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VOLUME 22 NUMBER 12 December 2023
Table of Contents
Developing Productive Thinking Skills in the field of Artistic Works using the SCAMPER Strategy for Twice
Exceptional Students.................................................................................................................................................................1
Hussam Khalifah Aldawsari, Hussein Ahmed Shahat, Sherif Adel Gaber, Hamdah Ayed Al-Ruwaili, Abdullah Muteb
Aldughaysh, Thanaa Abdelrashed Mohmed
Digital Learning Management using OpenAI ChatGPT: A Systematic Literature Review......................................... 21

M. Shoffa Saifillah Al Faruq, Ahmad Sunoko, Hamidulloh ibda, Khairul Wahyudi
Using the Delphi Method to Explore Factors Affecting the Effectiveness of Pedagogical Competence Training on
University Lecturers in Vietnam........................................................................................................................................... 42
Nguyen Thi Viet Nga, Tran Thi Hanh Phuong, Doan Ngoc Anh, Dao Thi Viet Anh
Enhancing Oral Language Skills in 5-Year-Old Children Through Drawing Activities in the Classroom............... 62
Mengyun Xiao, Fadzilah Amzah, Noor Azlina Mohamed Khalid, Weihan Rong
Strengthening Character Education: An Action Research in Forming Religious Moderation in Islamic Education
.................................................................................................................................................................................................... 84
Aep Saepudin, Tedi Supriyadi, Dedih Surana, Ikin Asikin
Teachers' Challenges in Preparing Grade R Learners for School-readiness and Strategies Used to Activate
Learner-readiness.................................................................................................................................................................. 106
Mapule Yvonne Segooa, Habasisa Vincent Molise
The Influence of AI ChatGPT on Improving Teachers' Creative Thinking.................................................................. 124

ZuoYuan Liu, Alena Vobolevich, Alexey Oparin
Relationships of Abstraction and Application Complexity in the Attainment between Mathematics and Electrical
Engineering Modules in Diploma Courses of South Africa............................................................................................140
Kavita Behara, Kayode Timothy Akindeji, Gulshan Sharma
Teachers and Students Perception of Technology and Sustainable Adoption Framework in the Pedagogical
Process: A Systematic Review............................................................................................................................................. 162
Sri Utaminingsih, Nur Fajrie, Nurudeen Babatunde Bamiro, Mohamed Nor Azhari Azman
Determinants of Intention to Use ChatGPT for Professional Development among Omani EFL Pre-service
Teachers.................................................................................................................................................................................. 187
Amal Mohammad Alrishan
Integrating IT and Sustainability in Higher Education Infrastructure: Impacts on Quality, Innovation and
Research.................................................................................................................................................................................. 210
Qamrul Islam, Syed Md Faisal Ali Khan
Enhancing English Verbal Communication Skills through Virtual Reality: A Study on Engagement, Motivation,
and Autonomy among English as a Second Language Learners................................................................................... 237
Kumutha Raman, Harwati Hashim, Hanita Hanim Ismail
Teacher Information Literacy for Inclusive Early Childhood Education (ECE) to Provide Literacy and Numeracy
for Special Needs Children in Central Java-Indonesia.................................................................................................... 262
Neneng Tasu’ah, Diana ., Sugiariyanti ., Tias Martika
Devising Online Writing Services: An Exploration of an Academic Writing Class.................................................... 279

Yulia Hapsari, Hamamah Hamamah, Ive Emaliana, Putu Dian Danayanti Degeng, Lydia Kusumahwati
The Impact of MoodleCloud on Faculty and Graduate Students’ User-Independence Engagement in a State
University in the Philippines............................................................................................................................................... 299
Julie Rose Mendoza, Rosario G. Catapang, John Michael Del Rosario Aquino
Adoption of Learning Management Systems in Face-to-Face Learning: A Systematic Literature Review of

Variables, Relationships, and Models.................................................................................................................................326
Delio Luis Salgado-Chamorro, Victor Mario Noble-Ramos, Sebastian Gomez-Jaramillo
School and Family Collaboration on Twice-exceptional Academic Program Services...............................................351

Bayu Pamungkas, Rochmat Wahab, Suwarjo Suwarjo, Adi Suseno
Blended Learning with Mobile Learning Tools in Financial Curricula: Challenges, Opportunities, and
Implications for Student Engagement and Achievement................................................................................................368
Hsin-Jung Hsieh
Teacher Classroom Management Skills: Case Study of the Activator School Programme in Indonesia................. 389
Ainun Nafisah, Sri Marmoah, Riyadi .
1

Vol. 22, No. 12, pp. 1-20, December 2023
https://doi.org/10.26803/ijlter.22.12.1
Received Oct 15, 2023; Revised Dec 7, 2023; Accepted Dec 12, 2023
Developing Productive Thinking Skills in the

field of Artistic Works using the SCAMPER
Strategy for Twice Exceptional Students
Hussam Khalifah Aldawsari , Hussein Ahmed Shahat ,
Sherif Adel Gaber* , Hamdah Ayed Al-Ruwaili ,
Abdullah Muteb Aldughaysh
Faculty of Education, King Faisal University
Al-Ahsa, Saudi Arabia
Thanaa Abdelrashed Mohmed

Faculty of Education University of Hail
Hail, Saudi Arabia
Abstract. This study investigates whether the SCAMPER technique is an

appropriate tool to develop productive thinking skills related to artistic
works among gifted students in general and students with Twice
Exceptionality (2e) in particular. The current study aims to verify the
effectiveness of the SCAMPER technique for the aforementioned
purpose. The sample consisted of 35 2e students aged 8-12 from Al-Ahsa,
Saudi Arabia. A quasi-experimental approach was used, and the study
sample was divided into three experimental groups. The first
experimental group included nine gifted students with autism spectrum
disorder (ASD); the second group consisted of 15 gifted students with
learning disabilities (LD); and the third group included 11 gifted students
with attention deficit and hyperactivity disorder (ADHD). The
researchers developed a measure of productive thinking skills related to
artistic works (PTSRAW) and a training program based on the
SCAMPER technique. The statistical methods that have been used were
the Wilcoson and the Kruskal-Walls tests. The findings of the study
consisted of differences between the mean ranks of the three study
groups on the post-test of the PTSRAW test in favor of gifted students
with LD, followed by gifted students with ADHD, followed by gifted
students with ASD. The authors suggest more studies to enhance
understanding of the benefits of this method and its use in various
disciplines of education and arts.
Keywords: SCAMPER technique; productive thinking; twice
exceptionality; artistic works; art education
*
Corresponding author: Sherif Adel Gaber; Email: sagahmed@kfu.edu.sa
©Authors
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License (CC BY-NC-ND 4.0).
2
1. Introduction
The 20th century information revolution has heightened the need for students to
develop adaptive thinking skills. Art education involves experimentation with
different materials, media and resources, and requires specific instructional
techniques to shape thinking skills. The Saudi Ministry of Education’s education
policy document has highlighted the importance of providing students with the
knowledge, skills, and constructive behaviors to prepare the students to be part
of the economic and cultural progress and prosperity of society (Al-Wadey & Al-
Ajmi, 2022).
To teach students the skills required to develop new ideas, new teaching strategies
need to be researched, such as experimentation with materials, and mind
mapping (Purtee, 2015). Among these strategies is the SCAMPER model,
developed for artistic expression and composition using raw materials. It is
celebrated as an educational tool that enhances awareness, leadership, fluency,
flexibility, and originality. The word “SCAMPER” is an acronym where each
letter represents a different way to change the properties of a structure or system,
physically or metaphorically, to form new relationships. The SCAMPER model
comprises the following elements, namely substitute, combine, adapt, modify or
magnify, eliminate or minify, put to another use, and reverse or rearrange (Serrat,
2017). Using this model, learners can generate new ideas through playing with,
and synthesizing materials. This activity develops productive thinking, also noted
in the problem-solving model proposed by Guilford (1964). This model consists
of a succession of processes interacting with items stored in the memory with the
aim of enhancing cognitive faculties (Barakat, 2022).
Several studies have shown how the SCAMPER technique can be used to develop
the higher mental faculties of the artistically gifted and to prepare programs that
satisfy their needs (Mahmoud, 2017). In his 2022 study, Abbas suggested
establishing educational institutes for handicrafts training and called for a study
on the role of artistic works in improving the imaginative abilities of middle
school students. Cohen (2012) proposed a study linking creative adaptation in
childhood with the type of creativity observed in adults. The global education
index confirms that education must facilitate the development of crucial skills
such as critical thinking and problem-solving using talented teachers to guide
students to acquire the crucial skills they will need in the future (Walton, 2017).
Thinking is an approach to learning and problem-solving where thinking

represents a set of applicable abilities that are implemented in teaching in
structured frameworks that refine ideas, which help in improving the learning
processes and the advancement of students. Productive thinking is also a scientific
method that combines creative thinking skills with critical thinking to solve
problems. Combining creative thinking with critical thinking can be employed to
maximize achievement and reach practical results (Hurson, 2008).
The term "twice exceptional (2e)" refers to people who are bright or skilled in one
or more categories yet have a handicap, disorder, or difficulties in others. Because
giftedness and handicap are addressed simultaneously, this scenario has made
http://ijlter.org/index.php/ijlter
3
the definition and acceptance of the term problematic (Şentürk et al., 2022).
Students who are 2e are extraordinarily skilled in one or more areas such as
academic ability, creativity, leadership, and visual arts, coupled with problems in
other areas such as reading, writing, and arithmetic (Yenioğlu et al., 2022).
Klingner (2022) suggests that the biggest obstacles confronting 2e students are
misunderstanding and misdiagnosis. They are frequently reprimanded,
underchallenged, and left behind, which underlines the need to better understand
them. Students may be eligible for special education services as a result of their
handicap under the 2004 federal Individuals with Disabilities Education
Improvement Act (IDEIA). Once students qualify for IDEIA services, they are
entitled to free and appropriate public education (Bell, 2020).
Although 2e students are gradually receiving more recognition and intervention,

they are still a grossly underserved segment of the school population, and
educators still lack effective methods for identifying and supporting them
(Kircher-Morris, 2021).
"A Call to Action: Identification and Intervention for 2e Students" begins
with basic information about 2e students who are both gifted and talented
and who also have LD and provides strategies for how educators can
identify these students. It is imperative that classroom teachers provide
intervention to address this exception since these students often score at
grade level on standardized tests, with the giftedness score lowered by the
learning disability and raised by the giftedness, resulting in neither this
exception nor the other being addressed because they do not qualify for
either of the special services (Sosland, 2022).
This study applies the SCAMPER technique to the field of art to develop technical
excellence and creative and critical thinking skills among students with 2e. Using
the SCAMPER technique can enhance critical thinking in 2e students, enabling
them to analyze and evaluate various artistic ideas and concepts and apply them
to their art. This also promotes comprehensive learning by developing higher-
order thinking skills (analysis, synthesis, evaluation, and application) for artistic
work. This study contributes to developing 2e students’ creative and critical
thinking skills in the field of arts and supporting ongoing academic achievement.
Productive thinking skills are considered one of the basic aspects of developing
creativity and innovation in the field of the arts. The problem of the study
emerged through the workshops conducted by the researchers of the current
study which aimed to conduct a group of practical applications in the field of raw
material synthesis to produce some artistic works for 2e students. The researchers
noticed the need for these students to improve their artistic production skills in
the field of raw material synthesis. They found in their art work a stereotype in
the design and production of the artistic product, in line with the recognized
standards in the field of artistic production. Therefore, 2e students face difficulty
developing these skills due to the unique challenges they face, which is what
Feldhusen emphasized in 1997. He suggested four areas that must be nurtured
among gifted students, including the field of artistic creativity and the field of the
4
arts, because these students have latent abilities that need to be developed in
proportion to their strengths.
In this study, the SCAMPER technique was selected as a suitable technique for
developing creative and productive thinking. The technique motivates students
to generate new ideas and develop them through the use of six different
techniques: substitution, adaptation, modification, composition, challenge, and
synthesis. However, there are not many studies that focus on using the SCAMPER
technique to develop 2e students' productive thinking skills in artwork. Therefore,
this study aims to answer the following four questions:
Q1. Are there statistically significant differences between the mean ranks of gifted
students with ASD in the pre- and post-tests on the PTSRAW?
Q.2. Are there statistically significant differences between the mean ranks of gifted
students with LD in the pre- and post-tests on the PTSRAW?
Q.3. Are there statistically significant differences between the mean ranks of gifted
students with ADHD in the pre- and post-tests on the PTSRAW?
Q.4. Are there statistically significant differences between the mean ranks of the
three study groups in the post-test on the PTSRAW?
2. Literature Review
2.1. SCAMPER and Thinking
First introduced by López-Mesaa (2011), the SCAMPER technique uses a series of
questions directed to learners to encourage the processes of productive thinking
and creativity. It is also an educational tool that promotes awareness, leadership,
fluency, flexibility, and originality (Serrat, 2017). It can be used as a simple
problem-solving technique, a brainstorming tool, or as a stand-alone technique to
help generate new and unfamiliar ideas (Loop, 2021). SCAMPER uses questions
as subframes in addition to various stimuli to promote divergent thinking by
answering the questions that the student raises and the variables that SCAMPER
symbolizes (Ozyaprak, 2016; Serrat, 2017). Each letter of SCAMPER refers to a
specific thought process, where (S) indicates alternatively, the formation of ideas,
(C) denoting fusion which refers to the combination of different ideas or materials
and multiple techniques, and (A) for adaptation which depends on the response
of the trainee in modifying a living organism or its parts, making it more suitable
for existence under the conditions of the environment. Creative adaptation is the
ability to adapt flexibly to circumstances by introducing (M) modifications or
improvements to develop new ideas or products (Cohen, 2012). It is also possible
to “minify” reduce, change shape, or modify attributes. There is also (P), put to
other uses; (E), delete or simplify an element; and (R), rearrange (Sabri & Al-
Ruwaithi, 2013). Therefore, it can be said that SCAMPER questions are consistent
with Bloom's taxonomy of cognitive critical thinking skills, as identified by
Anderson and Krathwohl (2011) in terms of Remembering, Analysis, Evaluation,
and Composition.
2.2. Productive Thinking

The concept of productive thinking was first proposed in the early 1930s by
German psychologist Otto Selz and was expanded by Canadian author Tim
Hurson, who proposed a structured approach to problem-solving or idea
generation that combines knowledge with creative and critical thinking
5
(AlleyDog, 2023). Hurson (2008) defined productive thinking as a pattern of

thinking that combines critical thinking skills and creative thinking and employs
them together to produce new ideas in which sensory perception interacts with
experience. Herein lies its importance in the educational process because it
combines more than one type of thinking. This helps in better understanding the
cognitive content and linking its elements to each other (Razzouqi et al., 2016). In
research conducted in 1967, Taylor recognized productive thinking as one of nine
capabilities considered essential (Al-Jughaiman, 2023). It is also a psychological
process of learning how to absorb problems and determine the method of
solution. Through feeling the need to achieve a goal, work can be done to reach
the desired situation (Auernhammer & Roth, 2022).
2.2.1. Creative thinking

Creativity is valuable in education because it relies on deep knowledge and the
ability to use it effectively to achieve valuable results. It is often developed as a
competency and skill within educational frameworks. Moreover, education
moves from acquiring knowledge to developing competencies (Patston, 2021).
Some definitions of creativity have been formulated as any act, idea, or product
that changes or transforms an existing field into a new field (Franken, 2023).
Hurson (2008) confirmed that creativity is an indispensable element in solving
problems. He devised a model of productive thinking that consists of stages.
Questions are asked at each to emphasize the various aspects of the problem in
order to reach a better understanding of the solution (Kumar, 2021). The model is
represented by six steps in the form of questions: "What's going on?" "What is
success?" and "What is the question?" Generate the answers, create the solution,
and align the resources (Stormz, 2023). The Torrance Scale of Creative Thinking
includes three main skills: fluency, flexibility, and originality (Al-Atoum et al.,
2009).
Flexibility is one of the cognitive processes that shapes creativity and enhances
productive thinking in which the individual is quick to adapt and respond to
change without affecting the original goal and is able to move freely from one
process to another with the freedom to choose different vehicles or media. Fluency
is a flow of expression in producing a number of ideas (Caldwell & Dake, 2009).
The field of arts is a fertile land for developing thinking skills. True fluency lies in
the quality of creative expression and the ability to build intricate connections and
meanings (Matney, 2014). Originality is one of the skills most associated with
creativity and refers to the ability to produce the largest number of unique
responses (Al-Mashrafi, 2005). Ozyaprak (2016) indicates that creativity can be
developed by focusing on general creativity theories such as lateral thinking,
creative problem-solving, and productive thinking, as well as some strategies and
creative thinking techniques such as brainstorming.
2.2.2. Critical thinking

