British Journal of Teacher Education and Pedagogy
British Journal of Teacher Education and Pedagogy (ISSN: 2755-1482) is a double-blind peer-reviewed, open-access monthly journal published by Al-Kindi Center for Research and Development. It publishes original, significant and rigorous contributions to the field of education. British Journal of Teacher Education and Pedagogy is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes qualitative or quantitative empirical studies, funded research projects and review articles, presented as a critical assessment of the material summarised. With its uniquely broad coverage, all published articles are freely available online immediately to anyone, anywhere, with no subscription or access fees, allowing authors to share their research and maximise its impact.
Al-Kindi Center for Research and Developments
Student Autonomy in Second Language Learning: A Systematic Self-Review of Training, Skill Development, and Technology Enhanced Practices (2004–2025)
This study presents a systematic review (SR) of a longitudinal body of research on autonomous learning in foreign language education within the Saudi and Arab contexts. The corpus comprises 55 empirical studies published between 2004 and 2025, spanning diverse language skills, learner profiles, and instructional environments. The studies were categorized into three thematic clusters: (1) training for autonomous learning, (2) autonomous learning of specific language skills—including listening, speaking, pronunciation, reading, writing, grammar, vocabulary, ESP, translation, interpreting, and Arabic as a foreign language—and (3) autonomous learning by special‑needs students, alongside a cross‑cutting methodological matrix of technology‑enhanced platforms such as online videos and animations, mobile applications, podcasts, TED Talks, text‑to‑speech software, social media, online courses, wikis, blogs, and online discussion forums. The synthesized results demonstrate that autonomous language learning in this regional context is both achievable and pedagogically transformative when supported by structured guidance and accessible digital tools. Autonomy emerges as a multidimensional construct encompassing goal‑setting, time management, information‑seeking, metacognitive regulation, and self‑regulated learning behaviors. Across the diverse digital interventions, students consistently achieved measurable gains in linguistic performance, confidence, and motivation. Across the two‑decade span of research, the findings remained remarkably consistent despite variations in learner profiles, instructional settings, and technological tools. This consistency strengthens the evidence base and demonstrates that autonomous learning is not context‑bound but a stable, transferable pedagogical approach that supports learners across proficiency levels, course types, and delivery modes. The studies further highlight the critical role of the instructor as a facilitator who provides scaffolding, clear task structures, and supportive feedback that enables learners to assume greater responsibility for their progress. Moreover, the SR shows that autonomous learning fosters long‑term resilience, supports differentiated instruction, and bridges gaps in high‑cognitive‑load domains such as ESP. By leveraging multimodal input and flexible pacing, technology‑enhanced autonomous learning promotes deeper engagement and sustained independent practice. Overall, this systematic review offers the first comprehensive, longitudinal synthesis of autonomous learning within Saudi higher education, establishing a robust empirical foundation to inform curriculum design, policy development, and future AI‑supported autonomous learning innovations.
Systematic review (SR), Al-Jarf research program, autonomous language learning, autonomous learners, autonomous learning technologies, autonomous learning skill, autonomous learning training, self directed language learning, technology enhanced learning, multimodal learning
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Cognitive Demand in Higher Education Summative Assessment: A Two-Dimensional Analysis Using Bloom's Revised Taxonomy
This study examines the cognitive and knowledge demands embedded in summative assessment questions within an English Department at a Moroccan public university using Bloom’s Revised Taxonomy two-dimensional framework. A corpus of 162 examination questions, drawn from 82 examination papers across multiple assessment genres, was analyzed using deductive qualitative content analysis. Questions were classified according to the interaction between cognitive processes (Remember, Understand, Apply, Analyze, Evaluate, Create) and knowledge types (Factual, Conceptual, Procedural, Metacognitive). Findings indicate that assessment demand was concentrated primarily in Conceptual Knowledge (50.0%), with Understand–Conceptual being the most frequent taxonomy cell (21.0%). Procedural application was also strongly represented, particularly through Apply–Procedural tasks (13.0%). Although higher-order cognitive processes such as Analyze, Evaluate, and Create were present, they occurred less frequently than comprehension-oriented tasks. Metacognitive knowledge was minimally represented (1.2%), suggesting limited explicit attention to reflective or self-regulatory thinking. The study argues that Bloom’s Revised Taxonomy provides not only a useful analytical framework for examining cognitive demand but also a practical tool for assessment redesign. Drawing on contemporary discussions surrounding generative AI, equity, and epistemic agency, the article proposes scaffolded assessment structures as a strategy for distributing cognitive demand more deliberately while supporting transparent, equitable, and higher-order forms of disciplinary reasoning in higher-education assessment.
Copyright (c) 2026 British Journal of Teacher Education and Pedagogy
Gauging The Personal Attributes and Attitudes of Teachers Toward Inclusive Education
This study assessed the personal attributes and attitudes of teachers toward inclusive education. The study was conducted at Mandaue City Sped Center High School (MCSCHS) for the school year 2023-2024. Using universal sampling, 58 junior high school teachers participated, completing a five-part questionnaire that included the Brief Resilience Scale, Rosenberg Self-Esteem Scale, Life Orientation Test, and an adapted attitudes towards inclusion scale. Data analysis employed frequency counts, percentages, weighted means, and Pearson's r correlation. Results revealed that respondents were predominantly female, highly educated, with diverse specializations and teaching experience. Teachers demonstrated high levels of resiliency, self-esteem, and optimism, as well as positive attitudes towards inclusive education. However, no significant relationship was found between personal attributes and attitudes towards inclusive education. The study concluded that while teachers possess strong psychological resources and positive attitudes, these attributes are not significantly related to their attitudes towards inclusive education, suggesting other factors may play a more crucial role in shaping inclusive practices. Recommendations include continued personal development for teachers, focusing on specific skills and knowledge related to inclusive education, and implementation of targeted professional development programs by school administrators to address practical challenges of inclusive education.
