preludes
Reading Changes in the Digital Age: An Action Plan to Improve College Students’ Reading Ability Based on Historical Trajectory
This paper investigates how the digital age has reshaped college students’ reading habits and abilities over time and proposes an action plan to enhance their reading proficiency. Adopting a narrative literature review and historical analysis, the study synthesizes findings from existing research published mainly from 2000–2024 and recent studies on digital reading behaviours. College students’ reading engagement has steadily declined in recent decades as digital media consumption surged, leading to shallow reading practices and reduced comprehension. Many students now bypass traditional readings in favour of summaries, videos, or AI tools, indicating an urgent need to re-establish deep reading skills. Nevertheless, evidence suggests that print-based reading fosters stronger comprehension and critical thinking than on-screen reading. The proposed action plan recommends integrating deliberate reading skill development into curricula, balancing digital and print reading tasks, and creating supportive environments that encourage sustained, focused reading. By learning from the historical trajectory of reading habits, educators and policymakers can implement strategies to rebuild students’ deep reading abilities for academic success and informed citizenship.
Digital Reading vs. Print Reading, Screen Inferiority Effect, College Students’ Reading Habits, Deep Reading Skills, Reading Comprehension in the Digital Age, Educational Interventions for Reading
Examining the Critical Factors Influencing the Development of a User Trust-Based E-Learning for Developing Countries: A Study based on PLS-SEM and the fsQCA
E-learning has significant potential to expand educational access in developing countries, providing unprecedented opportunities to bridge educational gaps. However, student trust in this new learning modality remains critical for its successful adoption. In this case, predicting the students' trust in e-learning is challenging. The study aims to validate a proposed model to identify the most critical factors that influence students' trust in the e-learning model. The study focuses specifically on Institutions of Higher Learning (IHL) students in three developing countries which include Libya, Iraq, and Yemen. The model incorporates established factors from existing e-learning acceptance theories and integrates the concept of user trust. The PLS-SEM method has been used to examine the proposed model and to validate the factors that influence students' trust in the e-learning model. Besides, fsQCA used to Analysis the data that collected from 381 students across three developing countries. Ten factors namely; ease of use, accessibility, flexibility, interface design, enjoyment, usefulness, content quality, self-efficacy, website quality, and user preferences, has been identified and were the most critical factors that influence students' trust in e-learning. The findings contribute valuable insights for designing trust-building strategies and promoting the effective use of e-learning in higher education within developing countries.
E-Learning, User Trust in E-Learning, Developing countries, PLS-SEM, Fuzzy Set Qualitative Comparative Analysis
AI Adoption Criteria for Adaptive E-Learning Systems in Conflict Zones: Insights from Palestinian Schools
This study investigates key factors influencing the adoption of AI-enabled adaptive e-learning systems (AI-AELS) in conflict-affected contexts, using Palestinian schools as a case study. A cross-sectional survey of 207 teachers and ICT coordinators in Gaza informed the analysis. Six constructs were examined: Institutional Ethics & Governance, Learning Assessment AI, Design and Presentation AI, Adaptation and Personalization AI, Data Processing using Learning Analytics and AI, and Learning Content. The 11-item instrument was validated through expert review, pilot testing, and confirmatory factor analysis. Structural Equation Modeling (SmartPLS 4) identified Data Processing (β = 0.512, p < 0.001) and Adaptation and Personalization (β = 0.345, p < 0.001) as the strongest adoption predictors, followed by Learning Content and Ethics & Governance. Design and Assessment had smaller effects. Findings emphasize the importance of culturally adaptive, ethically sound AI-AELS tailored for fragile educational systems, offering an empirical foundation for informed policy and design in conflict-zone education.
ethical dimensions of digital governance
Cultural Communication Strategies and Ethnic Identity in Malaysian Chinese Education: A Historical Analysis from the 1980s to the 1990s
Traditional traditions and cultural interactions shape ethnic identity and communication within Malaysia’s multi-ethnic society, especially among Malaysian Chinese. The role of indirect communication methods is examined as a factor influencing ethnic identity through cultural practices, intercultural communication tactics, and the era of the 1980s and 1990s. The study seeks to investigate the correlations among cultural practices, intercultural communication methods, and ethnic identity, emphasising the mediating role of indirect communication style in these interactions. A quantitative study design was employed, utilising a structured questionnaire survey administered to 100 Malaysian Chinese adults possessing experience in Chinese teaching. Spearman’s rho correlation and regression analysis were employed to examine relationships, while mediation effects and mediation analysis were conducted using SPSS. Cultural practices and intercultural communication methods are positively correlated with ethnic identification, with the indirect communication style serving as a mediating variable in these associations. Significant correlations between ethnic identity and cultural participation, including the use of festivals and specific languages, were identified. Cultural practices and communication methods exerted an indirect, communication-mediated influence on ethnic identification. The results illustrated the employment of indirect communication methods in preserving and negotiating ethnic identity, especially in mixed regions. This study elucidates the integration of cultural practices and communication tactics in the identity construction of Malaysian Chinese, offering valuable insights for educators and policymakers in multicultural settings.
Cultural Communication, Ethnic Identity, Chinese Education, Indirect Communication Style