Critical thinking is accurate thinking directed toward a goal, and its components
have been adopted as educational goals on the basis of respecting the autonomy
of students (Hitchcock, 2022). Mixing creativity and critical thinking is necessary
for productive thinking in the field of artistic works because of its ability to
6
facilitate reaching high-quality creative solutions based on the synthesis of raw

materials. According to the Critical Thinking Subcommittee for AoL Learning
Goal looking at Bloom's classification of critical thinking in 1956, students apply
previous knowledge and skills creatively or differently to produce something
new. The value of materials is based on personal values and opinions, which
ultimately leads to a new product (Anderson & Krathwohl, 2001; Hirakubo, 2022).
Therefore, it is a disciplined process of conceptualization that works by applying
mental actions such as analysis, synthesis observation, experience, thinking, and
inference (Foundation for Critical Thinking [FCT], 2023). Hitchcock (2022)
identified other critical thinking processes, such as experimentation, counseling,
judgment, and decision-making. It is logical thinking that works to restore its
process, or evaluative thinking that works to restore its goal (Rusbult, 2021). When
students engage in synthesis in the field of artistic works, they practice logical
thinking, decision-making, and problem-solving as well as divergent thinking
and convergent thinking, which makes them develop their thinking, as pointed
out by Razzouqi et al. (2016) This reshapes ideas in different formulations through
free thought, allowing the student internal insight to accommodate unfamiliar
situations. According to Sun et al. (2020), implementing a training program on
divergent thinking improves school students’ scientific creativity.
Through the above, it can be concluded that critical thinking depends on the three
principles of autonomy, self-awareness, and learning.
2.2.3. Productive thinking skills

Productive thinking skills can be defined as fluency, flexibility, originality,
problem analysis, expansion or detail, imagination, and production (Ali &
Ibrahim, 2018; Al-Quraiti, 2019; Mustafa, 2013).
7
Productive Thinking
Critical thinking Creative thinking Scamper
Ideation
Observation
Plastic design
fluency Substitute
Analysis
Combine
Imagination
Originality Adapt
Synthesis -installation
Experimentation Eliminate & minify

Flexibility
Decision Put to another use
The verdict Reverse & rearrange
Artistic work
Figure 1: The SCAMPER model and productive thinking in the field of handicrafts
2.2.4 Handicrafts
Handicrafts have their own nature, as part of the process of artistic creativity and
its various components. They require a type of cognitive representation with the
ability to find non-stereotypical plastic and aesthetic solutions through
manipulating raw materials. Handicrafts are considered one of the artistic
formation systems that are the focus of expression and the basic foundation for
producing artistic work. It is a field that actively involves the student, building
their knowledge and experience through solving real problems in their interaction
with the material through research and experimentation (Ali et al., 2022). It is one
of the axes of creativity based on diverse experiences of forming multiple
materials and the organization of units in the process of creating the artwork (Al-
Essa, 2021). The student reshapes, reassembles, adds, or deletes from the
materials, using various experiences, information, and skills to adapt these
materials to their needs. These are the requirements of a creative attitude (Dewey,
2008).
In creative expression, synthesis endeavors to achieve compatibility and harmony

among different raw elements, where the combined ingredients improve the
artwork (Al-Deeb, 2020). As a result, synthesis necessitates a thorough grasp of
the foundations of artistic creation as well as the capacity to manipulate and
modify the material. The learner reformulates these technical and creative
8
experiences through experimental practices that employ new methodologies

based on the situation (Ali et al., 2022). Synthesis is classified into three types:
gluing, mounting, and assembling (Al-Shammari, 2019).
Techniques in art production: These are the methods, industrial assets, skills, and
processes required to change raw materials into an artwork. Technique is also
considered the fourth element of the four elements of artistic production (raw
materials, subject, and expression). It is the gateway to practical applications in
various fields related to intellectual construction (Ali, 2022). Technique also
includes synthesis. There are frequent preferences for the raw materials utilized
and the suitable technique in the field of synthesis using raw materials. The
student chooses the best way to express themselves (Shahat et al., 2023).
Experimentation: Artistic vision is considered the source of experimentation and

one of the cognitive processes that connects the activities of thinking, perception,
and feeling. It is a process that combines logical and divergent thinking as the
experience in art is different from scientific experimentation in the vocabulary of
the creative process and the nature of the product (Barakat, 2021). It also combines
methods to achieve compatibility and harmony among different materials in the
structure of artistic creativity (Shahat et al., 2023). It is a scientific procedure that
depends on proving a cognitive fact. Experimentation also helps expand the
student's perspective as a creator because as they freely experiment, they are freed
from seriousness and the demand for perfection (Hayes, 2022).
9
Combine: A group of different materials are chosen

to be combined with each other to produce a work of
Substitute: Brainstorming can be used. art.
Is it possible to replace one material with another? How can different materials with formal
Example: replacing burlap with cloth. What are the characteristics and multiple plastic potentials, be
variables resulting from this change? collected in the structure of a single artistic object?
Is it possible to use experimental entries (breaking - Example: burlap, palm raw material waste, “palm
reducing – producing - synthesis)? leaves, palm fronds, palm fibres” and some other
Example: Destruction in the sense of going outside the materials that can be used and add to the product in a
known range of the material’s formal appearance, for positive way, “for example, threads and the variety of
example deleting some palm fronds and the resulting sizes.”
formal effects. What technical treatments are supposed to be used
Is it possible to enrich the surface of the work piece with to form these ores?
some sense values resulting from the use of Fabric Here it is necessary to focus. The student uses
Integration Technique? meditation in order to see the mental image of what
these raw materials will be like together, and in it a
good knowledge is formed for the student.
Example: There are multiple techniques with
multiple materials. Each material has multiple shaping
methods. The student must choose from some
Adaptation: At this stage, a fantasy is emerging, which technical techniques that suit the structure of the
is rebuilding reality in a new way. artistic product. Example: Burlap can be used with the
Is it possible to rearrange the materials and the technique of splicing, folding and folding, using
elements of the artwork to bring about some kind of overlapping layers and other techniques.
harmony and harmony between the materials through
the various synthesis processes?
What elements can be used to bring about harmony
and harmony among disparate raw materials?
Reverse & rearrange: We aim here to

rearrange and explore the plastic potential of
the materials and material components of
Modify & Magnify: In which the student the artistic work, in order to reach
uses the cognitive processes that innovative plastic formulations and
contribute to creative thinking, exercises expressive values.
the freedom of flow of ideas, and the Can the elements be arranged in another
flexibility of thinking. Is it possible to way? What elements can be replaced?
develop and find different design Artistic What elements can be kept, moved or
formulations for the artistic work? work dispensed?
Are there better technical treatments
than those used? In addition, what if the
sizes and color spaces were changed in the
structure of the artwork and
manipulated?
Eliminate & minify: Can an element of the substances
used be excluded? What can be deleted and simplified
and what does it have to do with the overall structure
of the artwork?
An example of deleting or removing part of the
Put to another use: The student is asked to imagine background is a product, whether forward or
and find new functional uses for the elements used in backward, so that you can break the classic rules of the
the structure of the artistic work, by asking a set of art structure and how does that affect the product?
questions. How can these elements be employed in
another way? What are the other uses for these
materials? Are there other ways these ores and elements
can be formed?
Figure 2: Applying the SCAMPER technique in the field of handicrafts
2.3. Twice Exceptional

The term "twice exceptional" was first coined by Gallagher in 2004 to describe
uniquely gifted students who have a talent and at the same time have a disability.
Other terms have been used, such as "dual exceptionality,” “gifted with
disabilities/difficulties," "paradoxical learners," and "gifted handicapped." Some
descriptions specify the disability–gifted with "LD," "autistic savant," and the like
10
(Al-Jughaiman, 2022; Şentürk et al., 2022). Students with autism spectrum

disorder (ASD) who are gifted are commonly referred to as 2e students (Cain et
al., 2019). There is significant disagreement in the literature on the prevalence of
2e (Ronksley-Pavia, 2020). Gierczyk and Hornby (2021) established that 2e
students might be taught well in inclusive education settings if they have access
to suitable special education and gifted education methodologies and programs.
Therefore, because governments anticipate numbers when formulating education
policy and providing budgetary support, it is critical to quantify the number of 2e
students as accurately as possible.
Foley-Nicpon and Teriba (2022) point out that regulations for 2e students exist in
just a few states across the USA and suggest 2e policies be revised to include best
practices to identify 2e students, such as interventions using universal screening
methods linked to curriculum, and developing gifted individualized education
plans in conjunction with IEPs. These ideas detail not only how to provide
services for one's condition but also how to cultivate potential in 2e students.
Amran and Majid (2019) reviewed 44 studies on 2e therapies conducted between

2000 and 2018, independent of disability area. The findings are organized into five
major topics, beginning with the most commonly utilized in research, academic
or learning methods, and continuing with support, strength or talent-based,
technology or music, and art. Grigorenko (2020) showed that there is a growing
interest in the phenomenon of 2e students in the performing arts. In a research
study conducted in 1997, Feldhusen presented a model for identifying and
developing talents, which he called "talent identification and development in
education," where he regards talent as a general ability based on genetic
predisposition with added life experiences represented by home and school. He
proposed four areas that must be nurtured by the school providing appropriate
care for students with talent, namely (a) the field of artistic creativity: movement,
music, drawing, sculpture, and photography; (b) the field of academic excellence:
science, mathematics, language, social studies, and computers; (c) the field of
social relations: leadership, social welfare, commerce, and human services; and
(d) the field of art: home economics, trade and industry, industrial arts,
agriculture, and business administration. In 2005, Feldhusen also believed that
abilities in general are often latent and are preparations of other various abilities,
and the school's primary mission is to stimulate and develop these preparations
in accordance with students’ strengths (Al-Jughaiman, 2022).
Al-Haj Issa (2007) believed that research into the gifted with LD can be
categorized in three axes: case studies, comparative studies between the
experimental performance of the gifted with LD and their number, and studies
that dealt with the effectiveness of the available educational programs. Some of
these studies examined the compensatory strategies and self-regulatory strategies
that these students use to succeed in school. Al-Suwait (2014) highlighted the
effectiveness of a training program based on the Schwartz model for developing
critical thinking skills among gifted students with LD in the Kingdom of Saudi
Arabia. The results showed that the training program had an impact on the
development of critical thinking skills for gifted students with LD.
11
Mahmoud (2019) investigated the effectiveness of a program based on the Six

Thinking Hats to develop leadership behavior in gifted students with LD. Gerges
et al. (2020) looked at differences in executive function (working memory,
planning, problem-solving, and verbal fluency) between gifted children with
ADHD and their non-gifted counterparts. The results revealed that there were no
statistically significant differences.
Salem et al. (2021) built an integrative model of emotional creativity among gifted
students with LD. They identified negative emotional characteristics that can be
modified: low self-concept, low self-esteem, perfectionism, a sense of inferiority,
and the consequent turbulent emotional behaviors, with the aim of integrating the
prescriptive theories. The different levels of emotional creativity and its sub-skills
and the results indicated the arrival of a proposed integrative model for the
development of emotional creativity through a number of procedural steps aimed
at developing emotional creativity among gifted students with LD.
Gaber (2022) showed that attitudes toward creativity may play a critical role in
the development of creative talents in children with ASD, highlighting the need
to investigate attitudes toward creativity. The study assessed the efficacy of a
training program to develop attitudes about creativity, encouraging the
production of a diverse range of ideas about talent, marked by freshness and
originality. These ideas should be practical and beneficial, as well as well received
in the community in which these gifted children live. Gaber suggests that the
required resources and finances be made available to help gifted youngsters with
ASD realize their gifts, and research on giftedness and ASD should be increased.
Qomawy and Melhem (2022) assessed the positive impact and potential of a
training program on developing awareness of the gifted with ASD in families, and
enhancing their attitudes toward caring for them. The program is part of a series
about awareness and care for gifted students with ASD.
3. Methodology
3.1. Study design and participants
Given that the study is an experiment aimed at verifying the effectiveness of the
SCAMPER strategy to develop productive thinking skills in the field of artistic
works among 2e students, the researchers used a quasi-experimental approach.
The study measures the effect of the independent variable on the dependent
variable. The independent variable is the training program, which is based on the
SCAMPER strategy. On the other hand, the dependent variable is establishing
productive thinking skills in the field of artistic works in the three study groups.
The study population consisted of all 2e students in Al-Ahsa in the Kingdom of

Saudi Arabia (214 males and 57 females), diagnosed as gifted, and having ASD,
LD, or ADHD. The study sample consisted of 35 males, aged 8–12 years, with 2e
students gifted in artistic vision but lacking productive thinking skills. They were
chosen intentionally and divided into three groups randomly. The three groups
were equivalent of each other in terms of the degree of disorder and age as
follows: (gifted students with ASD = 9 students, mean = 9.87, standard
deviation±1.51), (gifted students with LD = 15 students, mean = 10, standard
deviation±1.46), and (gifted students with ADHD = 11 students, mean = 9.93,
12
standard deviation±1.33). A one-sample experimental design (pre-post) was

chosen to verify the effect of the SCAMPER technique on developing productive
thinking skills in the field of artistic works in the three groups. This experiment
was implemented in the third semester of the 2022-2023 academic year after
obtaining scientific research ethics approval from the Deanship of Scientific
Research at King Faisal University.
3.2. Productive Thinking Scale

This scale measures a productive thinking skills in 2e students. The scale in its
final form consists of 12 statements measured on a Likert type scale: Applies = 3,
Applies to some extent = 2, and Does not apply = 1. Thus the maximum score on
the scale is 36, the average is 24, and the lowest score is 12. A score higher than
average indicates that the student possesses good productive thinking skills,
while a lower score indicates a deficit in productive thinking.
To verify the validity of the scale, the internal consistency of the scale was used
where the correlation coefficients ranged from 0.521 to 0.776. The stability of the
scale was also verified using the Trumpet Alpha coefficient until the reliability
coefficient in this way reached 0.702.
3.3. Training Program

A training program was created to develop the productive thinking skills of
students with 2e in the field of artistic works and provide them with the skills of
synthesis and experimentation with materials.
The goal of the program was to provide exceptional students with raw materials
and allow them to choose appropriate technical treatments. They were
encouraged to adapt ideas aligned with the nature of the product and employ
various experimental approaches as required by the product. This enabled
students to benefit from previous experience and generate ideas to solve problems
which enhanced their proficiency. The program is based on the SCAMPER model,
which consists of seven steps. Each step has a set of questions that help 2e
students develop productive thinking skills in the field of artistic works, recall
relevant knowledge, and gain the ability to reorganize the elements of an artistic
work.
The validity of the program was confirmed by presenting it to a group of

arbitrators in the field of artistic works, and the proposals and recommendations
of the arbitrators were taken into account. The program was implemented in six
stages, with each stage consisting of a group of sessions. Each session had its own
objectives and appropriate teaching strategies. Table 1 shows the stages and
strategies for implementing the training program to develop productive thinking
skills among 2e students.
13
Table 1: Stages of training program implementation
Training
Training program objectives
program stages
- Introduce the SCAMPER model steps and their importance in
developing productive thinking skills in the field of handicrafts.
- Define the SCAMPER technique and its purpose.
Introduction
- Explain the basic concepts of productive thinking, creative
stages 1,2
thinking (fluency, flexibility, originality) and critical thinking.
- Highlight the concept of “Handicrafts,” as the synthesis of
experimenting with raw materials to produce artifacts.
- Follow procedural steps to create the artistic product through
the application of the SCAMPER technique and motivational
Stages 3-6
questions to stimulate students’ to cultivate a wide range of
ideas, using brainstorming and mental processes such as
observation, analysis, and imagination.
- Follow experimental practices based on problem-solving and
formative assessment for synthesizing raw materials to produce
novel artifacts through the application of strategies such as
Stages 7-10 constructive learning.
- Synthesize raw materials, collect ideas, adapt, experiment,
make decisions, make some modifications, put them to other
uses, rearrange the elements of the artistic work. The verdict.
Stages 11-12
- The finishing stage and an overview of the finished work.
Evaluation
3.4. Data analysis

The researchers conducted statistical analysis using SPSS version 26. The
Wilcoxon test was used to indicate the difference between the paired samples in
the pre- and post-tests. An analysis of variance was also conducted using the
Kruskal-Wallis test to indicate the differences between the means ranks for the
three experimental groups in the post-tests.
4. Results
4.1. Results related to RQ 1:
RQ 1 was "Are there statistically significant differences between the mean ranks
of gifted students with ASD in the pre- and post-tests on the PTSRAW?" To
answer this question, the Wilcoxon test was used to detect the significance of the
difference between the mean ranks of two related samples on the PTSRAW before
and after applying the training program, as shown in Table 1.
Table 1: Results of the Wilcoxon test showing the difference between the pre- and
post-tests on the PTSRAW
Gifted Students
With ASD N Mean Rank Sum of Ranks Z P
Pre-and Post-tests
Negative Ranks 0 0 0
Positive Ranks 9 5.00 45 -2.754 0.006
Ties 0
14
Table 1 shows that there is a statistically significant difference between the mean
ranks of gifted students with ASD in the pre- and post-tests on the PTSRAW By
referring to the mean ranks in the two tests, it is clear that this difference is in favor
of the post-test, which highlights the effectiveness of the training program in
developing productive thinking skills related to artistic works for gifted students
with ASD.
4.2. Results related to RQ2

RQ2 was "Are there any differences between the mean ranks of gifted students
with LD in the pre- and post-tests on the PTSRAW?" The results are shown in
Table 2.
Table 2: Results of the Wilcoxon test showing the difference between the pre- and
post-tests on the PTSRAW
Gifted Students With
LD N Mean Rank Sum of Ranks Z P
Pre-and Post-tests
Positive Ranks 15 8.00 120 -3.420 0.001
Ties 0
ranks of gifted students with LD in the pre- and post-tests on the PTSRAW in
favor of the post-test.