Inclusive education, general education teachers, resiliency, self-esteem, optimism, teacher attitudes, teacher personal attributes
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Autism Spectrum Disorder Research in the Gulf Region: A Systematic Review of Studies Published Between 2000 and 2025
An increasing number of children and young people are identified today with autism spectrum disorder (ASD) in the Gulf Cooperation Council (GCC) region, and the burden of the condition is far from being fully understood. This systematic review aims to summarize the published peer-reviewed literature on prevalence rates, risk factors, diagnostic procedures, interventions and outcomes of services for children with ASD in the six GCC countries from 2000 to 2025. In accordance with PRISMA 2020 guidelines, 847 records were screened in four databases, and 52 studies met the inclusion criteria. The findings show that the prevalence in the community, up to 1.14% in Qatar and up to 2.51% in Saudi Arabia, significantly exceeds the official government estimates, with cultural stigma and delayed diagnosis, and lack of national prevalence monitoring, playing a major role. Regional genetic architectures and advanced parental age were constant aetiological risk factors. Diagnostic delay is very common, there are few validated Arabic-language questionnaires and tools, and private-sector services are fragmented and located in urban settings. Kuwait is totally ignored in the empirical literature. The review advocates for national ASD Registries, culturally appropriate diagnostic tools, increased provision of services by the public sector and continued investment in inclusive teacher education across the region.
Autism spectrum disorder; Gulf Cooperation Council; systematic review; neurodevelopmental disorders; inclusive education
Spelling Error Types, Strategies, Sources, and Instructional Interventions among EFL Freshman Students: A Systematic Self-Review
This study synthesizes the findings of seventeen empirical investigations conducted by the author between 2002 and 2011 on the English spelling performance of Saudi EFL freshman students. The studies were classified into four clusters: collecting and using spelling error corpora; identifying spelling weaknesses, error types, strategies, and sources; examining factors affecting spelling skill acquisition; and evaluating instructional models and interventions. All studies were conducted with the same cohort of Saudi EFL learners, using the same cloze test instrument and comparable instructional conditions, allowing for a coherent and internally consistent analysis of spelling development. Despite the diversity of research designs—ranging from error analysis to skill correlation studies and instructional interventions—the corpus as a whole demonstrates that EFL spelling difficulties stem from a persistent interaction of phonological, orthographic, and morphological weaknesses. The diagnostic studies show that misspellings arise from enduring weaknesses in vowel discrimination, silent letter processing, grapheme sequencing, morphemic awareness, and the use of ineffective spelling strategies, confirming that learners struggle with both whole word recognition and internal word structure. The correlational studies demonstrate that spelling is tightly interwoven with listening comprehension and decoding ability: students who fail to perceive phonemes, connect phonemes with their corresponding graphemes, or identify syllable boundaries and consonant clusters accurately are the same students who produce the highest rates of faulty graphemes and whole word substitutions. The intervention studies further show that when instruction directly targets these underlying weaknesses—through explicit phonics, rule based instruction, and multimodal reinforcement—learners make substantial and significant gains. Collectively, the corpus indicates that spelling is not a surface level literacy skill but a multilayered cognitive linguistic process shaped by auditory perception, phonological representation, orthographic knowledge, and morphological awareness. Effective instruction must therefore address these deeper processes rather than rely on memorization or incidental exposure. By positioning spelling within a broader linguistic and pedagogical framework, this SR contributes a focused perspective to global discussions on literacy development in EFL contexts and highlights the need for evidence based instructional practices. Ultimately, this SR underscores that effective spelling instruction is both achievable and essential, forming a foundation for learners’ success in reading, writing, pronunciation, and overall language competence.
Systematic review (SR), Al-Jarf research program, EFL spelling instruction, EFL spelling assessment, EFL spelling learning outcomes, orthographic problems, phonological problems, morphological problems, phoneme-grapheme correspondence, technology enhanced spelling
An Investigation into Different Techniques for the Advancement of Soft Skills in EFL among Moroccan University Students
Soft skills encompass a range of abilities, including social skills, communication, leadership, time management, negotiation, problem-solving, and critical thinking. Despite the growing emphasis on soft skills in discussions on general education and the qualifications of candidates for professional degrees in various knowledge areas, the implementation of these attributes in learning environments still needs improvement. As a result, the process has been bestowed with mystery, as if the development of soft skills was something outside the realm of academic activities. To ensure that soft skills are implemented, the former Moroccan Minister of Higher Education and Scientific Research modified the LMD (Licence, Master, Doctorat) system (Miraoui, 2022). This paper examines this issue from two perspectives. The first is to explore the most effective techniques that contribute to the development of soft skills in the EFL context. The second is to examine the relationship between the student’s level of soft skills and their academic performance. A questionnaire was administered to Moroccan university students to collect data. The questionnaire was adapted to fit the objectives of the current study. The first hypothesis posits that the adoption of focused strategies discovered in this investigation will yield note worthy effects on the enhancement of soft skills in learners. The second hypothesis states that the implementation of more effective techniques for soft skills development will correlate with enhanced academic performance and increased acquisition of skills among learners. Finally, This paper provides some recommendations for improving soft skills education practices in EFL contexts.
Academic performance, Employability, Soft skills
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Screen Dependency and Oral Language Development of Kindergarten Children
This study investigated the relationship between unregulated screen time and the language and literacy skills of 40 Kindergarten learners at Tagjaguimit Elementary School, City of Naga, Cebu, during the 2025–2026 school year. Utilizing a descriptive-correlational design, the research examined parental profiles, learners' daily screen habits, and their developmental outcomes. Data were gathered through adapted survey questionnaires, teacher-completed checklists, and classroom observations, then analyzed using weighted means and Pearson correlation coefficients. The findings reveal that parent-respondents are predominantly young to middle-aged, lower-income earners with high school education, which may influence their supervision of digital device access. Learners generally engage in moderate screen time, averaging 1–2 hours daily, primarily for educational purposes and entertainment. While learners demonstrate strong foundational skills, such as letter recognition and following directions, notable gaps persist in expressive and higher-order tasks, including storytelling, vocabulary use, and sentence construction. Statistical analysis yielded negligible positive correlations between unregulated screen time and language ($r = 0.220$) or literacy ($r = 0.208$) skills, indicating that screen duration alone does not significantly impact these competencies. The study concluded that the quality and purpose of digital engagement are more critical than quantity. It recommended the implementation of guided digital learning programs, parental workshops on purposeful screen use, and targeted interventions focusing on expressive language skills. These measures aim to bridge developmental gaps and ensure technology serves as a constructive tool for early childhood education within the semi-rural community setting.
Screen dependency, unregulated screen time, oral language development, literacy skills, Kindergarten learners
Computer-Aided Instruction in Mathematics to Mentally Challenge Learners
Computer-aided instruction (CAI) provides an interactive, individualized, and adaptive learning experience that supports students with diverse needs in learning mathematics by challenging them visually, auditorily, interactively, or through hands-on activities. This enhances their engagement & understanding. The study determined the effectiveness of CAI in teaching mathematics to students with disabilities in DepEd's Lapu-Lapu City Division as a basis for an instructional intervention plan. The researchers employed a quantitative quasi-experimental group design to collect data from students with disabilities and from mathematics teachers using a validated researcher-made instrument. Data were analyzed using frequency, means, standard deviations, and a paired t-test. The results have confirmed that educated, employed parents from stable homes are buoyant for mostly six-year-old students with disabilities. Results reveal moderate improvements in both addition and variable performance on subtraction items, but a large improvement regarding their problem-solving abilities. Statistical evidence demonstrates that CAI can substantially improve mathematics learning. Nevertheless, limited facilities and resources are obstacles to practical implementation. The research identifies the most common directions of technology use, while underscoring that, with insight into instructional strategies tailored to different learners and high-quality learning resources, the academic pace can be maintained across districts. It concludes that CAI is an efficacious and constructive instructional medium for teaching mathematics to students with disabilities. The researchers recommend integrating the intervention plan into their instructional materials to improve students with disabilities' learning.
BSED Mathematics Students’ Knowledge, Attitudes, and Experiences of Classroom Gamification in the Philippines
Gamification, implemented through both conventional and technology-enhanced approaches, is widely recognized as an effective strategy for enhancing student engagement and learning. This study examined junior high school mathematics teachers’ knowledge, attitudes, and experiences regarding the use of gamification in the classroom. Specifically, it aimed to determine the extent to which teachers understand, value, and apply gamified strategies to motivate learners. A descriptive–correlational research design was employed, utilizing a survey questionnaire to collect data on respondents’ demographic profiles, as well as their knowledge, attitudes, and experiences with gamification. The participants consisted of 33 junior high school mathematics teachers from the Mandaue City South District. Findings revealed that teachers’ profile variables did not significantly influence their knowledge and attitudes toward gamification. However, a significant relationship was found between profile variables and teachers’ experiences, particularly in terms of educational attainment and teaching experience. The study recommends the provision of targeted training and professional development programs to enhance teachers’ competence in effectively integrating gamification into classroom instruction.
Attitude, descriptive – correlational, experiences, gamification, knowledge, Philippines
English Language Teachers’ Perceptions of Artificial Intelligence Use in the EFL Classroom
Nowadays, the rapid advancement of Artificial Intelligence has significantly influenced educational philosophy and practices worldwide. This development concerns all school subjects. In Morocco, the incorporation of AI tools into classrooms remains lagging. In this regard, this study aims to explore English language teachers’ perceptions, readiness, and challenges regarding the integration of AI tools into their instruction. This study uses a qualitative data collection method, with a questionnaire as the primary tool. The outcomes of this study indicate that teachers generally have positive perceptions toward AI, but they also raise many obstacles that impede its use. They recognize its potential benefits in fostering student autonomy, student engagement, and instructional efficiency. Nevertheless, there remain many concerns related to academic integrity, lack of training, and limited educational technology. The study concludes with recommendations for teacher training, policy development, and future research.
Exploring The Relationships Between K To 3 Matatag Curriculum Delivery and Early Literacy Outcomes
This research explores the relationships between the delivery of the K to 3 MATATAG Curriculum and early literacy outcomes among primary learners in Mohon Elementary School in Talisay City for the school year 2025 – 2026, as evidence for a literacy instructional enhancement plan recommendation for teachers enhancing curriculum delivery to improve literacy outcomes. This study utilized a descriptive correlational research design and adopted a survey questionnaire. It was conducted at Mohon Elementary School, located in Talisay City, with 30 Key Stage 1 Teachers as the respondents who explored the relationship between K to 3 MATATAG Curriculum Delivery and Early Literacy Outcomes with three core areas and several indicators used to gather data. The data gathered were statistically treated using frequency count, percentage, weighted mean, standard deviation, and Pearson Correlation Coefficient (r). Findings revealed that the MATATAG Curriculum is beginning to make a positive impact on early literacy. Learners are showing growth in oral communication, writing, and reading readiness, especially when teachers are engaging in child-centered strategies. However, challenges like large class sizes, limited materials or resources, and difficulty addressing diverse literacy levels still affect learning outcomes. Some learners can read but cannot understand or comprehend what they read. These findings underscore the importance of intentional curriculum delivery in fostering early literacy, offering implications for policy refinement, teacher training, and community engagement in the MATATAG framework.