RQ3 was "Are there any differences between the ranks of the mean of gifted
students with ADHD in the pre- and post-tests on the PTSRAW?" The results are
shown in Table 3.
Table 3: Wilcoxon test results showing the difference between the pre- and post-tests
on the PTSRAW
Gifted Students
Mean
With ADHD N Sum of Ranks Z P
Rank
(Pre and Post) Tests
Positive Ranks 11 6.00 66 -3.017 0.003
Ties 0
ranks of gifted students with ADHD in the pre- and post-tests on the PTSRAW in
favor of the post-measurement. By referring to the mean ranks in the two tests, it
is clear that this difference is in favor of the better measure, which is the post-test,
which points to the effectiveness of the training program in developing
productive thinking skills related to artistic works among gifted students with
ADHD.
15

RQ 4 was "Are there any differences between the mean ranks of the three study
groups in the post-test on the PTSRAW?" To answer this question, the Kruskal–
Wallis test was used, and the results are presented in Table 4.
Table 4: Results of the Kruskal–Wallis test to indicate the differences among the
mean ranks of the three study groups in the post-test on the PTSRAW
Scale Groups N Mean rank df X2 P

Gifted students with ASD 9 9.17
PTSRAW Gifted students with LD 15 26 2 17.695 >0.001
Gifted students with ADHD 11 14.32
Table 4 shows that there are statistically significant differences between the
mean ranks of the three study groups in the post-test on the PTSRAW. To verify
which of these three groups caused these differences, the Mann–Whitney test
was conducted between groups (1) and (2), between (1) and (3), and between (2)
and (3). The results are presented in Table 5.
Table 5: Results of the differences among the mean ranks of the three study groups
The difference between the Gifted students with Gifted students with ADHD
mean ranks of the groups LD (26) (14.32)
Z p Z p
Gifted students with ASD
(9.17) −3.593 >0.001 −1.542 0.123
Gifted students with LD Z p

(26) −3.2 0.001
Table 5 shows that there are statistically significant differences between groups (1)
and (3), and groups (2) and (3), but no differences between groups (1) and (2).
5. Discussion
The results indicate that the SCAMPER technique promotes productive thinking
and enhances creative and critical thinking in 2e students (students with LD,
ADHD, and ASD). It teaches them divergent thinking and creative problem-
solving. Moreover, it strengthens design flexibility and fluency in technical
treatments related to the synthesis of materials in the field of handicrafts.
The students with LD outperformed the students with ADHD and ASD in
improving productive, critical and creative thinking in artistic works.
The results are consistent with the Özyaprak (2016) study, which found that the
SCAMPER technique supports cognitive skills in terms of gathering information,
flexible thinking, originality, and problem-solving. It also confirms the findings of
Mahmoud (2017) on the necessity to develop gifted students’ higher mental skills.
The 2e students were encouraged to practice productive thinking in the field of
artistic works using understanding, interpretation, analysis, and synthesis.
16
Decision-making regarding the material, synthesis processes, and experimental

approaches requires logical reasoning skills to deal with the varied characteristics
of the materials. This requires fluency of thought and flexibility to arrive at novel
solutions for plastic treatments of the material. Ali and Ibrahim (2018) showed that
the SCAMPER technique can develop productive thinking skills in educational
media. The SCAMPER technique allowed the participants to think consciously
about material combinations using experimental approaches, developing
imagination and planning, and translating ideas into tangible products.
Therefore, using the SCAMPER technique is useful and important (Hamza 2017;
Naji 2017) It develops students’ creative imagination, and teaches them the skills
of generating ideas, improving productive thinking skills, and developing
curiosity and risk-taking. Moreover, the self-concept is enhanced when divergent
thinking improves the ability to benefit from previous experiences in novel
situations by utilizing creative approaches.
The results of the current study are also consistent with previous studies in that it
is possible to improve 2e students’ attitudes toward creativity, art, and other types
of thinking (Al-Suwait, 2014; Grigorenko, 2020; Salem et al., 2021; Gaber, 2022;
Qomawy & Melhem, 2022).
It is believed that the SCAMPER model is an organized thinking strategy process

that enhances the ability of outstanding 2e students to use their imagination to
create new designs by using materials to construct artworks through the processes
of experimentation, deletion, addition, rearrangement, merging, consolidation,
and synthesis. The researchers posit that the reason the LD students obtained
higher grades than those from the other two groups was because they explored
experimental processes and were able to acquire cognitive and technical skills
related to shaping materials. There were some obstacles among students with
ADHD, namely attention deficit, motivation, and hyperactivity, as well as ASD,
which are characterized by deficiencies in communication skills, and by
stereotypical behavior, and difficulty in breaking routine. The group of students
with ADHD also outperformed the ASD group in productive thinking skills in the
field of artistic works, which is possibly owing to the fact that students with ASD
show fewer responses in artistic production processes and have lower productive
critical, and creative skills, in addition to not having positive communication skills
to convey their opinions on artistic production processes to their peers.
6. Limitations
Despite the positive results of the study, the researchers faced a number of
challenges. The study population in Al-Ahsa is small; therefore, the sample was
chosen intentionally, which limits the generalizability of the study. Also, with
respect to the size of the population, had it been larger, the standardization of the
instrument would have been more accurate and thus more reliable and effective
in assessing changes in productive thinking skills. Moreover, there was a lack of
the optimal level of resources such as time, money, technical materials, and space
for training and implementation. For instance, a reasonable period must be
allocated to develop productive thinking skills in the field of artistic works,
17
especially in using the SCAMPER technique. Finally, individual differences,

attitudes, and different learning styles are a number of possible confounding
variables that could have affected the outcome measures of the study.
7. Conclusions and Recommendations

In conclusion, using the SCAMPER technique to develop productive thinking
skills in the field of artistic works is an effective tool for 2e students. The study
found that using this model helps students develop their creative abilities and
critical and analytical thinking when producing unique and innovative works of
art. The study also found that using the SCAMPER technique helps students
develop their skills in planning, organizing, implementing, and evaluating, which
contributes to enhancing their mental and creative abilities in the field of arts. One
positive aspect of strengthening productive thinking skills for 2e students is that it
promotes active and interactive learning and encourages students to collaborate,
think creatively, and innovate in producing unique works of art. In conclusion, it
can be said that using the SCAMPER technique is a powerful tool for developing
productive thinking skills in the field of artwork for 2e students.
Further research is recommended to broaden understanding of the benefits of this

strategy and its application in other fields of education and the arts. It is suggested
that a study be conducted using the SCAMPER technique for developing the
creative thinking skills of 2e students in artwork. In addition, the use of the
SCAMPER technique to develop creative and analytical thinking skills among 2e
students in digital arts and graphic design is recommended. More studies are also
recommended to improve the understanding of the benefits of the SCAMPER
strategy and its use in various fields of education and the arts, such as gifted
education, special education, and art education.
Acknowledgements
The researchers would like to thank the Deanship of Scientific Research at King
Faisal University for providing the research fund and publishing research Grant
No. (GRANT5245).
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21

Digital Learning Management using OpenAI

ChatGPT: A Systematic Literature Review
M. Shoffa Saifillah Al Faruq@
Institut Islam Mamba'ul Ulum Jambi, Jambi, Indonesia
Ahmad Sunoko
STAI Al-Anwar Sarang Rembang, Rembang, Indonesia
Hamidulloh Ibda
Institut Islam Nahdlatul Ulama Temanggung, Temanggung, Indonesia
Khairul Wahyudi
STAI Al Kamal Sarang Rembang, Rembang, Indonesia
Abstract. Several studies have investigated digital learning management,

but few did so, using OpenAI ChatGPT together with a systematic
literature review. The research reported here, aimed to explore the
current literature related to the concept, use, and impact of OpenAI
ChatGPT. The Systematic Literature Review (SLR) and Preferred
Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)
methods were applied in this research with the stages of identification,
screening, eligibility, and inclusion assisted by the Publish or Perish 7,
VOSviewer 1.6.18, and NVIVO 12 Plus applications. The findings of
Scopus-indexed articles amounted to 2,852 pieces which were filtered into
51 pieces according to themes. The 51 articles were analysed according to
the specified topics through the NVIVO 12 Plus application, and the
results are presented here. The findings indicate that digital learning
management is an online-based learning management system, e-learning,
using LMS, AI, and ChatGPT in learning activities from elementary
school to university. ChatGPT fosters academic performance, text
preparation, curriculum development, compiling academic papers and
texts, answering cross-cutting problems, assisting research, assisting
educational administration, and using assessment tools in medical
education. ChatGPT has positive and negative impacts of which the
education community must take cognisance. Thus, future research needs
to explore digital learning management based on OpenAI ChatGPT in
various cross-disciplines and from various perspectives for comparative
results and triangulation.
Keywords: Digital Learning Management; OpenAI ChatGPT; Systematic

Literature Review
©Authors
22
1. Introduction
Currently, there is a shift from manual learning management towards digital; one
of the real manifestations is the emergence of ChatGPT as an artificial intelligence
product that is utilized in learning. During 2022-2023 several researchers
worldwide have explored digital learning management across disciplines using
ChatGPT artificial intelligence in education and learning. These studies included
the integration of management and digital technology for Indonesia's educational
progress (Sumarno, 2023), learning management systems in learning assessment
for operations management courses (Strakos et al., 2023), integration of artificial
intelligence (AI) ChatGPT in university students in Thailand (Fuchs & Aguilos,
2023), a survey of knowledge, attitudes, and practices of teachers in the
Philippines, using ChatGPT (Robledo et al., 2023), and the views of higher
education stakeholders regarding the ethics of using AI in distance learning
(Holmes et al., 2023). While research on the topic of digital learning management
using artificial intelligence ChatGPT with systematic literature review (SLR)
techniques and similar ones found research on the implementation of AI for
health care with SLR (Loh et al., 2022), AI in machine learning with a bibliometric
review (Shamima et al., 2022), a systematic review of artificial intelligence in
midwifery and nursing (Siobhán O’Connor et al., 2022), bibliometric and content
analysis in online learning in management education (Ng et al., 2023), a systematic
review of digital learning theories with e-Learning for nursing and midwifery
courses (Siobhan O’Connor et al., 2023), review and taxonomy of ChatGPT in
healthcare (Jianning Li et al., 2023), review and taxonomy of ChatGPT in
healthcare (Prananta et al., 2023), impact of ChatGPT implementation for students
with SLR techniques (Renato et al., 2023), use of ChatGPT in software companies
with an initial systematic literature review (Pattyn, 2023), SLR on Chatbot
implications for customer satisfaction (Daza et al., 2023), research on visualization
and AI trends over the past decade (Prahani et al., 2023), research into the impact
of ChatGPT use in education using systematic review techniques (Montenegro-
Rueda et al., 2023), and SLR on ethics in learning using ChatGPT (Vargas-Murillo
et al., 2023). Among these studies, no research has been found on digital learning
management using OpenAI ChatGPT in education with SLR techniques.
Therefore, research on the topic is needed in order to reveal the concept, use and
impact of digital learning management using OpenAI ChatGPT in education with
SLR techniques.
It is quite surprising that ChatGPT continues to be popular and is even predicted

to beat the Google company. Since its launch in 2022, the number of ChatGPT
users worldwide has continued to rise. In January 2023 there were 616 million
users; in February 2023, 1 billion; and by August 2023, there were 1.8 billion
ChatGPT users (Korkmaz et al., 2023; Koc et al., 2023; Skjuve et al., 2023). This
caused concern among global scholars and scientists that the emergence of
ChatGPT might exceed the swiftness of lecturers' intelligence and responses, due
to the features of ChatGPT being more diverse. In addition to presenting
information quickly and accurately, ChatGPT offers writing services, providing
science literature, creating academic texts and non-academic texts to coding,
making this type of AI more popular as the number of users increases (Haman &
Školník, 2023). This phenomenon eventually might usurp the scientific authority
23
of scholars, scientists, lecturers, teachers, educators, or mentors in transforming

information into knowledge. Scientists fear this phenomenon because it marks
academics' "death of expertise", as it becomes captured by technological products
and artificial intelligence (Nichols, 2017; Pulliam, 2017). The reality, however, is
that not all scholars and institutions worldwide share this concern, because
ChatGPT is used as a means, tool, and medium that foster learning across
disciplines from elementary school to university levels (Strzelecki, 2023; Firaina &
Sulisworo, 2023). This indicates that using ChatGPT in education is still being
debated. The reality, however, is that educated learners, teachers, students, and
lecturers in higher education use ChatGPT for learning purposes.
The debate about using ChatGPT and not using it is ongoing, as indicated by
several reports, such as research examining the controversy over the use of
ChatGPT in academic publications (Curtis, 2023), educational disruption due to
using ChatGPT in nursing education (Castonguay et al., 2023), the potential of
ChatGPT to replace teachers and human language, and the ethical implications of
implementing machine-learning systems in text production (Risang & Mukarto,
2023), the friends and foes controversy in the use of ChatGPT among corpus
language experts (Lin, 2023), and research on the movement away from ChatGPT
in structured learning (Khaddage & Flintoff, 2023). These controversies need to be
examined on a broader scale by tracing recent research on digital learning
management using ChatGPT in education.
The research reported here was aimed at exploring the current literature related
to the concept, use, and impact of using OpenAI ChatGPT, specifically on the
following;
1) What does the concept digital learning management using OpenAI ChatGPT
mean?
2) How is OpenAI ChatGPT used in education?
3) What is the impact of using OpenAI ChatGPT in education?
2.1 Digital Learning Management
Digital learning management is a series of activities in the process of planning,
implementing, and assessing or evaluating digital-based learning to make
learning successful through approaches, models, media, techniques, and digital-
based learning tools, which usually are developed in the form of a Learning
Management System (LMS) (Unwin et al., 2010; Dampson et al., 2020; Turnbull et
al., 2020; Abdullah & Omar, 2022). Digital learning management is the
management of learning with technology and digital platforms that teachers must
use in this digital era, from planning and implementation right through to
evaluation. Educators must be able to redesign subjects well to be taught with
digital technology because the one who organizes is not the principal but the
educator himself (Rizal et al., 2021; Ratten, 2023). This scope of digital learning
management leads to the use of digital technology, tools, and AI that are planned,
implemented, and evaluated by educationists to make learning successful.
24
In this context, the development of AI is very rapid, including the emergence of

Artificial Intelligence Internet of Things (AIoT), which integrates the
intercommunity of several systems and networks through intelligent objects into
the study of digital learning management (Seng et al., 2022). AI or AIoT is more
about transferring data and knowledge through data-based computing, storage,
and transmission effectively and efficiently (Guo et al., 2022). The scope of digital
learning is abundant by utilizing many tools and ICTs, such as big data, the
Internet of Things (IoT), blockchain, AI, and the like (Joey Li et al., 2022). In the
context of this research, the meaning of digital learning management is limited to
OpenAI ChatGPT in education and learning, which examines the concept,
features, and impact of using ChatGPT.
2.2 AI and ChatGPT in Education

AI in education is a digital technology system designed with computer systems
that resemble human intelligence capabilities and can be used to assist students
and teachers in learning (Pan & Zhang, 2023). AI provides innovation in online
learning that must be balanced with teacher technical skills, teacher instruction,
gamification, and ethical use (Uunona & Goosen, 2023). AI is an AI product that
can be applied in education and learning practices, such as AI Chatbots, ChatGPT,
and others (Gaber et al., 2023). The types of AI developing in the world vary, but
the most popular is the Generative Pre-training Transformer (ChatGPT), an AI
with a chatbot format (Pari-Bedoya et al., 2023).
ChatGPT is used for various purposes, from finding information, writing, and
drafting academic papers to learning. ChatGPT was released on 30 November
2022, and underwent many revisions until its stable version was made available
by OpenAI, a company affiliated with Microsoft Corp, on 24 May, 2023 (Van Dis
et al., 2023). The use of ChatGPT has expanded with the complex needs of the
academic community. In addition to information-seeking activities, ChatGPT
assists in writing and editing scientific articles, improving writing skills, linguistic
assistance, self-study, doing assignments, answering problems and questions in
teacher assignments, and others. However, ChatGPT has the disadvantage of not
replacing the teacher's position (Chan & Tsi, 2023; Grassini, 2023). Chat, or chat
conducted through ChatGPT with a robotic system, will not replace the teacher as
a human being and a profession that educates students using reason, mind,
feelings, and conscience (Ibda, Syamsi, et al., 2023; Ausat et al., 2023). In this
research, the meaning of OpenAI ChatGPT is limited to the concept, its use, and
a focus from the perspective of digital learning management.
3. Methodology
3.1. Research Design
For this research on digital learning management using OpenAI ChatGPT the
SLR method was applied, adopting the Kitchenham model to uncover findings,
studies, and an analysis of the concept of digital learning management using
OpenAI ChatGPT (Kitchenham, 2007; Ma’arif et al., 2023). The SLR stage starts
with identifying updated published literature compatible with digital learning
management using OpenAI ChatGPT in terms of concept, usage, and impact on
Scopus databases. The Preferred Reporting Items for Systematic Reviews and
25
Meta-Analyses (PRISMA) technique was used to assist the SLR procedure

through identification, screening, testing eligibility, and inclusion of data, after
which analysis was carried out and the findings are presented in descriptive form
(see Ibda, Al-Hakim et al., 2023). The stages of identification, screening, eligibility,
and inclusion of the findings of recent articles indexed by Scopus refer to the
PRISMA technique.
3.2 Inclusion and Exclusion Criteria for Selection of Publications

Researchers determined eight criteria for the selection of articles (see Tantowi et
al., 2023). (i) The articles were peer-reviewed scientific articles. Literature findings
in papers, book chapters, conference proceedings, research reports, books,
dissertations, and theses were not used. (ii) The articles were indexed on Scopus
databases. (iii) The articles were available on digital learning management
systems by using OpenAI ChatGPT. (iv) Articles werelimited to publications
dated 2022-2023. (v) Articles were in English. (vi) For article searches we only used
the Publish or Perish 7 application. (vii) The literature used comprised complete
PDFs. (viii) The articles used, all were published in open-access journals.
3.3 Screening and Eligibility Assessment for Data Analysis

At this stage, on October 10, 2023, researchers screened literature findings from
Scopus through the Publish or Perish 7 application. Article screening was based on
the title-abstract-keyword aspect. Different keywords determined the keywords
for the search; this was done to select sufficient articles. The search findings of the
Scopus database rendered 2,852 published articles for 2022-2023. The details are
provided in Table 1 below.
Table 1: Findings of articles from the Scopus database

Keyword Quantity
1 Learning management 200 articles
2 Digital learning management 200 articles
3 Digital learning management in education 200 articles
4 Digital learning management using artificial intelligence 200 articles
5 ChatGPT 200 articles
6 ChatGPT in education 200 articles
7 Using ChatGPT 200 articles
8 Impact of using ChatGPT 200 articles
9 Learning with ChatGPT 200 articles
10 ChatGPT system 200 articles
11 ChatGPT management 147 articles
12 ChatGPT feature 78 articles
13 Artificial intelligence 200 articles
14 Artificial intelligence in education 200 articles
15 Artificial intelligence ChatGPT 200 articles
Quantity 2.852 articles
The findings from the search of 2,852 articles (see Table 1) were not all selected
and reviewed. However, the same articles were not used, and in the next step, the
final stage, 51 articles were selected and entered into the Mendeley application
version 1.19.8, and then saved in the form of RIS. In order to map the initial
26
network of theme relevance, the RIS file from the Mendeley application was
entered into the VOSviewer, application version 1.6.18. A number of steps need
to be followed in entering the RIS file into a VOSviewer:
i. Prepare the RIS file.
ii. Create a map based on bibliographic data.
iii. Read data from the reference manager file.
iv. Select a file from a folder on the PC.
v. Choose the type of analysis and counting method, namely the type
of analysis: co-occurrence, unit of analysis, keywords, and counting
method: complete counting.
vi. Verify selected keywords.
vii.Finalize and present.
Based on the results of the initial analysis of thematic associations, the theme of
digital learning management using AI ChatGPT has a very complex association
pattern (see Figure 1) in terms of the network visualization below.
Figure 1. Initial network visualization
Figure 1 shows that the study of digital learning management using OpenAI
ChatGPT is closely related to a number of themes such as ChatGPT, digital learning
management, artificial intelligence, AI, ChatGPT in education, chatbot, OpenAI
ChatGPT, generative AI, Open AI, GPT-4, education, ethics, learning, NLP, and
applications in education. Some keywords that have a distant connection to the
theme of the study are AI academic implementation, applications of chemistry,
communication/writing, AI Chatbots, Covid-19, digital technology, environment,
disability, authentication, collaborative learning, artificial intelligence in education,
security, and critical thinking, etc.
3.4 PRISMA Flow Diagram

The PRISMA flowchart is applied in the article search process through four
schemes, namely identification, screening, eligibility, and inclusion, which can be
seen in Figure 2 below.
27
Records identified from Additional records identified

databased Scopus (n=2.852)
Identification
through other sources (n=0)
Duplicates removed (n=2.557)
Records screened after

duplicates were removed
(295 duplications were
removed)
Screening
Articles excluded as not
relevant (n= 135)
Articles screened
(n=160)
Eligibility
Full-text articles
assessed for eligibility
(n=85)
Included
Full-text articles
excluded with response
(n=51)
Figure 2: PRISMA Flow Diagram for Systematic Review (Topouzelis et al., 2021).
At the identification stage, 2,852 Scopus-indexed articles were found with the help
of the Publish or Perish 7 application (see Table 1). At the screening stage, the
articles were checked for similarity according to keywords, and 2,557 similar
articles were found, and the remaining 295 articles were selected. Determination
of similarity does not refer to databases; the search here only uses Scopus
databases, so the determination of similarity was reviewed from the keywords
used. From the screening stage, 135 irrelevant articles were discarded, and 160
articles were selected to be used in the next stage. At the eligibility stage, 85
articles were selected for full-text reading, while 75 articles were discarded. From
the articles included, 51 articles were selected from the 85 articles with reference
to research questions in terms of title-abstract-keywords and article substance,
while the remaining 34 articles were not used.
In the next step, researchers entered all articles that had been saved in RIF format
in Mendeley into the Nvivo 12 Plus application. The analysis and review stages in
the Nvivo 12 Plus application begin with opening the NVivo 12 Plus application
and preparing the RIS file, creating a Blank Project, and entering the title, "Digital
Learning Management”. The file was saved in the PC browser. The next step was
to create file names for the project in Files, Nodes, and Cases. In the file, the RIS
file was imported in the Mendeley menu by selecting the Author and Year menu,
and the created files in the menu were saved in the file that had been named
Digital Learning Management. When all inputs had been concluded, all
documents were blocked, and an auto-code was created by selecting the identified
theme. When the next step appeared in the file to select nodes or cases, the
relevant themes were selected according to the three research questions and
keywords, namely digital learning management, AI, Chatboots, and ChatGPT. In
the next step, the researcher selected the text with the code paragraph menu
aimed at the results being presented quickly. In the next step, the node results
were saved in the Digital Learning Management file, and the node stage ended.
28
Filling in the Cases, the researcher returned to the file menu and all files to be
blocked, and selected the Create As-Create as Cases menu, and selected the Cases
file menu named "Digital Learning Management”. When the Cases were filled in,
the next step was to go to the Create menu and click the Framework Matrix menu.
In the General menu, the file "Digital Learning Management" was written. On the
Rows menu, the Select menu was selected, and the file on Cases, "Digital Learning
Management", also was selected. When that input had been done, I moved to the
Columns menu and selected the node, "Digital Learning Management". When it
had been put in, I clicked the OK menu, and the description results of 51 articles
appeared according to the name and year categories. In order to get the node
result text, the Auto Summarize menu was selected. In the next step, when all the
texts had been put in, the author entered the findings according to the relevance
of the research question.
4. Results
In this section, the findings reported in 51 articles are presented according to
journals (name, volume, edition, year), author name, methodology, country, and
relevance to the research question (RQ), namely 5.1 Digital Learning Management
Concept Using OpenAI ChatGPT, 5.2 Use of OpenAI ChatGPT in education, and 5.3
What is the Impact of Using OpenAI ChatGPT in Education (see Table 2). In the
columns Journals and Authors, the title of the journal, as well as the volume,
edition, and year of publication are given, followed (in the next column) by the
name(s) of the author(s). The methodology column provides a description of the
approach/method/model/type of research applied in the reviewed article. In the
column, Country, the country in which the research was done, is given. In the RQ
column, the relevance of the article to the research question posed in this research
is described.
Table 2: Findings of 51 articles selected from Scopus databases

No Journals Authors Methodology Country RQ
1 Peer J Computer Science 8 (Kaddoura et A systematic review Several 5.1
2022 al., 2022) countries
2 Automation in (Baduge et al., State-of-the-art Australia 5.1
Construction 141 (2022) 2022) review
3 Sustainability 14 6 2022 (Yu et al., 2022) A rapid evidence Several 5.1
assessment review countries
method
4 International Journal of (Ahmad et al., Case study Jordan 5.1
Evaluation and Research 2022)
in Education Vol. 11, No.
4 2022
5 Education Sciences 12 784 (Akour & Investigative Saudi Arabia 5.2
2022 Alenezi, 2022) Research
6 Sustainability 14, 5195, (Sobaih et al., Quantitative studies Egypt 5.2
2022 2022)
7 Education and (Hashim et al., Qualitative model Several 5.3
Information Technologies 2022) countries
27 (2022)
8 International Journal of (Yusof et al., A survey method Malaysia 5.2
Learning, Teaching and 2022)
29
Educational Research,
Vol. 21, No. 9 2022
9 Higher Education for the (Veluvali & A Review India 5.1
Future 9 (1) 2022 Surisetti, 2022)
10 International Journal of (A. Rahman, A case investigation India 5.3
Learning, Teaching and 2022)
Educational Research,
Vol. 21, No. 9 2022
11 Sustainability 15 2023 (Chang et al., Exploratory Canada 5.1
2023) Research
12 Journal of Applied (Rasul et al., Qualitative Study Australia 5.3
Learning & Teaching 2023)
Vol.6 No.1 (2023)
13 International Journal of (Chan, 2023) Quantitative and Hong Kong 5.1
Educational Technology in qualitative research
Higher Education 20 1
2023
14 Innovations in Education (Farrokhnia et SWOT Research Netherlands 5.3
and Teaching al., 2023)
International, Mar 2023
15 International Journal of (Chamorro- A Bibliometric Several 5.1
Learning, Teaching and Atalaya et al., Analysis countries
Educational Research Vol. 2023)
22, No. 7 2023
16 Education Sciences 13, (Lo, 2023) A Rapid Review Several 5.3
410, 2023 countries
17 Journal of Hospitality, (Keiper et al., A Generic North 5.3
Leisure, Sport & Tourism 2023) qualitative inquiry America
Education, Vol. 33 2023
18 International Journal of (De-Winter, Quantitative Netherlands 5.3
Artificial Intelligence in 2023)
Education 2023
19 Medical Education (Moldt et al., Qualitative Germany 5.2
Online, 28:1 2023 2023)
20 International Journal of (Renato et al., SLR Several 5.2
Learning, Teaching and 2023) countries
Educational Research Vol.
22, No. 7 2023
21 Pakistan Journal of (Khan et al., Qualitative Pakistan 5.2
Medical Sciences Vol. 39 2023)
No. 2 2023
22 Post-digital Science and (Costello, 2023) Qualitative Ireland 5.3
Education, 2023
23 Applied Sciences 13, 6039, (Sánchez-Ruiz Survey Study Spain 5.3
2023 et al., 2023)
24 Applied Sciences 13, 5783, (M. Rahman & Survey Research Japan 5.2
2023 Watanobe, and Analysis
2023)
25 Contemporary (Halaweh, Qualitative United Arab 5.2
Educational Technology, 2023) Emirates
15 (2) 2023
26 Journal of Applied (Sullivan et al., Content analysis Australia, 5.3
Learning & Teaching, 2023) New
Vol. 6 No. 1 (2023) Zealand,
United
States, and
United
Kingdom.
30
27 Contemporary (Bitzenbauer, One-group pretest- Germany 5.3

Educational Technology, 2023) post-test design
15 (3) 2023
28 International Journal of (Fiialka et al., A survey method Ukrainian 5.3
Emerging Technologies in 2023)
Learning (iJET), 18 (17)
2023
29 Journal of Chinese (Singh & Singh, Systematic Review Several 5.1
Economic and Business 2023) countries
Studies, 21, 2 2023
30 Healthcare, 11, 887 2023 (Sallam, 2023) Systematic Review Several 5.1
countries
31 Cogent Education, 10, 2 (Pradana et al., A literature review Several 5.3
2023 2023) and bibliometric countries
analysis
32 Journal of Chemical (Fergus et al., Evaluation United 5.3
Education, 100, 2023 2023) Research Kingdom
33 Journal of Science (Cooper, 2023) Exploratory Australia 5.2
Education and Technology research
32 (2023)
34 Przestrzen Spoleczna 23 (Muñoz et al., Investigational Perú 5.1
(1) 2023 2023) Research
35 International Journal of (Alnaqbi & MCDA method United Arab 5.2
Neutrosophic Science Fouda, 2023) Emirates
(IJNS) Vol. 20, No. 04
2023
36 RELC Journal 54 (1) 2023 (Moorhouse et Mixed-method Hong Kong 5.1
al., 2023) survey
37 Biology of Sport, Vol. 40 (Dergaa et al., Literature review Several 5.3
No. 2, 2023 2023) countries
38 International Journal of (Chaka, 2023) Exploratory South Africa 5.1
Learning, Teaching and research
22, No. 6, 2023
39 Education Sciences, 13, (Thurzo et al., Literature Review Several 5.2
150 2023 2023) countries
40 Journal français (Panthier & Comprehensive France 5.2
d’ophtalmologie 46 7 Gatinel, 2023) study
(2023)
41 Interactive Learning (Chiu, 2023) Survey Study Hong Kong 5.2
Environments 2023
42 Surgical and Radiologic (Totlis et al., Interview Research Greece 5.2
Anatomy 45 (2023) 2023)
43 Journal of Applied (Firat, 2023) Exploratory Australia, 5.3
Learning & Teaching Research Sweden,
Vol.6 No.1 (2023) Canada, and
Turkey
44 Smart Learning (Tlili et al., Case study China 5.1
Environments, Vol. 10, 15 2023) approach
(2023) (qualitative)
45 Journal of Chemical (Emenike & Identification Study United States 5.1
Education 100, 2023 Emenike, 2023)
46 Journal of Applied (Rudolph et al., Comparative Singapore 5.3
Learning & Teaching 2023) Method
Vol.6 No.1 (2023)
47 Educational Process (Karakose, Descriptive Turkey 5.3
International Journal 12, 2023) Analysis
Issue 2 (2023)
31
48 International Journal of (Razak et al., Systematic review Several 5.1

Evaluation and Research 2023) countries
in Education (IJERE)
Vol. 12, No. 2, 2023
49 ECNU Review of (Su & Yang, IDEE theoretical Hong Kong 5.1
Education 6(3) 2023 2023) framework method
50 Indian Dermatology (Mondal et al., Cross‑sectional India 5.1
Online Journal 14, 2023 2023) observational study
51 International Journal of (Zekaj, 2023) SLR Several 5.2
Learning, Teaching and countries
22, No. 8 2023
5. Discussion
5.1 Digital Learning Management concept using AI ChatGPT
Digital learning management is a cyber-based learning management system,
digital e-learning (Ahmad et al., 2022), which is used in machine-assisted learning,
scheduling, supervision, cheating detection and assessment, artificial intelligence
(Kaddoura et al., 2022), IoT, Chatbots, robots, augmented reality for deep and
digital-based learning (Baduge et al., 2022), and using generative artificial
intelligence, ChatGPT (Emenike & Emenike, 2023). Digital learning management
nowadays is not only e-learning, augmented reality, and virtual reality, but also
refers to artificial intelligence, which has become a new tool in digital learning
(Razak et al., 2023). To facilitate the implementation of digital learning
management, LMSs are used (Veluvali & Surisetti, 2022), such as MOOCs,
Lernraum Berlin Platform, MS Teams, Tencent Conference, Zoom, Webex
Platform, and OpenAI ChatGPT or AI ChatGPT (Yu et al., 2022). In digital
learning settings, ChatGPT AI chatbot is more popular than YouChat and
Chatsonic (Chaka, 2023). ChatGPT is set up as a tool for digital learning that
provides answering facilities and presents information according to learner needs
(Muñoz et al., 2023), which can be done with E-Classroom, synchronous or
asynchronous learning (Moorhouse et al., 2023).
ChatGPT in digital learning management refers to an intelligence-based Chatbots

with a large conversational language model (LLM) (Sallam, 2023), belonging to
the category of educational Chatbots for universities (Chamorro-Atalaya et al.,
2023), interactive conversations, or conversational agents designed to provide
learning experiences to students (Chang et al., 2023) developed by Open AI
(Openai.com) (Mondal et al., 2023). ChatGPT works with a transformer algorithm
through preprocessing, encoding, decoding, and postprocessing stages (Su &
Yang, 2023). ChatGPT is classified as a generative AI, designed to produce natural
text language. The development of ChatGPT from GPT, GPT-3.5, and GPT-4 (Tlili
et al., 2023) is proof that artificial intelligence can be instructed to perform the
same intellectual tasks as human (Chan, 2023), and is proof that education cannot
be separated from intelligent and practical digital technology (Singh & Singh,
2023).
The findings about ChatGPT's AI concept are important for teachers, students,
and educational researchers to know. The reason is that ChatGPT, as an AI
product, influences the concept of digital-based learning management and
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becomes a genre in specific learning contexts. The ever-changing development of