MATATAG Curriculum, Early Literacy Instruction, Curriculum Implementation, Child-Centered Learning
Teacher Education for Values Education Integration: A Review of the Literature
This literature review synthesises key arguments and research on values education within general education and teacher education with references to English Language Teaching (ELT). The review addresses two research questions concerning the core concepts of values education and the considerations for teacher education. A systematic search of databases including Scopus, Web of Science, and Google Scholar yielded thirty peer-reviewed sources, which were analysed thematically. The findings indicate that values education is widely recognised as integral to holistic development, offering benefits such as enhanced academic engagement, improved student well-being, and a more positive school culture. However, persistent challenges remain, including insufficient teacher training, a lack of theoretical consensus, and difficulties navigating diverse cultural and religious contexts. For successful values integration, teacher professional development plays a crucial role that requires a combination of theoretical grounding, practical strategies, reflective practice, and professional identity formation. The review also reveals a tension between universalist frameworks and contextually grounded approaches. Future research directions include international comparative studies, longitudinal and discourse-analytic investigations of classroom practice, and the development of targeted professional development programmes that equip educators to integrate values education ethically and effectively.
Values education, moral education, holistic education, English Language Teaching, teacher education
Innovative Assessment Techniques for ICC at tertiary level: Kenitra School of Education Sciences and Training (ESEF)in Morocco: A case study
The scant nature of research endeavours that tried investigating the issue of Intercultural Communicative Competence in Morocco fuelled the motive behind this study. Therefore, this study aims at assessing the usefulness of novel ways of assessing ICC in the Moroccan educational context via investigating the perceptions of 60 EFL students at Kenitra School of Education Sciences and Training (ESEF) in Morocco to detect their point of views about the new potential ways of assessment such as portfolios, role plays and reflective journals in comparison with the standardized paper and pen-based modes of assessment. The study was geared by two main objectives: Attest the usefulness of plausible ways of assessing students’ ICC with regard to students’ perspectives and advocate and proscribe effective and efficient methods of assessing students’ ICC via answering the following questions: Do ESEF students’ find the current ways of assessing their ICC useful? What are the most effective and efficient assessment methods of ICC from students’ perspectives?. Thus, the study adopted a quantitative design using an on-line questionnaire, to probe into students’ attitudes and reactions, which generated useful findings that were analyzed in a simple and clear but eye-friendly statistical way. In brief, though the shortage of analogical studies, the results affirmatively backed up the realization of the study’s objectives in the sense that a bunch of recommendations were set forth to be put into practice by practitioners and stake holders alike.
Assessment, Intercultural Communicative Competence, perceptions
An Integrative Systematic Review of Studies Across Diverse Educational Evaluation Domains
This study conducted an integrative systematic review (ISR) synthesizing the author’s research on educational evaluation published between 1989 and 2023. The corpus comprises sixteen studies spanning multiple evaluation domains, including thesis and graduate program evaluation, peer reviewing, curriculum and textbook evaluation, teacher performance appraisal, learning outcomes and course grade patterns, digital assessment tools, and admission benchmarks. The studies were organized into seven thematic clusters: MA/PhD theses and graduate program evaluation; peer review and publishing quality assurance; assessment, testing, and grade outcomes in language and translation education; instructor qualification evaluation; foreign language curriculum and textbook evaluation; digital assessment tools; and program admission policies and staffing benchmarks in language and translation education. Across clusters, the findings revealed a sustained scholarly effort to diagnose systemic weaknesses in educational evaluation across school, university, and professional contexts. The studies demonstrated inconsistent or unclear evaluation standards; variability in evaluator expertise; structural and administrative constraints that shape instructional and evaluative processes; and the significant influence of assessment policies on student learning, academic integrity, and institutional accountability. These themes recur across graduate research supervision, peer review systems, EFL curriculum design, textbook development, teacher performance evaluation, and course grade distribution, indicating that the challenges identified are structural rather than context specific. The ISR also highlights recurring patterns across the corpus as persistent misalignment between intended standards and actual practice, limited methodological rigor in some evaluation processes, and the far reaching consequences of institutional policies, particularly during periods of disruption such as the COVID 19 pandemic. The studies collectively demonstrate that weaknesses in evaluation practices often stem from systemic issues such as inadequate training, inconsistent regulations, insufficient oversight, and the absence of unified benchmarks across institutions. This ISR provides the first comprehensive synthesis of a 35 year research program on educational evaluation, revealing conceptual coherence and methodological evolution across diverse evaluation domains. By mapping patterns, challenges, and cross domain insights, this ISR offers evidence that can inform future evaluation frameworks, strengthen institutional policies, and guide reforms in curriculum design, teacher appraisal, graduate studies supervision, and assessment practices. The findings highlight the need for unified standards, enhanced evaluator preparation, and system level approaches to improving educational quality across sectors.
Integrative Systematic review (ISR), Al-Jarf research program, educational evaluation, peer reviewing, teacher performance evaluation, curriculum and textbook evaluation, learning outcomes, digital assessment tools, admission benchmarks
Assessment On Teachers’ Turnover in the Context of Basic Education
This study assessed the factors affecting teacher turnover in selected public schools under the Cebu City Division during the school year 2022–2023 as the basis for developing a teacher retention action plan. Using a descriptive research design, the study gathered data from teacher respondents through a demographic profile checklist and questionnaires focusing on personal, institutional, and psychological factors influencing turnover. Frequency counts, percentages, weighted means, and Chi-Square tests were used to analyze the data. Findings revealed that personal factors moderately affect teacher turnover, with health concerns, travel distance, and workload emerging as the most influential contributors. Institutional factors showed a low level of influence, although issues such as heavy workload, limited training opportunities, and lack of recognition were noted as moderate concerns. Psychological factors had the least influence, reflecting that teachers generally maintain good morale, motivation, and healthy working relationships. The Chi-Square tests showed no significant association between turnover and teachers’ demographic profile indicating that turnover tendencies are not dependent on background characteristics. The study concludes that teacher turnover is primarily driven by personal circumstances rather than institutional or psychological factors. Based on these results, a teacher retention program focusing on health and wellness support, workload management, recognition and motivation, continuous professional development, and travel-related assistance is recommended. Strengthening these areas may help enhance teacher satisfaction, stability, and long-term commitment to the school.
Teacher turnover, personal factors, institutional factors, psychological factors, teacher retention, basic education teachers
Parental Involvement and the Perceived Academic and Psychosocial Readiness of Grade One Learners
This study examined the relationship between parental involvement and the perceived academic and psychosocial readiness of Grade One learners in Tabok Elementary School II, Division of Mandaue City, School Year 2025–2026. Using a descriptive–correlational design guided by the Input–Process–Output (IPO) model, quantitative data were collected from 100 parents selected through convenience sampling. A researcher-made questionnaire measured parental involvement across five dimensions: autonomy-supportive involvement, controlling involvement, structure, responsiveness, and involvement. Parents also rated their child’s academic readiness, while psychosocial development was assessed through a researcher-adapted instrument based on Kadesjö et al. (2017) and psychosocial development theories covering emotional regulation, self-concept and confidence, social interaction, and moral/prosocial behavior. Instruments underwent content validation by three guidance counselors, pilot testing for item clarity, and reliability checking via internal consistency. Results showed parents generally practiced supportive involvement and learners were perceived as ready academically and psychosocially. Correlation tests indicated that only involvement was significantly related to academic readiness, while parental involvement was significantly related to self-concept and confidence in psychosocial development. An action plan is recommended to strengthen home-based learning support and confidence-building practices.
Parental involvement, academic readiness, psychosocial readiness, Grade One learners
Three Decades of ESP Innovation: A Review of Research Across Specialized and Underexplored Domains
This study seeks to fill a gap in the English for Specific Purposes (ESP) literature by conducting a systematic review (SR) of the author’s research studies published between 1994 and 2025. This SR synthesizes ten studies that examine the teaching of English for legal, polytechnic, art education, Islamic, and translation for specific purposes, interpreting for tourism purposes and using artificial intelligence to translate common names of chemical compounds. For conceptual clarity, the ten studies were organized into three thematic clusters (i) the ESP course design (5 studies); (ii) interpreting and translation for specific purposes (2 studies); and (iii) Teaching approaches for ESP (3 studies). Across these three clusters, the findings revealed that effective ESP instruction is based on a deep understanding of the learners’ academic and professional needs, the communicative demands of their domain, and the skills and cognitive processes required to process specialized texts and tasks. This SR highlights the importance of integrating language skills with domain knowledge, designing instruction that matches real world communicative practices, and using authentic materials that represent the students’ area of specialization. Additionally, this SR shows that ESP instruction is shaped by technological innovation. Online learning environments, digital resources, and AI assisted tools expand students’ access to specialized content and support the development of reading, vocabulary, translation, and research skills. At the same time, the studies underscore the need for digital literacy and instructional purpose to ensure that technology enhances rather than replaces thoughtful instructional design. Together, the studies in this SR contribute to a more extensive and inclusive understanding of ESP, one that embraces under represented disciplines, integrates multimodal resources, and highlights the connection between language skills and elements, cognitive competencies, and domain knowledge. This SR does not only synthesize a substantial body of research, but it also outlines a path forward for future research, curriculum development, and pedagogical innovation in ESP.
Systematic Review (SR), English for legal purposes, English for polytechnic purposes, English for Islamic purposes, English for art education purposes, interpreting for tourism purposes, ESP course design, ESP teaching strategies, ESP technologies, students’ needs assessment
YouTube Videos as a Pedagogical Tool in Teaching Mathematics
In today's changing educational environment, incorporating multimedia materials such as YouTube is becoming increasingly crucial for enhancing learner interaction and understanding. This research examines the effectiveness of using YouTube videos in mathematics teaching for Grade 7 Junior High School students at the University of Cebu, Pardo and Talisay Campus, Bulacao, Cebu City, Philippines. The primary purpose is to determine whether multimedia can enhance learners' understanding and performance in mathematics. Using a quasi-experimental research design, the research involved sixty (60) Grade 7 students, divided equally into control and experimental groups. The researcher used a matched-pairs sampling technique, matching students by gender and second grade period mathematics grades to ensure group comparability. A researcher-made questionnaire was the primary tool for data collection, administered both as a pretest and a posttest. The researcher conducted data analysis using appropriate statistical methods, including frequency and percentage counts, mean, and standard deviation, and t-tests for independent and paired samples, with a significance level of 0.05. Results indicated that both groups performed equally poorly on the pretest, with no difference between them (p = 0.263), suggesting an equivalent baseline. Post-intervention scores indicated significant improvement in both groups (p < 0.001); however, the experimental group, which was instructed and supplemented with YouTube videos, performed better than the control group in the posttest (p = 0.049). These findings indicate that incorporating YouTube videos into mathematics instruction can significantly improve students' learning outcomes. Teachers should incorporate high-quality, relevant multimedia resources into their instructional practices to improve student engagement, retention, and academic achievement in mathematics.