ChatGPT proves that technology is very inclusive and adapts to the times.
Therefore, all education activists must know the concept of AI at large, and
ChatGPT itself.
5.2 Use of AI ChatGPT in Education

AI ChatGPT is used from elementary school to college. In higher education, the
application of ChatGPT is a form of digital transformation that requires much
preparation, skills, digital literacy (Akour & Alenezi, 2022), adequate academic
performance, social-media networking (Sobaih et al., 2022), social-network
systems (Yusof et al., 2022), text drafting, data processing, and curriculum
development (Renato et al., 2023). In the world of education and research,
ChatGPT is used as a tool to organize writing, answer cross-cutting questions
(Alnaqbi & Fouda, 2023), to answer complex topics, in language training, virtual
tutoring, programming exercises, and to assist in the research process (Rahman &
Watanobe, 2023), assist with writing, research, academic publications (Halaweh,
2023), and manuscript editing (Cooper, 2023). ChatGPT is used by academics and
policymakers to help solve educational problems and make educational policies
(Pradana et al., 2023), while in Hong Kong, teachers and principals use OpenAI
ChatGPT to help with learning, school administration and assessment (Chiu,
2023). The use of AI in education is not just a tool but must transform education
as a cognitive process, integration of educational theory, and pedagogical practice
(Zekaj, 2023).
The University of Luebeck and the University Hospital of Tuebingen incorporated

AI ChatGPT as medical Chatbots in the medical education curriculum designed
for all medical students to communicate with AI-based patients (Moldt et al.,
2023). ChatGPT was used as a media knowledge assessment tool in France
(Panthier & Gatinel, 2023), integrated into the curriculum for the purpose of
strengthening care planning, telemedicine screening, diagnostics, and
management (Thurzo et al., 2023), and in Pakistan for teaching assistance,
personalized learning, research assistance, quick access to information,
automated scoring, language translation, creating content to facilitate learning,
and generating case scenarios (Khan et al., 2023). ChatGPT-4 was implemented as
an interactive anatomy tool and quiz medium for medical students in Greece.
Although varied, ChatGPT-4 cannot replace human education (Totlis et al., 2023).
The use of ChatGPT in education should be supervised and guided by educators.

This is to ensure that the use of AI takes place in a way that is effective, relevant,
and safe for the students. It is also important to consider privacy and data security
when using this kind of technology in an educational context. This is because, in
essence, teachers will not be replaced by any technology, including AI and
ChatGPT itself. Therefore, teacher supervision, guidance, and direction are very
important when students are delinquent on ChatGPT.
5.3 Impact of Using AI ChatGPT in Education

In general, the use of ChatGPT has both positive and negative impacts. The
positive impact is that AI in India is used to assist e-learning and e-assessment,
33
impacting on grade validity-reliability and student integrity (A. Rahman, 2022),

students get a learning experience that is oriented towards meeting the individual
needs of the learner (Hashim et al., 2022), for students, the use of ChatGPT has an
impact on writing skills, but is balanced with academic ethics to avoid information
bias and data falsification (Rasul et al., 2023). ChatGPT makes it easier for students
to find answers to educational problems, rather than waiting to use textbooks
(Keiper et al., 2023), it helps junior high school learners in English tests in the
Netherlands. Using ChatGPT (GPT-3.5), student scores reached an average of 7.3
on a scale of 1-10, and with ChatGPT (GPT-4) they reached an average score of 8.3
(De-Winter, 2023), helping students in Mathematics lectures with problem-
solving, and giving them confidence in answering questions (Sánchez-Ruiz et al.,
2023), helping high school students in translating Physics terms (Bitzenbauer,
2023), fostering research efficiency (Dergaa et al., 2023), and helping teachers to
be creative in using ICT to replace the physical punishment model, doing
assignments with printed books, paper, and pencils (Rudolph et al., 2023).
The adverse impact of using ChatGPT is seen in the acquisition of misinformation,

in fakes and potential plagiarism (Lo, 2023), obscuring the fundamental truth of
information, difficulty in verifying information, truth claims without evidence
from literature and research results (Costello, 2023), the weakening of academic
integrity, and adjustment of learning systems. Together, these factors make
students lazy to read printed books (Sullivan et al., 2023), and the validity of ideas
and accurate references in educational research is doubtful. Academics also have
to deal with ethics and law, as proving research originality is a severe problem
today (Karakose, 2023). ChatGPT gives students an instant mindset, a learning
orientation, and to simply pursue graduation and diplomas (Farrokhnia et al.,
2023).
Since using ChatGPT, students in the Ukraine have been consuming biased,
unverified information, creating misunderstandings, stifling creativity, and
decreasing critical thinking skills (Fiialka et al., 2023). Chemistry learning in a
pharmaceutical sciences department in the United Kingdom was disrupted
because the answers gained from ChatGPT were inappropriate and used out of
context, thus the interpretation and quality of student understanding could not be
established clearly (Fergus et al., 2023). A total of 21 undergraduate students and
14 Ph.D. students in Sweden, Australia, Turkey, and Canada experienced chaos
in assessment because the use of ChatGPT had an impact on the compatibility of
assessment and evaluation tools in education. In the end, conventional methods
still were applied, but these were not effective in dealing with the answers of the
AI (Firat, 2023).
ChatGPT as a tool has both good and bad effects. Although it facilitates learning
and assessment, and provides tools for questions and answers, the potential for
students/teachers to receive false information or come to incorrect conclusions,
and the possibility of plagiarism must also be considered. The use of ChatGPT in
education has great potential to enhance the learning experience, but it is
important to carefully consider how this technological tool can be integrated
properly to support effective and responsible learning processes.
34
6. Conclusion
Digital learning management is an online-based learning management system,
incorporating e-learning, LMS, AI, and ChatGPT in learning activities from
elementary school to university. ChatGPT in digital learning management is an
intelligence-based Chatbots with a large conversational language model,
educational Chatbots, working with transformer algorithms through
preprocessing, encoding, decoding, and postprocessing stages that evolve from
GPT, GPT-3.5, and GPT-4 to support digital-based learning. AI ChatGPT may be
used from elementary school to college. The use of ChatGPT is recommended to
improve academic performance, text preparation, curriculum development,
compiling academic papers, texts, answering cross-cutting problems, assisting in
research, assisting with educational administration, and as assessment tool in
medical education. ChatGPT has both positive and negative impacts. Positively,
it fosters e-learning and e-assessment, improves writing skills, makes it easier for
students to find answers to complete tasks, and improves teachers’ creativity. The
negative impact of ChatGPT is found in the possibility of using false information,
potential plagiarism, misinformation, lazy students not reading books and
requiring instant responses, being pragmatists, suffering from learning
disorientation and decreased critical thinking skills, and chaos of the assessment
system in higher education.
The limitations of this research are found in the researcher only collecting
information from current literature, not from field studies, and the study was
limited to digital learning management based on OpenAI ChatGPT. Future
research needs to explore aspects related to digital learning management based
on OpenAI ChatGPT in various cross-disciplines and from various perspectives.
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42

Using the Delphi Method to Explore Factors

Affecting the Effectiveness of Pedagogical
Competence Training on University Lecturers in
Vietnam
Viet-Nga Thi Nguyen , Hanh-Phuong Thi Tran* ,
Ngoc-Anh Doan and Viet-Anh Thi Dao
Hanoi Pedagogical University 2, Vietnam
Hanoi Pedagogical University 2, Vietnam
Abstract. Pedagogical competence is one of the professional

competencies of university lecturers. However, many universities have
lecturers who are very competent in their subjects but do not have
formal training in pedagogy. Therefore, it is necessary for lecturers
teaching at the university level to participate in professional
development courses on pedagogical competence. The purpose of this
study was to explore the factors that affect the effectiveness of fostering
pedagogical competence among university lecturers in Vietnam. The
Delphi method was used to collect opinions from 40 educators. Research
results showed that there are 29 factors affecting the effectiveness of
fostering the pedagogical competence of university lecturers.
Participants were classified into six main groups: factors that meet the
training goals; factors on training content; factors on fostering methods;
factors on media and training materials; factors on the form of training;
and factors for evaluating training results. The results of this study will
help policymakers and educational organisations devise institutions to
improve the pedagogical competence of university lecturers. This is also
the basis for universities to focus on investing in fostering pedagogical
competence for lecturers and finding appropriate ways to provide
regular, long-term, and continuous training.
Keywords: pedagogical competence; university; lecturers; Delphi

Method
1. Introduction
In recent years, the development of science, engineering, technology, and
information has strongly impacted all areas of social life, including education.
*
Corresponding author: Hanh-Phuong Thi Tran; tranthihanhphuong@hpu2.edu.vn
©Authors
43
The development of higher education has set quality requirements to ensure the
training of high-quality human resources for society. Therefore, the pedagogical
competence of lecturers in higher education institutions is hotly discussed in
many aspects, including assessing pedagogical competence. (Zvarych, 2013),
activities to improve professional competence (Biryuk, 2014), the influence and
impact of pedagogical training on teaching methods and beliefs in self-efficacy
(Postareff et. al., 2007).
The relevance and quality of university lecturers in pedagogical university

training is an essential factor in intellectual and professional development for
future teachers; it determines a nation’s progress and everyone’s opportunities
(Saalman, 2018; Emilio, 2020). This is enshrined in the requirements of the
Regulation on Appointment of Faculty and in the vision of Chalmers University
of Technology. In the past, teaching was focused on providing and equipping
learners with a large amount of knowledge, but today, teaching focuses on
teaching how to learn, teaching search engines, discovering knowledge sources,
and training skills job. In pedagogical schools, lecturers are the team that does
this job well. There have been many research works mentioning and
emphasising the role and professional skills of lecturers in universities (Luppertz
et. Al., 2016; Winberg & Winberg, 2017; Tyurina et al., 2022). Thus, fostering and
improving pedagogical competence is a condition for the development of
lecturers’ educational activities. This is the key factor and the necessary
foundation to help universities carry out the educational innovation process.
Pedagogical competence is one of the professional competencies of lecturers

(Ana, 2022). There have been quite a few studies on pedagogical competence,
such as understanding the current situation, its causes, and providing solutions
to improve, train, and enhance pedagogical competence (Veniger, 2016; Laato et.
al., 2019; Tacconi et. al, 2022; Chadha, 2022). Researchers have also found many
different ways to improve the pedagogical competence of lecturers at higher
education institutions. The results show that the way they often do it is to
organise refresher courses and training courses (Jensen, 2011; Ödalen et. al.,
2019; Ritchey & Smith, 2019; Antikeyeva, 2021). In addition to direct learning,
there are also online pedagogical courses, such as short-term online courses on
teacher interpretation through teaching situations (Vilppu et al., 2019);
identifying priority activities and ways to develop the professional competence
of university teachers (Reznik & Vidovina, 2018); and building a flexible
pedagogical certificate programe (Ezechil & Coman , 2012; Bulmann et. al.,
2020).
The Delphi method is a qualitative and systematic forecasting method that

involves collecting opinions from a group of experts through several rounds of
questions used in the study. The Delphi method relies on experts who are
knowledgeable about a given topic so that they can forecast the outcomes of
future situations, predict the likelihood of an event occurring, or reach
consensus on a topic specifically.
44
Although there have been studies on pedagogical competence from many

different aspects, one aspect that has not been clearly researched is the analysis
of factors affecting the effectiveness of pedagogical training for university
lecturers. Therefore, this study focuses on finding out the factors affecting the
effectiveness of pedagogical competence building for university lecturers in
Vietnam. The results of the study will help educators and policymakers define
pedagogical competence and take action to improve pedagogical competence for
university lecturers.
The study was conducted to address the following questions:

1. According to the opinions of educational experts, are there any groups of
factors that affect the effectiveness of fostering pedagogical capacity for
university lecturers in Vietnam?
2. Level of consensus among experts on factors affecting the effectiveness of
pedagogical capacity training for university lecturers in Vietnam. From there,
initially estimate the importance of these factors.
2.1. Pedagogical competence of university lecturers
The teacher's pedagogical competence is the ability to successfully carry out
teaching activities at school based on the mobilisation and application of
a system of professional knowledge, professional skills, and attributes of other
individuals directly involved in the instructional activities to be performed (Duc
M.B. et al., 2017). Many scientific studies have been conducted to explore issues
related to the pedagogical competence of university teachers. The role of
lecturers ranges from imparting knowledge to facilitating students' learning
processes (Akhmetova, 2019; Yürekli Kaynardağ & Aynur, 2019).
2.2. Training pedagogical competence for university lecturers

In the context of educational innovation, lecturers must acquire new skills and
competencies to guarantee that students receive high-quality instruction.
Therefore, lecturers need to foster, train, and practice their profession to improve
their professional competence. Training the pedagogical competence of
university lecturers can take many different forms. The research focuses on
solutions to ensure the quality of training specialists in the field of higher
education: identify the priority activities of university teachers and propose
ways to develop their expertise because this is considered the most important
task of universities, methods to develop teachers' professional qualities and
competencies (Reznik. and Vdovina, 2018; Silva et. al., 2018). Pedagogical
training courses for university lecturers are determined to be very important and
bring about the expected effects for the participants (Ödalen, 2019). In addition
to face-to-face courses, the organisation of online courses is also being applied to
solve the problem of many lecturers who are teaching at universities without
pedagogical training (Laato et. al., 2019).
Forms of pedagogical competence training for university lecturers can be

organised with many contents: a three-semester training course for university
teaching assistants (Ritchey and Smith, 2019); reforming the education system,
45
focusing on innovating lecturers' teaching methods by shifting from imparting

knowledge to creating a favourable environment so that students can study and
practice (Akhmetova, 2019). Focus on preparing for the teaching process by
exploring and establishing personal academic development methods (Chadha,
2022). Or you can create a guidebook for teachers to start the training process.
Over the course of a term, this notebook asks increasingly complex questions
related to topics covered in teacher training. Testing the manual on a new group
of teaching assistants achieved positive feedback and provided valuable input in
discussions (Pekkarinen & Hirsto, 2017). Thus, lecturers play an important role
in ensuring the quality of education at universities. Therefore, finding factors
that affect the training of the pedagogical competence of university lecturers
helps educators and policymakers propose activities to improve the professional
competence of university lecturers.
3. Methodology
The Delphi method was first developed by the RAND Corporation in the 1960s
to explore ideas and find consensus among a group of experts (Linstone &
Turoff, 1975; Gordon, 2003;). Today, this method is widely used in many
different fields, such as nursing research (Keeney et.al., 2006; marketing
(Bonnemaizon et. al., 2007); tourism (Chen et. al., 2017); urbanism (Perveen et.
al., 2017); and education (Popov et. al., 2019). Given the exploratory nature of
this study, using the Delphi method is an appropriate way to address the
research objectives. According to Keeney et.al., (2001), the Delphi method uses
an iterative process to reach consensus among different experts on a given
problem. Since pedagogical competence is one of the important factors
determining the success of the teaching process in the context of research and
higher education in Vietnam, consensus is needed among scholars with
experience in the field of education science.
3.1. Research Instrument and Data Collection