YouTube videos, Mathematics instruction, Math Students, Educational Technology, Quasi-experimental study, Cebu City, Philippines.
The Use of Manipulatives in Teaching Grade 8 Mathematics
Mathematics is often perceived as a difficult subject due to its abstract nature, making it challenging for students to grasp key concepts, especially at the Junior High School level. This study investigated the effectiveness of manipulatives in teaching Grade 8 mathematics to address low academic performance among students. It aimed to determine the students’ performance before and after the use of manipulatives, compare the results with those taught through traditional methods, and assess the significance of the difference between their scores. As an output, the study proposes the integration of manipulative-based instruction to improve conceptual understanding and enhance overall student achievement in mathematics. This employed a quasi-experimental quantitative design and had 60 grade 8 students of the University of Cebu at Pardo and Talisay. The research involved two groups: an experimental group taught with manipulatives and a control group taught using traditional methods. Pretest and posttest scores were analyzed using the mean, paired, and independent t-tests to determine performance differences within and between groups. Findings revealed that while both groups showed improvement from pretest to posttest, the experimental group exhibited significantly higher gains in mathematical achievement. The posttest scores of students who were taught using manipulatives were notably higher compared to those in the control group, affirming the positive impact of hands-on materials in facilitating conceptual understanding. The study recommends integrating manipulatives in regular instruction to foster student engagement, improve comprehension, and support differentiated learning in mathematics classrooms. Additionally, school administrators are encouraged to provide training and sufficient resources to support the effective use of manipulatives in classroom instruction.
Manipulatives, Grade 8 Mathematics, Quasi-experimental, Cebu City, Philippines.
Perceptions of Teachers and Administrators on Assessment, Placement, and Enrollment for Learners with Special Needs
This study examined how selected public schools implement assessment methods, educational placement, and enrollment practices for incoming Grade 7 learners with presumed special needs. Using a quantitative descriptive–correlational design, data were gathered from 24 teachers and 11 school administrators through a 45-item survey covering assessment, placement, and enrollment indicators. Descriptive statistics and the Mann–Whitney U test were employed to analyze perceptions and group differences. Results showed that respondents generally perceived these practices as moderately practiced, with teachers consistently rating implementation higher than administrators. Significant differences were found between the two groups across assessment (p=0.00016), placement (p=0.00512), and enrollment (p=0.00214). Lower ratings were noted in IEP development and access to specialized support services. Profile data further revealed a predominantly female, early-career SPED workforce with active training participation but limited long-term experience. While schools possess essential inclusive facilities, specialized resources remain limited. Findings highlight perceptual gaps between classroom practice and administrative oversight, underscoring the need to strengthen IEP procedures, expand specialist services, and improve coordination to enhance inclusive practices for learners with special needs.their effectiveness.
Inclusive education, special education assessment, educational placement, enrollment practices, individualized education program (IEP),
Inadequate Staffing and Large Class Sizes in Saudi EFL and Translation Programs: An Integrative Analysis of Empirical Studies
Although a plethora of studies investigated the issues of teacher shortage and large class sizes, few studies explicitly connected teacher shortages with large class sizes in higher education language and translation programs, particularly within the Saudi context. This gap is significant because inadequate staffing and large enrolments are not isolated issues, but they form a structural cycle that directly affects instructional quality, student achievement, and faculty workload. To address this gap, this study conducted an integrative analysis of four empirical studies by the author, published between 2004 and 2008, which collectively investigate the issues of inadequate staffing and large class sizes in Saudi EFL and translation programs. These studies provided a unique longitudinal perspective on a persistent problem that continues to shape instructional conditions in the 2020’s. Three studies investigated the staffing of language and translation departments 2004 to 2008 at 7 universities and one study on large student enrolments in the language and translation at King Saud University. The integrative analysis revealed that All studies documented inadequate staffing in language and translation departments, with faculty–student ratios exceeding recommended international benchmarks. Departments were found to rely heavily on part time or temporary instructors, particularly in high demand skills courses. Enrolment data showed large class sizes, especially in General English and core language skills courses, where enrolments frequently exceeded 1,000 students across multiple sections. Specialized translation courses also faced sustained pressure, with median enrolments above 100 students per course. These findings demonstrate that the structural challenges identified in the mid 2000s, began to improve towards 2018 and in the 2020’s largely due to the King Abdullah Scholarship Program. Here, two notable shifts occurred: class sizes declined, mainly due to COVID-related instructional restructuring, and the increasing number of Saudi faculty returning from graduate studies abroad. These developments contributed to gradual improvements in staffing and enrolment conditions. The study gave several recommendations to help create sustainable instructional environments that support effective language and translation pedagogy. Further studies about the current staffing and student enrolment status at language and translation programs at state and private universities in the Saudi context are still open for further investigation in the future.
understaffing, faculty shortage, EFL and translation programs, faculty recruiting, large class sizes, large student enrolments, staffing policies, remote recruiting, remote teaching, recruitment management and planning
Social Media Usage and Its Impact on English Language Skill Development
Social media has become a major communication tool, influencing the global connectivity of individuals. Its nature and pervasiveness have transformed communication, transcending all geographical boundaries. Social media has offered a new opportunity for informal language learning, allowing users to acquire and refine their language skills while actively practicing on these online platforms. This research paper examined the use of social media and its impact on the improvement of English language skills among undergraduate students in Morocco. The methodology conducted is based on a quantitative study, collecting numerical data through an online survey from undergraduate students from two public Moroccan universities. Using standardized metrics to measure usage patterns and frequency, and to explore perceived English skills improvements. The main result of this study reveals that social media takes a large part of daily activity in students’ lives, in addition to the diversity of social media platforms, which offers a real opportunity for informal learning of language, as illustrated in the remarkable improvement of English skills, in particular listening, reading, speaking, and enriching their vocabulary reserve.
Social Media, Informal learning, English Language, Online Communication, Language Evolution.
The Readiness of Practice Teachers in Early Childhood Education Professional Competence at Cebu Technological University-Main Campus
This study examined how prepared practice teachers in Bachelor of Early Childhood Education program felt regarding their professional competence and whether this preparedness differed by respondents’ demographic factors or program affiliation. The research took place at the College of Education, Cebu Technological University–Main Campus a premier public institution in Cebu, using a descriptive-correlational design. The respondents were consisted of sixty-two (62) fourth-year students whom becoming a practice teacher were selected using convenience sampling. The main instrument was a self-assessment questionnaire adapted and anchored on established ECE professional standards, which measured readiness in planning the learning process, implementing the learning process, and evaluating the learning process and student learning and growth. The data were analyzed using frequency, weighted mean, Pearson Product-Moment Correlation Coefficient, simple percentage, standard deviation, and the t-test for independent samples. The results showed that ECE practice teachers rated themselves as Proficient in all areas of competence. Statistical analysis also found that their readiness was consistent, and that demographic factors and program affiliation did not have a significant effect on their professional skills. The Bachelor of Early Childhood Education program prepares graduates well for professional practice, but there are still areas of concerns that could be improved. The main result of this study is a Practice Teacher Competency Plan that provides an evidence-based actionable framework guide to improve the ECE curriculum, teaching methods, and teacher development at the university.their effectiveness.
Early childhood education, practice teaching, teacher readiness, professional competence
Photomath on Students’ Mathematical Competence: Basis for Delivery Plan Update
This study investigates the impact of PhotoMath on the mathematical competence of Senior High School students at a university in Cebu during the Academic Year 2024–2025 to inform updates to the institution's delivery plan. Using a quasi-experimental design, the research compared the posttest performance of control and experimental groups, analyzing data with means, standard deviations, weighted means, and t-tests. The results showed a significant improvement in the experimental group's performance (M = 29.42, SD = 6.18) compared to the control group (M = 25.82, SD = 6.09; p = 0.017). PhotoMath was also perceived to have a high impact on learning experiences, academic performance, motivation, self-reliance, and AI dependency. The study concludes that PhotoMath effectively enhances mathematical competence and recommends its integration into the delivery plan to improve learning outcomes for General Mathematics.
AI dependency, mathematical competence, motivation, PhotoMath, quasi-experimental design, self-reliance.
Faculty Experience and Professional Development as Determinants of Inclusive Teaching Practices: A Correlational Study of Elementary Teachers in Philippine Public Schools
This research assessed faculty experience and professional development as determinants of inclusive teaching practices. The study employed a descriptive correlational design since it aimed to examine the extent of factors influencing the implementation of inclusive education, the level of inclusive teaching practices among respondents, and the significant correlation between faculty experience and professional development with inclusive education practices. Findings revealed that, with regard to the extent of factors influencing inclusive education, most elementary teachers demonstrated a moderate level of experience in adapting instruction and managing classroom challenges. Their engagement in professional development activities related to inclusive education was also moderate, yet they showed strong participation in school-based INSETs and expressed confidence in applying the knowledge and strategies acquired. Furthermore, teachers were consistent in applying inclusive instructional strategies, particularly differentiated instruction and the use of varied teaching methods, which are essential in meeting the diverse needs of learners. Based on the results, several recommendations are proposed. Schools should focus on the practical application of evidence-based strategies such as differentiated instruction, the integration of assistive technologies, and the use of behavior intervention planning to support diverse learners. It is also vital to ensure access to updated teaching and learning resources. Moreover, regular monitoring and evaluation of professional development programs must be carried out to assess their effectiveness.
Faculty Experience; Professional Development; Inclusive Teaching Practices; Elementary Teachers; Philippine Public Schools
Exploring The Impact of The Home Literacy Environment on Preschoolers’ Literacy and Numeracy Development
This study assessed the influence of the home literacy environment on the literacy and numeracy skills of preschoolers. Utilizing a descriptive-correlational research design, the study explored how five key dimensions of the home environment physical resources, parent literacy habits, child literacy habits, parent-child interaction, and parental beliefs, were associated with learners’ proficiency in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, attribute identification, and thinking skills. The respondents included 100 parent-respondents and 2 preschool teachers, selected through purposive sampling. Data were collected using a validated home literacy environment survey and the Department of Education’s LitNum Assessment Tool. Statistical analyses involved frequency counts, weighted means, and Pearson’s correlation coefficient. Results showed that the home literacy environment was rated “excellent” across all dimensions, and most learners achieved advanced proficiency in both literacy and numeracy domains. However, correlation analysis revealed no statistically significant relationship between the home literacy environment and learners’ literacy or numeracy skills, as all computed r-values were negligible and p-values exceeded the 0.05 significance level. Based on these findings, a comprehensive Action Plan was developed to sustain strong home-school collaboration, address specific learning gaps, and promote more skill-focused support for all learners. The study underscored the value of intentional, skill-specific parental engagement in early academic development.