The Delphi method usually begins with an interview to solicit opinions from
experts on the given problem. Based on the results of the interview round
(round 1), combined with document searches, the researcher designed
a questionnaire for round 2. In the second round, experts were asked to
complete the questionnaire. Using a numerical rating scale, they were also asked
to provide explanations for their answers and suggest modifications to the
questionnaire if necessary. The answers and feedback from the experts from the
first round were used as input to further refine the question set in subsequent
rounds. The iterative process of questionnaire development ends when
a predetermined level of agreement among experts is achieved (Irvine, 2005).
Therefore, the number of survey rounds could be 2, 3, or more, or even just 1. In

the Delphi process, data analysis can involve both qualitative and quantitative
data. Researchers must process qualitative data, using open-ended questions to
engage experts in the first round of discussion. Subsequent discussion rounds
can collect responses for quantitative analysis to redefine the content and reach a
level of consensus among panelists. According to Keeney et al., (2006), an item is
defined as achieving consensus among Delphi study participants when at least
46
75% of respondents scored either strongly agree (i.e., 5 on a 5-point Likert scale)
or agree (i.e., 4 on a 5-point Likert scale). Delphi discussion rounds exploit the
experience and knowledge of experts, mobilising their thinking and judgement
towards answering research questions, exploring new topics, and generalising
findings and information systems that did not exist before.
The data from the experts' answer sheets was put together and looked at with
descriptive statistics to see how much the experts agreed with each composite
variable on a 5-point Likert scale and proposed specific measurement variables,
to compare opinions between groups of experts according to some classification
criteria. At the same time, the Coefficient of Variation (CV) is used to measure
the level of expert disagreement, from which there can be a solution to handle
the expert disagreement (if any). The research process is shown in Figure 1.
3.2. Participants
Choosing the right expert is the most important step in the entire process of
implementing the Delphi method for data collection because the quality of
experts affects the quality of opinions participating in discussions and
contributions (Mahajan et. al., 1976; Okoli & Pawlowski, 2004). This study
selected educational science researchers and lecturers with over 15 years of
teaching experience at universities. We invited 40 people who met the above
criteria, including 7 people who do research in educational science and 33
people who are lecturers at universities Vietnam. These people come from Hanoi
National University, Ho Chi Minh City University of Education, Hanoi
Pedagogical University 2, Vinh University, Hue University of Education, The
University of Danang - University of Science and Education. These are all
pedagogical universities in Vietnam. All 40 participants in this study had
personal contact with the co-authors of this study. According to McKenna
(1994), because high response rates in successive rounds of the Delphi survey are
so important, personal contacts with the study's investigators are crucial.
Ultimately, all 40 individuals agreed to participate in round 1 of the study (100%
acceptance rate). The number of experts participating in the discussion
according to the Delphi method also does not require a mandatory number of
experts, which can range from a few experts to several hundred experts (Habibi
et al., 2013). Therefore, our number of participants was satisfactory.
Research organisation
This study included three rounds to identify factors that affect the effectiveness
of fostering pedagogical capacity for university lecturers (see Figure 1).
According to Keeney et al., (2006), an item is defined as reaching consensus 2
among Delphi study participants when at least 75% of respondents score
strongly agree (i.e., 5 on a 5-point Likert scale) or agree (i.e., 4 on a 5-point Likert
scale).
Round 1: The goal of round 1 of Delphi is to identify a set of factors that could
affect the effectiveness of fostering lecturers' pedagogical capacity. An online
discussion was conducted through the online interface of Google Meet. There
were 10 experts participating in the online discussion. The discussion took place
within 3 hours. After discussing and answering research questions, the group of
47
experts reached consensus on the factors affecting the effectiveness of fostering

pedagogical capacity among university members.
Round 2: The goal of round 2 is to encourage consensus among experts about

the factors that need to be explored. From the results of the discussion in round
1, synthesising the opinions of experts and document research, the author
outlined a system of factors with related variables affecting the effectiveness of
capacity training pedagogy of university lecturers to develop questionnaires.
The questionnaire included a system of questions selected on a 5-level Likert
scale from Not important; So important; Confused; Important; Very important.
We conducted the survey online due to its advantage in reducing time
requirements. Since all of our participants are highly qualified professionals, it
were assumed that they are familiar with using online surveys. Due to its simple
administration features and ease of access, Google Forms were chosen as an
online survey tool. The questionnaire was sent to 40 experts via Google Form
with the request to complete the answers within 5 working days. The researcher
received 40 answer sheets.
Round 3: The objective was to provide depth and detail to the factors affecting
the pedagogical capacity building of university lecturers. The results of the 2nd
round discussion are the input for the 3rd round discussion. Participants are
asked to rate their agreement included a on variables related to factors affecting
the effectiveness of pedagogical capacity building for university teachers. The
questionnaire system of questions selected on a 5-level Likert scale from
Strongly disagree; Disagree; Still wondering; Agree; Totally agree. The
researcher sent out 40 experts and received 40 answer sheets.
Figure 1: Delphi Research Process (Source: Skulmoski et.al., 2007)
4. Findings
4.1. Round 1
In the first round, we organized an online discussion via Google Meet with 10
experts. The questionnaire included six discussion questions to explore issues
related to the effectiveness of pedagogical training for university lecturers today.
Experts discussed and agreed with the following general statements:
48
The first, training goals that university lecturers desired included issues related
to education in general and higher education in particular; issues related to the
psychology of students participating in the learning process; issues related to
teachers' professional skills in the new context; and issues related to scientific
research in the university.
The second, content that needs to be trained for university lecturers involved
basic knowledge of teaching, basic skills of the teaching profession, scientific
research capacity, capacity to plan and organize teaching, ability to assess
learners' learning outcomes, classroom management capacity.
The third, methods and measures for organizing pedagogical training for
lecturers needed to be flexible, diverse, increase positivity, and be suitable to
learners' characteristics. Reporters in refresher courses the same to take timely
measures to support trainees during the training process.
The fourth, facilities and learning materials for pedagogical training for lecturers
need to be provided promptly, fully, and in accordance with the objectives,
content, and form of training.
Then, the form of training organization could be face-to-face, online, or a

combination of online and face-to-face. Besides, it is possible to use a training
model through research and discovery, a training model through experience, or
a training model that combines theory and practice.
Finally, Organizing the assessment of pedagogical training activities could

diversify forms, methods, and assessment tools. Paying attention to the
development of vocational competence in learners. An assessment record can be
developed to track refresher activities.
4.2. Round 2
In round 2, we sent an online survey to 40 people who agreed to participate in
the Delphi study. There were three parts to the questionnaire. The first part
examined the personal characteristics of the participants (see Table 1). The
second part of the survey included 34 five-point Likert scale items related to six
factors affecting the effectiveness of fostering pedagogical competencies for
lecturers (see Table 2). In the third part, the research team asked two open
questions. The first question asked whether the terms in the 34 items in Part 2
need revision or adjustment. The second question asked respondents to suggest
new items, in addition to the original 34 items, that could affect the effectiveness
of cultivating lecturers' pedagogical competencies.
Table 1: Study Variables

Characteristics of Participants Round 2
Frequency %
Gender Male 25 62.50%
Female 15 37.50%
49
Number of years of Less than 5 years 0 0.00%

work From 5 to 10 years 17 42.50%
Over 10 years 23 57.50%
Degree PhD 6 15.00%
M Master’s Degree 34 85.00%
Workplace Research agency 7 17.50%
University 33 82.50%
Table 1 presents the personal characteristics of 40 survey participants. Thes

characteristics constitute the study variables. Specifically, out of these 40
participants, 25 (or 62.5%) were men and 15 (or 37.5%) were female. Most of the
participants have worked for more than 5 years, thus having enough experience
in teaching and assessing the factors affecting the effectiveness of pedagogical
was especially capacity building for teachers. In terms of qualifications, 34
people (or 85.0%) had a doctorate, while 6 people (or 15%) had a master's
degree. As such, they were all qualified to teach at the university level. All
participants joined to work at an institution related to higher education, such as
a university or research laboratory in educational sciences. This important
because, as required by the Delphi method, participants had to be experts or
experienced in the research area.
Table 2: Results of the Delphi Round 2 and Round 3 of group of factors needed to
meet the training objective
No. Symbol Item Round 2 (n = 40) Item Round 3 (n = 40)
Mean SD % of Mean SD % of
Conse Conse
nsus nsus
1 Basic
knowledge
about the
Vietnamese
education
MT 1
system in
general and
university
education in
particular 3.5 0.78 32.50%
2 MT 2 Vocational Vocational
skills in a new skills in a new 97.50
context 4.8 0.46 97.50% context 4.75 0.49 %
3 MT 3 Ability to Ability to
flexibly use flexibly use
teaching teaching
methods in methods in
organizing organizing
professional professional 97.50
activities 4.85 0.43 97.50% activities 4.875 0.40 %
4 MT 4 Ability to use Ability to use 97.50
teaching aids 4.825 0.45 97.50% teaching aids 4.85 0.43 %
50
in organizing in organizing
professional professional
activities activities
5 MT 5 Ability to
develop
professional
expertise to
improve
professional
competence 3.4 0.74 25.00%
6 MT 6 Ability to Ability to
apply apply
information information
technology technology
and advances and advances
in science and in science and
technology technology
into into
7 MT 7 Competence to
Competence
perform
to perform
scientific
pedagogical
research tasks 97.50
research tasks
in the major 4.05 0.32 97.50% 4.225 0.48 %
8 MT 8 Ability to use Ability to use
foreign foreign
languages in languages in
carrying out carrying out
9 MT 9 Ability to
analyze,
evaluate the
current
situation, and
improve the
practice of
Vietnamese
higher
education 3.35 0.70 22.50%
10 MT 10 Ability to self- Ability to
study and self- self-study
train to and self-train
improve to improve
competence 3.95 0.32 92.50% competence 4.05 0.32 %
11 MT 11 Actively Actively
update update
achievements achievements
and and
development development
trends in trends in
higher higher
education 100.00 100.00
4.2 0.41 % education. 4.375 0.49 %
around the
51
world and in
Vietnam.
12 MT 12 Ready to
Ready to
support and
support and
help
help
colleagues
colleagues and
and learners
learners in
in
professional
professional 95.00
activities.
4.125 0.52 92.50% activities. 4.225 0.53 %
13 MT 13 Proactive, Proactive,
positive, positive,
confident in confident in
Table 3: Results of the Delphi Round 2 and Round 3 of group of elements on training
content
No. Symb Item Round 2 (n = 40) Item Round 3 (n = 40)
ol Mean SD % of Mean SD % of
Consens Conse
us nsus
1 Basic Basic
knowledge of knowledge of
ND 1
pedagogical pedagogical 100.00
profession 4.075 0.27 100.00% profession 4.225 0.42 %
2 ND 2 Basic skills in Basic skills in
teaching teaching 100.00
profession 4.9 0.30 100.00% profession 4.9 0.30 %
3 ND 3 Pedagogical Pedagogical
scientific scientific
research research 100.00
4 ND 4 Competence
Competence to
to develop
develop
teaching 100.00
teaching plans
4.8 0.46 97.50% plans 4.85 0.36 %
5 ND 5 Competence to Competence
organize to organize
teaching teaching 100.00
6 ND 6 Competence to Competence
evaluate to evaluate
learners' learners'
learning learning 97.50
outcomes 4.85 0.43 97.50% outcomes 4.825 0.45 %
7 ND 7 Classroom Classroom
management management 95.00
competence 4 0.39 92.50% competence 4.225 0.53 %
52
Table 4: Results of the Delphi Round 2 and Round 3 of group of factors on fostering
methods
No. Symbol Item Round 2 (n = 40) Item Round 3 (n = 40)
Mean SD % of Mean SD % of
Consens Conse
us nsus
1 Flexible and
Flexible and
diverse use
diverse use of
of
PP 1 pedagogical
pedagogical
training
training 100.00
methods
methods 4.925 0.27 100.00% 4.9 0.30 %
2 Methods of Methods of
training training
promote the promote the
PP 2 positive, positive,
active active
learning of learning of 100.00
learners 4.8 0.41 100.00% learners 4.85 0.36 %
3 Training
Training
methods are
methods are
suitable for
PP 3 suitable for
learners'
learners'
characteristi 100.00
characteristics
cs 4.875 0.33 100.00% 4.85 0.36 %
Table 5: Results of the Delphi Round 2 and Round 3 of factors on means and training
materials
Consens Conse
us nsus
1 Means and Means and
equipment of equipment of
teaching and teaching and
learning learning
PT 1
materials materials
suitable to suitable to
forms of forms of 97.50
training. 4.9 0.38 97.50% training. 4.875 0.40 %
2 Training
Training
materials are
materials are
provided
PT 2 provided fully
fully and in a
and in a timely
timely 97.50
manner
4.85 0.43 97.50% manner 4.9 0.38 %
3 Training
Training
materials are
materials are
consistent
PT 3 consistent with
with training
training goals
goals and 97.50
and content
4.85 0.43 97.50% content 4.85 0.43 %
53
Table 6: Results of the Delphi Round 2 and Round 3 of group of factors on the form
of training
Consens Conse
us nsus
1 Model of Model of
combined combined
HT 1 online and online and
face-to-face face-to-face 100.00
training 4.975 0.16 100.00% training 4.925 0.27 %
2 Face-to-face
Face-to-face
HT 2 training 97.50
training model
4.325 0.69 87.50% model 4.55 0.55 %
3 Online training
HT 3
model 3.25 0.59 17.50%
4 Model of Model of
training training
HT 4
through through 100.00
experience 4.075 0.27 100.00% experience 4.175 0.38 %
5 The Training The Training
model model
HT 5 combines combines
theory and theory and 100.00
practice 4.925 0.27 100.00% practice 4.95 0.22 %
Table 7: Results of the Delphi Round 2 and Round 3 of group of factors for evaluating
training results
Consens Conse
us nsus
1 Diversify Diversify
ĐG 1 assessment assessment 100.00
forms 4.9 0.30 100.00% forms 4.9 0.30 %
2 Assessment Assessment
focuses on focuses on
developing developing
ĐG 2
learners' learners'
vocational vocational 97.50
3 Develop
evaluation
records to
ĐG3
monitor
training
activities 3.775 0.80 55.00%
The main results of Round 2 were presented in from Table 2 to Table 7. Along
with the mean and standard deviation associated with each item, from Table 2 to
Table 7 also presents the percentage of consensus, which was an integral part of
54
using the Delphi technique. As shown in Table out of 34 items, 29 reached a

consensus level above 75%. The contents that did not achieve consensus is "basic
knowledge about the Vietnamese education system in general and university
education in particular", "ability to develop professional expertise to improve
professional competence", "ability to analyze, evaluate the current situation, and
improve the practice of Vietnamese higher education", "online training model,"
and "develop evaluation records to monitor training activities" (sections MT1,
MT5, MT9, HT3, DG3). Sections MT7 and MT11 have received proposed
terminology adjustments.
4.3. Round 3
In Round 3, the questionnaire included 29 items based on Round 2. The study
further invited all 40 participants who participated in Round 2 to continue
participating in Round 3. Since all respondents were positive about the research,
they all accepted the invitation to participate in Round 3. The results of Round 3
are presented in Table 2. The results of Round 3 showed that all 29 items
achieved a consensus of 95% or more.
5. Discussion
The pedagogical competence of university lecturers has received increasing
attention in the field of higher education in Vietnam in recent years (Peeraer &
Van Petegem, 2010; Tran, 2016; Thao et. al., 2022). This is the result of the higher
education innovation process being implemented by the Vietnamese
government and universities (Vietnam National Assembly, 2013). Traditionally,
in Vietnam, universities mainly focus on teaching knowledge by the
presentation method so that students can remember the specialized knowledge
they study. Today, they are very aware of the importance of teaching to develop
students' career capabilities. To do this, universities need to focus on developing
the professional and pedagogical competence of their lecturers. To find out the
factors that affect the improvement of lecturers' pedagogical competence when
participating in professional development training courses, this study used the
Delphi method to achieve consensus among experts on the issue. This hrough
three rounds of surveying, we found 29 factors that might lead to improving
pedagogical competence for university lecturers. The names of these elements all
reflect their respective properties. We grouped elements that share common
attributes together and classifled them into six element groups:
The group of factors needed to meet the training objective includes 10 elements:
Vocational skills in the new context; ability to flexibly use teaching methods in
organizing professional activities; ability to use teaching aids in organizing
professional activities; ability to apply IT, advances in science and technology,
and technology into professional activities; ability to perform pedagogical
scientific research tasks; ability to use foreign languages in performing
professional activities; ability to self-study and self-train to improve professional
capacity; actively update achievements and development trends in higher
education; willingness to support and help colleagues and learners in
professional activities; proactive, positive, and confident in professional
activities
55
Group of elements on training content: included elements: Basic knowledge of

pedagogical skills; Basic skills of the teaching profession; Pedagogical scientific
research competence; Competence to develop teaching plans; Competence to
organize teaching activities; Competence to assess learners' learning results;
Classroom management competence. Group of factors on fostering methods,
including three elements: Flexible and diverse use of pedagogical training
methods; Methods of training promote the positive, active learning of learners;
Training methods are suitable for learners' characteristics. Group of factors on
means and training materials, included 3 elements: teaching means, equipment,
and learning materials suitable for forms of training; training materials were
provided in full and in a timely manner; training materials are consistent with
training goals and content. Group of factors on the form of training: included 4
factors: Training model combining online and face-to-face; Face-to-face training
model; Model of training through experience; The training model combines
theory and practice. Group of factors for evaluating training results: includes 2
factors: Diversifying assessment forms; Assessment focuses on developing
learners' vocational competence.
5.1. Factors related to meeting training goals

An important factor that contributes to the design of courses in higher education
environments is clearly defined learning objectives that are aligned with
learning activities and course assessments (Barthakur et.al., 2022). Determining
the goals of a course or curriculum and then focusing the educational process on
those goals facilitates management and improves the quality of the course.
Therefore, the experts in our sample emphasized the role of factors related to
meeting goals in the effectiveness of training pedagogical competence for
university lecturers. The training course set out the goals as follows "ability to
apply information technology, apply advances in science and technology into
professional activities," and "actively update achievements and development
trends of higher education," which achieved the highest consensus of the
respondents with a rate of 100%. This emphasizes the necessity of using up-to-
date educational trends, information technology, and other scientific and
technological applications in teaching. The remaining elements of the group that
met the training goals all had a consensus rate of over 95%, which showsed that
pedagogical competence training courses needed to meet the requirements
related to the subjects of the program teaching process, such as teaching media,
teaching methods, pedagogical research, and the qualities of the teacher.
Elements such as "basic knowledge of the Vietnamese education system in
general and higher education in particular"; "ability to develop professional
expertise to improve professional competence"; "the ability to analyze, evaluate,
and improve the practice of higher education in Vietnam" could not reach
consensus, which was understandable. Because updating achievements and
trends in world development will provide a more general overview to help
researchers and policymakers find ways to implement education in Vietnam.
And that will also help improve the professional competence of teachers.
56
5.2. Factors related to training content

When choosing to participate in a training course, most learners will learn about
the content of that course. Vlasenko (et. al., 2020) point out the content that helps
learners find out their level of awareness about using the teaching method of
interest. Guldana (2019) pointed out the need in the content of pedagogical
competence building for teachers: often effective methods of teaching,
designing, and evaluating educational programs; evaluating student learning
outcomes; meeting the diverse needs of students in the classroom; using
information technology in the learning process; and providing content on topics
and subjects. These contents are also completely consistent with the training
contents that the research results have found. The content on teaching methods,
providing content on topics and subjects, was also the way to build teaching
plans and organize teaching activities. The content of meeting the diverse needs
of students in the class was also part of the competence of the lecturer's
classroom management. The use of information technology in the
teaching/learning process is one of the basic skills of the teaching profession.
Thus, the research findings presented were content factors that affect the
effectiveness of training. Particularly, the elements of basic knowledge about the
pedagogical profession and research competence were the factors proposed by
this research because they were the factors promoting the process of self-study
and self-improvement of lecturers. teacher at the university level.
5.3. Factors related to forms, methods, means and training materials

The factors of training methods, training forms, training facilities, and learning
materials directly impact whether learners actively participate in the learning
process or not. Although many studies have shown that teaching models
combining face-to-face and online are quite effective in the current period. But
Ashraf, (2021) stated: “Blended learning was used for 19 in-service teachers
during their summer degree program at a Chinese university.” (Jain & Singh,
(2021) also pointed out that “Ed-Tech solutions are not relevant for hard-to-reach
students or teachers in schools that serve hard-to-reach communities”.
However, Laato et al., (2019) stated, “Employee training courses on pedagogy
are offered via contact teaching, thus excluding potential students who are too
busy to attend sessions at a specific time and place” and this system of course
seems to be a promising way to support the pedagogical training of teachers.
Thus, our research results partly confirm that the appropriate form of training to
improve the effectiveness of training pedagogical competence for teachers is the
direct training model. In the case of overcoming geographical distance or
busyness at work, a model of face-to-face training combined with online
learning can be used. We also affirm that experiential training models and
training models combining theory and practice will create conditions for flexible
and diverse use of training methods. At the same time, these are teaching forms
that help teachers use teaching methods to promote the activeness of learners.
When using any form or method of training, the teaching media and learning
materials must be appropriate and timely. These are the factors that help
teachers fulfil their teaching role well, and learners are convenient in completing
teaching tasks. Therefore, these factors achieved a very high consensus among
experts participating in the survey. The factor that the "online training model"
57
not reach consensus is understandable. Because both previous studies and

experts who participated in our survey said that it is not advisable to train
pedagogical competence for university lecturers through the online form at all.
In order to improve pedagogical competence, it is necessary for learners to
practice in mock classes or real classes. This is not effective when learners
participate entirely online
5.4. Factors related to assessment training results

Evaluating the training results of learners is a final stage of the educational
process. However, in current practice, this is a factor that directly affects the
form and method of teaching. O’Neill (2022) stated, “Educators reported that
many students succeeded with unfamiliar assessments.” Therefore, the results of
our research on the factor "diversification of assessment forms" that affects the
effectiveness of training pedagogical competence for teachers are consistent with
previous studies. In addition, the organization of training is aimed at developing
the pedagogical competence of university lecturers, so the process of evaluating
the training results must be a competence assessment with the goal of creating
opportunities for competence development.
The factor "building a record of assessment and monitoring of training activities"

did not reach consensus. The reason was that refresher courses to improve the
competence of teachers often take place in a short time with a large number of
learners. Therefore, it is difficult to use assessment records to track refresher
activities.
6. Conclusions
Pedagogical competence is one of the core competencies of university teachers
and lecturers. Presently, new standards have been imposed on the teaching
profession, centred on pedagogical ability to manage, run, and arrange
productive classrooms, due to the growth of society and the vast body of
information. However, the majority of university lecturers in Vietnam often do
not receive formal training in pedagogical skills but rather learn them through
personal self-study. Therefore, it is necessary to organize training to improve
pedagogical competence for university teachers. How to organize such courses
effectively is a question many researchers and policymakers in Vietnam ponder.
Faced with that situation, the purpose of this study was to investigate the main
factors that make up the effectiveness of fostering pedagogical competence for
teachers. This study identified 29 elements influencing the efficacy of university
lecturers' efforts to develop their pedagogical competence through the use of the
Delphi technique to gather comments from 40 experts. These 29 elements are
divided into six categories: group of variables that satisfy training objectives;
group of variables regarding training content; group of variables regarding
training techniques; group of variables regarding facilities and training
resources; group of variables regarding the nature of training; group of variables
for assessing training outcomes.
The results of this study provide information for a range of stakeholders.

Specifically, they can serve as a basis for higher education researchers in the
58
direction of faculty competence development research. In addition, they can be

the basis for policymakers and educational institutions to put forward
institutions to improve the pedagogical competence of university lecturers. First,
researchers in higher education should have research directions on the
pedagogical knowledge and skills required of each lecturer, thereby offering
training programs and contents on pedagogical competence for university
lecturers. Second, the Vietnamese government and universities should invest
more deeply in training for university lecturers, find ways for them to provide
regular, long-term, and continuous training. For example, allowing teaching
staff to access knowledge about pedagogical science through electronic resources
or needing instructions for teachers to practice their own pedagogical
competence. Every year, there should be a period of time for teachers to directly
participate in courses or experience new pedagogical knowledge and skills.
Although the Delphi method helps to explore the factors affecting the
effectiveness of university lecturers' pedagogical competence building, it cannot
estimate the relative importance of these factors. In this direction, further studies
can apply methods other than the Analytical Hierarchy Process (AHP) or
Structural Equation Modelling (SEM) to quantify the relative weights of
different factors, with status being a factor that affects the effectiveness of
training the pedagogical competence of university lecturers.
7. Acknowledgment
This study is financially supported by the Vietnam Ministry of Education and
Training under project B.2023-SP2-04.
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62

Enhancing Oral Language Skills in 5-Year-Old

Children Through Drawing Activities in the
Classroom
Mengyun Xiao , Fadzilah Amzah*

School of Educational Studies, Universiti Sains Malaysia
Penang, Malaysia
Noor Azlina Mohamed Khalid

School of the Arts, Universiti Sains Malaysia
Penang, Malaysia
Weihan Rong
School of Housing, Building and Planning, Universiti Sains Malaysia
Penang, Malaysia
Abstract. Sound oral language skills (OLS) are the foundation for
academic success, and building language skills through fun learning
experiences is essential to children’s language development. This study
aimed to investigate the effectiveness of improving the OLS of 5-year-
old children in the classroom through drawing activities. Using a case
study design under qualitative methods, 4 children were selected as the
study participants through purposive sampling for a 3-week drawing
activity intervention, specifically from 1 September to 21 September
2023. This study was conducted in a kindergarten affiliated with a
university in eastern China, and data were collected through
observations, interviews, and teachers’ reflective journals. Observations
focused on vocabulary richness and sentence coherence. The results of
the study indicated that the drawing activity intervention provided
children with rich opportunities to develop their OLS compared to
traditional classroom activities. Children’s active participation in
classroom interactions through drawing activities enhanced their
vocabulary richness and sentence coherence. This study highlights the
potential of drawing activities in children’s oral language development
and provides valuable insights for educators and policymakers. Thus, it
is recommended that educators introduce targeted language
development scaffolding strategies in drawing activities, as well as
*
Corresponding author: Fadzilah Amzah, fadzilahamzah@usm.my
©Authors
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increased collaboration with parents so as to enhance language learning

in these activities.
Keywords: early childhood education; oral language; drawing activity;

vocabulary; sentence
1. Background of the Study

With the advent of a globalised world, the need for Oral Language Skills (OLS)
is evident for children. Since most young children have not yet acquired fluent
reading skills, they are not yet able to rely on reading for independent learning
either. At this phase, children must rely on oral language to access information
and communicate with peers and teachers. The development of OLS, as the
focus of early childhood education, is a tool conceptualised for the purpose of
knowledge acquisition and social participation (Amorsen & Miller, 2017).
Children in China, regardless of their mother tongue or social background, have
the right to access language learning opportunities. OLS is considered a core
experience in the learning and development of Chinese children and an
indispensable element in the development of comprehensive qualities in pre-
school children (Wang, 2018). Researchers have agreed that young children’s
OLS in preschool is highly predictive of their later literacy skills (Noe et al., 2014;
Zanchi et al., 2020). Therefore, this study is of practical and theoretical interest.
China’s Learning and Development Guidelines for 3-6-year-olds show that
vocabulary richness and sentence coherence are considered two important
indicators of oral language development (Yang et al., 2021). However, some
studies have shown that Chinese children have weaknesses in OLS as early as
preschool age 5 (Fong & Ho, 2019). This implies that there is room for
improvement in the current level of OLS of 5-year-olds (Su et al., 2021). As such,
these different perspectives have raised concerns among some scholars about the
quality of preschool education in China. In recent years, the Chinese government
has been committed to expanding the coverage of preschool education; however,
the quality of preschool education in some kindergartens remains relatively low
(Su et al., 2021). Significantly, Li et al. (2019) highlighted that a high level of
preschool education quality contributes to children’s language development,
early math skills, and social cognitive abilities.
To gain a deeper understanding of OLS development, this study aims to focus

on vocabulary richness and sentence coherence in Mandarin speaking 5-year-old
children in China through an intervention of observational drawing activities.
study is on. In exploring the value of drawing activities for children’s OLS
development, it is crucial to consider that this is their mother tongue
environment. Through this study, the researcher hopes to improve the 5-year-
old children’s OLS and reveal possible problems of OLS development of
children. The findings could provide valuable information on the effectiveness
of drawing activities as an educational strategy and explore their potential in
promoting children’s OLS development. Recognising the critical role that OLS
plays in children’s academic success and future social participation, the study
poses the following research question:
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How can drawing activities be used in the classroom to improve the oral
language skills (OLS) of 5-year-olds, with a focus on vocabulary richness and
sentence coherence?
The social and academic contributions of this study are reflected in several key
areas. First, it extends researchers’ understanding of the relationship between
drawing activities and children’s oral language development. By exploring in-
depth the OLS of 5-year-old children during drawing activities, this study
provides new insights into how language competence can be promoted through
drawing activities. Secondly, this study highlights the importance of
implementing interdisciplinary development of language skills in early
education, providing innovative ways of approaching educational practice. This
approach is especially important in a multilingual society such as China. In
addition, this study will help parents and educators to understand and utilise
everyday activities, such as drawing, to enrich children’s educational
experiences and social interactions, thereby contributing to children’s holistic
development.
Children’s language development has always been a hot topic in early
education. This is especially true for 5-year-old children, who are at a critical
stage of language development. This literature review will focus on two areas:
firstly, the importance of children’s oral language and, secondly, the relationship
between drawing activities and the development of children’s OLS.
2.1 The importance of oral language

Children’s OLS is currently an important issue of widespread academic interest
(Snowling & Hulme, 2021; Whorrall & Cabell, 2016). Honig (2007) defined oral
language as a complex system linking sound to meaning, often including
phonology, syntax, semantics, morphology and pragmatics. According to Cabell
et al. (2022), oral language refers to the understanding and production of
language, including lexical and grammatical knowledge, while Owens (2004)
classified OLS into the dimensions of phonological skills, syntactic skills,
morphological skills, pragmatics and lexical skills. Therefore, this study defines
it as the process of children’s learning through listening, speaking, describing,
and interacting with others, focusing on vocabulary and grammatical skills.
An increasing body of research emphasises that early OLS is a cornerstone of

children’s future academic and social success (Liu et al., 2020). Not only that, but
oral language also supports the development of literacy skills and writing
(Peterson et al., 2016). A similar view mentioned that children’s oral language
development is closely related to early literacy (Xiao et al., 2023a). In addition,
according to the requirements for high-quality development of preschool
education in China (for example, the Guidelines for the Learning and
Development of 3-6 Year Olds and the Guidelines for Assessing the Quality of
Kindergarten Care and Education), children’s language is emphasised as a key
component of their development. Research and policy documents have
emphasised the importance of developing oral language in kindergartens (MOE,
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2012; Yang & Li, 2022) with c hildren’s OLS widely recognised as a core part of
their general competence (Metsala et al., 2021). Brodin and Renblad (2020)
further stated that good OLS not only contributes to children’s academic
performance in school but also improves their social interaction skills. Also, Kim
(2020) found that OLS developed by children in the early stages positively
subsequently affects their cognitive and emotional development.
In educational practice, many educators and scholars have emphasised the

importance of OLS development as key to children’s overall development
(Amorsen & Miller, 2017). West et al. (2021) confirmed that, in science,
intentional oral language instruction and meaningful content instruction have
many benefits for children’s vocabulary development, such as remembering
more science content words and being able to better express their
understanding. It has also been shown that science instruction that supports oral
language development, among other things, is beneficial for literacy
development. Although a great deal of research has demonstrated the
importance of OLS in children, as argued by Piasta et al. (2020), there are,
however, many areas still to be explored on how to develop this skill more
effectively. Future research could further explore the relationship between
children’s OLS and other cognitive abilities (Hulme et al., 2020).
2.2 Links between children’s drawings and oral language

In exploring the importance of children’s oral language and the relationship
between drawing activities and the development of children’s OLS, it is
important to understand the age profile of the 5-year-old child. Children at this
age are in what Vygotsky (1978) describes as the “egocentric speech” stage,
where social interaction is essential for language acquisition. In addition, in his
socio-cultural theory, learning is a socially interactive process and children
construct knowledge by engaging in culturally significant activities, which is
particularly important for language learning. Piaget’s (1964) theory of cognitive
development emphasises that children begin to use symbolic thinking at this age
and that drawing becomes an important means of expressing and making sense
of the world. Therefore, drawing activities not only support children’s artistic
expression, but also provide a language-rich environment that promotes the
natural development of their OLS.
Depending on the child’s developmental and cognitive level, children may not
have enough vocabulary to express their experiences and how they feel
(Sourkes, 2018). However, the literature finds that art can be effective in building
shared understanding and language in practice (Wong, 2020). Drawing can be
seen as a process of meaning construction in which children draw symbols to
express their understanding and ideas in the form of visual graphics. Lines, dots
and colours are some of the resources or indicators that make up visual graphic
symbols (Kress, 1997). Meanwhile, research by Che Dalim et al. (2020)
demonstrated that augmented reality methods support participation and
communication with those who are not able or confident enough to express
themselves verbally. Søndergaard and Reventlow (2019) also argued that
drawing is an effective method of facilitating dialogue with children about
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difficult and taboo issues; through drawing, children can express feelings,
emotions and experiences that are difficult to put into words.
For this topic, there are also studies that have been conducted to address the
practice; for instance, using play or art to communicate with children can
facilitate adult-child dialogue and deepen adults’ understanding of children’s
experiences (Wong, 2019). Not only that, Bat Or et al. (2022) studied how
children narrate stories through drawing and showed that drawing not only
enhances children’s narrative skills, but also helps them to better understand
complex plots. Similarly narrative skills have a significant impact on children’s
language as well as emergent literacy skills (Puspitasari et al., 2023). There is a
positive link between drawing activities and subject areas such as math and
science (Aragón et al., 2023). As noted by Sunday and Conley (2020), drawing
can be used as an effective interdisciplinary teaching tool to help children
progress in other areas of learning. This shows that drawing is linked to OLS in
children’s education.
In summary, drawing activities are not only a platform for children’s self-
expression but are also closely related to their social skills, narrative skills, and
cognitive development. However, the specific promotion of OLS development
through drawing activities at this critical stage of language development in 5-
year-old children remains a relatively unexplored area. This study will utilise
Vygotsky’s (1978) socio-cultural theory to explore how drawing activities can be
used as a tool to promote children’s OLS in teaching practice. While these
theories and studies provide valuable perspectives, few studies have analysed
in-depth the oral language performance of 5-year-olds during drawing and how
these interactions affect their OLS. Therefore, the aim of this study is to fill this
gap by focusing on vocabulary richness and sentence coherence in 5-year-old
children through an intervention in drawing activities. Through in-depth
analyses of children’s interactions with teachers and peers during drawing, this
study aims to reveal the intrinsic links between drawing and OLS and provide
useful insights for frontline educators to support the development of children’s
OLS more effectively in the classroom.
3. Materials and Methods

3.1. Research design and locale
This study was a case study design using a qualitative approach and was chosen
as the methodology based on Merriam’s (1998) recommendations as it provides
a way to explore a complex educational phenomenon. This approach allows the
researcher to gain an in-depth understanding of the activities, processes, and
individuals in each context, and is essential for revealing the potential of
drawing activities to contribute to the development of OLS in 5-year-old
children. In addition, case studies can capture the richness and complexity of
teaching and learning processes and learning experiences (Merriam, 2009). The
research site was a kindergarten affiliated with a public university in eastern
China. This kindergarten was selected as a provincial model kindergarten for 25
consecutive years and is known for its unique painting programme. In addition,
this kindergarten was intentionally chosen to represent the study due to its
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participation in “The National High Quality Development School” programme.