Home Literacy Environment, Early Childhood Education, Literacy Skills, Numeracy Skills, Preschool Learners, Alphabet Knowledge, Phonological Awareness
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Language Proficiency and Foundational Literacy of Grade One Learners: Basis for A Literacy Skills Enhancement Plan
This study aimed to assess the language and literacy skills of learners. Specifically, it sought to determine the learners’ levels of receptive and expressive language, evaluate their performance in foundational literacy domains such as letter sounds, rhyming words, and letter names, and examine the relationship between language and literacy skills. The study employed a descriptive-correlational research design. Data were gathered using a teacher-administered survey questionnaire adapted from the Department of Education’s Early Childhood Care and Development (ECCD) Checklist and the Comprehensive Rapid Literacy Assessment (CRLA). The statistical tools utilized included weighted mean, standard deviation, frequency count, simple percentage, and Pearson Product-Moment Correlation Coefficient. Findings showed that the learners generally possessed proficient receptive and expressive language skills and strong foundational literacy abilities, although noticeable difficulties remained in phonological awareness, particularly rhyming. The analysis further indicated that language and literacy skills developed independently among the respondents. The study concluded that targeted, structured, and classroom-ready intervention was necessary to strengthen identified gaps. It was recommended that the Literacy Skills Enhancement Plan be fully implemented to reinforce early literacy foundations and support teachers in delivering evidence-based instruction.
Language Skills, Receptive Language, Expressive Language, Literacy Skills
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The Role of Technology Integration in Enhancing Secondary Mathematics Achievement
This study conducted at a National High School in Minglanilla, Cebu, Philippines during the 2023–2024 school year, examined the role of technology integration in enhancing secondary mathematics achievement among Senior High School students. Utilizing a descriptive method, the research sampled 50 senior high school students and five Mathematics teachers, using instruments adapted from the Department of Education’s Central Office Learning Modules and Mathematics Learning Materials. It assessed technology's applicability across specific mathematics competencies, pre-test and post-test scores, and challenges in teaching Probability and Statistics. Findings showed that technology integration was rated as "Utilized," effectively boosting engagement and motivation, though there was no significant correlation between the extent of technology use and students' academic performance. Most students achieved satisfactory grades, suggesting that while technology supports engagement, it may not directly improve academic outcomes. The study recommends an action plan focused on strategic implementation, teacher development, and collaborative learning to enhance the impact of technology integration on academic performance.
Mathematics Education, technology integration, academic performance, descriptive correlational research design, Philippines
Copyright (c) 2025 British Journal of Teacher Education and Pedagogy
Improving Learning Outcomes of Students through Technology Integration in Special Needs Education Programs
This study aimed to improve the learning outcomes of students with special needs by examining the integration of technology in Special Education (SPED) programs at Lamac Elementary School. It focused on identifying the types of digital tools used by SPED and receiving teachers, evaluating the perceived effectiveness of these tools, and assessing the challenges encountered in their implementation. A descriptive-correlational research design was employed, and data were collected through a researcher-made questionnaire administered to 30 purposively selected teachers. Statistical tools such as frequency counts, weighted mean, standard deviation, and Pearson Product-Moment Correlation were used to analyze the data. Findings revealed that while teachers frequently use basic digital tools such as mobile devices and classroom management apps, there is a notable lack of availability and usage of specialized assistive technologies, particularly for students with speech, mobility, auditory, and cognitive impairments. Additionally, a significant challenge identified was the limited training of SNED teachers in the use of assistive technology. Despite the presence of digitally literate teachers, the effective integration of technology is hindered by inadequate resources, a lack of administrative support, and resistance to change among some educators. The study underscores the importance of sustained investment in digital infrastructure, ongoing professional development, and collaborative efforts among stakeholders to create inclusive, technology-supported learning environments for students with special needs. Based on the findings, an action plan was developed to address the five lowest-rated areas, including improving access to assistive tools and providing targeted teacher training.
Evaluating The Implementation and Impact of the Matatag Curriculum in Early Childhood Education Programs
This study examined the implementation of the MATATAGS curriculum in basic education, focusing on its perceived benefits, impact on student learning and development, and the challenges faced by teacher-respondents. A descriptive- correlational research design was employed to gather both quantitative data and determine relationships between variables. The study involved 45 teacher- respondents selected through total population sampling. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to summarize the responses. Data were collected using a validated researcher-made survey questionnaire, which covered demographic profiles, perceptions on curriculum implementation, perceived benefits, encountered challenges, and the learning process and development of students. Findings revealed that most respondents were female, aged 30–39, with varied years of teaching experience, and the majority were pursuing graduate education. Teachers generally agreed that the curriculum is well-implemented, especially in areas like technology integration, assessment, and lesson clarity. However, challenges such as limited materials, large class sizes, and the need for additional training were identified. The curriculum was perceived to significantly contribute to students’ academic and socio-emotional development. Statistical results showed a strong positive relationship between curriculum implementation and both perceived benefits and learning process and development. These findings highlight the importance of effective curriculum implementation and suggest the need for targeted improvements in teacher support, resource provision, and stakeholder involvement to enhance educational outcomes under the MATATAG curriculum.
MATATAG Curriculum, Early Childhood Education, Curriculum Implementation, Foundational Learning