Although language skills development covers several aspects, this study
deliberately focused only on two key dimensions, namely, vocabulary richness
as well as sentence coherence. Figure 1 presents the research framework,
consisting of six targeted drawing activities and interactions between four
children and a teacher, designed to capture and analyse children’s
demonstration of OLS during these activities. The framework places particular
emphasis on the diversity of data collection by combining observations, teacher
journals and teacher interviews to explore in an integrated way the role of
drawing in children’s OLS development.
Figure 1: Research framework
3.2 Participants
The target population was all five-year-old children in the kindergarten, and
purposive sampling was used to refine the participants considering that the
researcher made use of the case study design. The selection criteria are shown in
Table 1. To ensure the depth and focus of the study, the researcher selected four
children as representatives from the overall sample, which was determined
based on the children’s oral development scores from the previous term, and
who were at the exploratory level in terms of oral skills (see Table 1). Among
them were two boys (B1, B2) and two girls (G1, G2). They were native Mandarin
speakers with no learning disabilities and no speech or hearing problems. In
addition, the selected children were all interested in drawing. All four children
came from middle-class families (see Appendix 1). It is worth noting that an
important criterion for the selection of respondents was that, regardless of the
children’s experiences and personal backgrounds, they were expected to first
obtain parental consent to take part in the study, which this was duly given (see
Appendix 2), and an anonymous name code was assigned to each child to
protect their privacy. The researcher did not include any identifying information
about the children throughout the study. In addition, one teacher was selected
for the sample, to gain insights from an educator’s perspective; the role of the
teacher participant was used for data analysis only. This teacher was selected
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based on her professional experience in the field of early childhood education,

teaching effectiveness and drawing skills. See Appendix 3 for more detailed
information about this teacher.
Table 1: Criteria for sample selection
Criteria Inclusion Exclusion
Age 5-year-olds 4 & 6 years old
Language Mandarin Dialects
Interest in drawing Interested in drawing No interest in drawing
Oral level Average level Low or high level

No learning disabilities, no
Health indicators language disorders
language disorders
Family background Middle class /
3.3 Research instruments

During the study, the researcher worked closely with the kindergarten teacher
on a 3-week drawing activity intervention. It consisted of two themes (character
and animal themes) and contained six activities (see Appendix 4). The two
themes chosen for this study were closely related to the themes of the
participating children’s kindergartens for that term. This correspondence
ensured that the content of the activities was both familiar and appealing to the
children, thus allowing for a more natural integration into their daily learning
environment. In addition, considering the children’s daily life experiences and
their known areas of knowledge, the researcher, with the help of the classroom
teacher, redesigned the six drawing activity scenarios to ensure that they would
be able to use existing vocabulary in their communication and attempt to
construct new vocabulary and sentences. The drawing tools included crayons or
watercolours, A5 (148mm x 210mm) blank paper, and drawing consumables that
were applied to each drawing topic. It is worth emphasising that neither the
children nor the teacher had any previous experience using drawing in the
classroom to develop oral skills. Therefore, the instructors received prior
training on facilitating drawing to develop these. In addition, video recording
was used as an important research tool in this study to record children’s
performance and interactions during drawing activities for detailed observation
and analysis. A detailed description of the specific methods of data collection,
including observation, interviews with a teacher and their reflective journals,
will be further explained in the next section, “Data collection”.
3.4 Data collection methods

Three methods were used in collecting the data, namely, observation, research
journal and a teacher interview. Children were given drawing activities for both
themes, a choice designed to provide a focused view of children’s performance
in vocabulary and sentence coherence through drawing activities. Each drawing
activity lasted between 20 and 30 minutes and was observed over a period of
three weeks. Observations were made through video recordings (recorded
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scenes as in Figure 2). In particular, the video recording was used to observe and
record the children’s participation in drawing activities and the development of
OLS, including vocabulary richness and sentence coherence. It is worth noting
that vocabulary richness is assessed using a list of words related to the theme of
the drawing. Sentence coherence, on the other hand, was chosen to observe the
children’s sentence structure construction as well as connectives in their
conversations to understand the children’s ideas and perspectives. Direct
observation enables the capture of participants’ behaviour in the environment
and first-hand experience (Patton, 2014). In addition to observations, the
teaching staff were asked to keep a reflective diary, focusing on the children’s
participation in drawing activities and the development of the children’s OLS.
Furthermore, a semi-structured interview was conducted with the teacher at the
end of the overall project with the aim to collect their insights about the
usefulness of drawing activities in improving children’s vocabulary richness and
sentence coherence. It is worth noting that all data in this study, including
teacher-child dialogues, were collected in Mandarin and have been accurately
translated into English for an international audience.
Figure 2: Children’s drawing activity classroom floor plan
3.5 Data analysis

This study adopted content analysis was the primary method of data analysis to
explore the vocabulary richness and sentence coherence of 5-year-old children’s
OLS. During the study, data were collected and analysed continuously and
simultaneously and steps in the analysis included data coding, thematic
extraction and finding key features to learn more about how children learn to
speak and understand language (Merriam, 1998). To obtain a better look at the
child’s expressive vocabulary and sentence structure, all video recordings were
played back and watched repeatedly to capture important details that were
missed during real-time observations. Data coding was crucial in distinguishing
between the children’s different OLS. For vocabulary, the researcher identified
and recorded vocabulary use. For sentences, the focus was on analysing sentence
structure and the use of connectives. In addition, to ensure the validity and
reliability of the data from this qualitative study, triangulation was used as well
as inviting an early childhood teacher to participate in the data analysis.
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4. Results and Discussion

To answer the research question regarding how can drawing activities be used
in the classroom to improve the OLS of 5-year-olds, the results are presented
focusing on their vocabulary richness and sentence coherence, which was the
only scope of this investigation.
4.1 Richness of children’s vocabulary in drawing activities

In observing the children’s participation in drawing activities, the researcher
noticed that they showed richness in their use of vocabulary, using a variety of
adjectives, nouns, and verbs in describing the scenes and situations they drew.
Among these four children, by comparing their language samples before and
after the activity, it was found that B1, G1 and G2 showed richer and more
varied vocabulary use. This change was reflected in the number of new
vocabulary words they used. However, for child B2, his language sample did
not demonstrate a similar trend in terms of vocabulary before and after the
drawing activity. This was because B1, G1 and G2 showed a strong interest in
the subject matter of the drawing from the very beginning. In the first theme
“Characters”, the children were asked to draw a scene from “Little
Environmental Heroes” (see Table 2).
Table 2: “Little Environmental Heroes” by G1
Theme
Little Environmental Heroes
Name G1
Time 30 minutes
Date 4 September 2023
The dialogue was always initiated by the teacher, and the children were
gradually involved. As shown in the emergent talk between G1 and the teacher
(Sample Talk 1), child G1 used simple and general vocabulary at the beginning,
such as “water”, “white cloud”, “fish”, “trash bin” and “sun”, which suggests
that, at the beginning, her vocabulary was limited. During observation, it was
noted that the teacher’s guidance played a crucial role in the development of
children’s oral skills. Firstly, the teacher stimulated children’s desire for verbal
expression by asking questions and encouraging them. When child G1 started to
describe her drawing, she simply said, “This is water, and this is white clouds”,
but under the guidance of the teacher, such as asking, “What are some things on
the white clouds?”. G1 further described, “There is a big white flower on the white
cloud”. This means that, with teacher guidance and questions, G1 began to use
more adjectives, nouns, and verbs to enrich their dialogue. This was confirmed
by the results of the teacher’s interviews:
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When I use strategies, such as questioning, repeating, and inspiring, the

children can say more words back to me.
The fact that the child actively used verbs when describing the drawn scene
shows that she was not only able to express static elements. Simultaneously, G1
was able to provide more detailed and vivid descriptions, including the colour,
size, and position of objects. In addition, she could describe the actions and
interactions of the characters involved in the scene, using vocabulary such as
“cheerfully picking up litter”. These vocabulary words enriched her speech and
enabled her to express her opinions and emotions more clearly.
Sample Talk 1:
Teacher: Can you tell me what is in your drawing?
G1: There is water, white clouds, fish, and the sun.
Teacher: Good, now, tell me more about these white clouds.
G1: The white clouds are white and big.
Teacher: What are some things on the white clouds?
G1: There is a big white flower on the white cloud.
Teacher: What colour is the sun?
G1: The sun was golden, and it was very bright.
Teacher: And what else do you see?
G1: In the sea, I drew lots of fish and they are all very beautiful. They are all sorts of
colours, there are red, blue, yellow and rainbow fish. They swim around happily in the
water, just like dancing. But... But... I saw rubbish too.
Teacher: Rubbish? Where is it?
G1: Yes, rubbish. Some rubbish was floating on the water, and I didn’t like them there,
so I picked up the rubbish, and threw them in the bin.
From the above-mentioned conversations between the teacher and child B1, it is
evident that drawing activities provide an environment that promotes the
development of vocabulary richness and verbal skills. Research has shown that
children use body movements along with language to express their ideas (Xiao
et al., 2023b). In this way, children are able to actively participate in verbal
communication, use a more varied vocabulary to describe their creations, and
engage in situations.
Furthermore, recent research has also shown that choosing drawing themes that
match children’s interests is effective in reducing their tension and making it
easier for them to express their thoughts (Richards & Terreni, 2022). This was
clearly demonstrated when conducting the second drawing theme. From the
observations, it was easy to see that, in the first theme, children often needed
guidance from the teacher before they started to express themselves. However,
when the “Animal” theme was introduced and, the children’s favourite,
“Chickens” were specifically chosen as the subject of the drawing, it was clear
that they were more excited and engaged, and that the vocabulary they used
was richer and more specific.
In this activity, the children were invited to create drawings that focused on
“Chickens”. At the beginning, the teacher described a scene for them: “Chickens
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on Holiday”. This made the children naturally relate their thoughts to their own
holiday experiences. Based on this, the children started to communicate and
share actively. Especially, B1, B2 and G1 took the initiative to share their
thoughts with their peers. The vocabulary they used increased as they began to
discuss and communicate. The discussion on the theme of “Chickens’ Holiday
Life” was a vivid example of the growth in the richness of children’s vocabulary,
as shown in Sample Talk 2.
Sample Talk 2:
Teacher: Okay, kids, today we are going to draw a scene: the holiday life of a chick. You
can think about it first. If it’s you, how would you draw it?
G1: I would draw the chick building a castle by the sea!
B2: I would draw the chicks exploring the woods and looking for treasure!
B1: I remember that last weekend, my mom, and I went to play on a big lawn. There
were lots of children playing there, and some insects and butterflies were flying around. I
think the chicks would like to be there too.
Teacher: That sounds wonderful, B1! So, what do the chicks do on your lawn?
B1: This chick and its mom are playing on the lawn. Its mom is hatching eggs while the
chick is happily catching bugs.
G1: Oh, what kind of bugs are the chicks catching?
B1: It’s some little grasshoppers and ladybirds. And there was a yellow butterfly
dancing.
B2: The chick has a red hat.
B1: No, it’s not; it’s the chick’s crown, which is red, and the feathers are yellow, and it
looks very happy.
Furthermore, in the drawing process, B1 presented a work that depicted how a

chicken spends its holiday happily on a green lawn, as shown in Table 3.
Table 3: “Chicken’s Holiday Life” by B1
Theme
Chicken’s Holiday Life
Name B1
Time 25 minutes
As Wong (2020) emphasised, drawings have a strong learning potential as they

not only enrich children’s creativity and imagination, but also provide
opportunities for children to expand their language. This was confirmed by the
teacher’s reflective journals as quoted below.
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“Child B1 drew a vivid picture of a chick spending its holiday on the

lawn. He used a lot of new vocabulary in his conversations with me and
my companions, such as “butterfly”, “hatch”, “play”, “dance” and
“merrily”. I noticed that B1’s vocabulary richness increased
significantly through this drawing activity. This activity made me
realise once again that drawing is not just an artistic expression; it is
also a valuable platform for children to learn and explore new
vocabulary” (Teacher’s Reflective Journal, September 18, 2023).
Children’s vocabulary richness is an observation that should not be overlooked

during drawing activities. The present study found that appropriate drawing
themes and effective teacher guidance could stimulate children’s interest and
encourage them to use richer vocabulary for description. Applying children’s
drawings, as emphasised by Trifunovic et al. (2022), can be the basis for
measuring effective learning and practice in children’s skills to express
themselves in the classroom.
4.2 Coherence of sentences in children’s drawing activities

In observing children’s performance in drawing activities, the researcher noticed
that children initially tended to lack sentence coherence, rather they used simple
vocabulary to express their ideas, such as object names, colours, and basic lines.
Returning to G1’s drawing scene, it was clear that her initial description was
opened by the teacher’s guidance. However, as the conversation continued, the
researcher observed that her language gradually became more coherent. She
began to be able to connect different ideas and events to form a more complete
narrative. This increase in sentence coherence was inextricably linked to her
deeper thinking about the subject of the drawing, as well as the teacher’s
questions and guidance. Similarly, in the second activity, the “Animal” theme,
children were invited to draw a scene from “Chicken’s Holiday Life” (see Table
4).
Table 4: “Chicken’s Holiday Life” by B2
Theme
Chicken’s Holiday Life
Name B2
Time 25 minutes
Likewise, the conversation between child B2 and the teacher (see Sample Talk 3)
shows that the drawing activity does help to improve the coherence of the
children’s sentences. The contents of the talk are as follows:
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Sample Talk 3:
Teacher: B2, can you tell me a little bit about your drawing?
B2: Well, I drew a bunny and a chicken. They are both standing on the beach with
baskets.
Teacher: What are the little animals doing?
B2: The bunny is eating a carrot, and the chicken is looking for food.
Teacher: What’s in this basket?
B2: There are carrots, hearts, and some biscuits in this basket.
Teacher: Good, now tell me more about this little bunny and the chick.
B2: This bunny is red, and its eyes are black. The chick is yellow, and it’s a hen, so it’s
looking for worms because it wants to hatch its babies.
Teacher: That sounds like fun! Can you also tell me what colour the sea is?
B2: Yes, the sea is blue. I think the sea is blue, just like the sky.
Teacher: You mentioned some hearts. What are these hearts about?
B2: Those hearts are decorated. They are floating on the sea, just like the stars in the sky.
Teacher: That’s very creative! What about the house?
B2: That’s the chick’s house. Chickens and rabbits are friends, so they live together. Their
house is cosy and has a yellow roof and a big window.
From the conversation above, the researcher found that children B2 tended to
start with shorter sentences to describe objects and basic actions in the picture,
for example, “the bunny is eating a carrot”. Through interactive discussion and
teacher guidance, children gradually showed sentence coherence. B2 was able to
use transitional words or phrases, for example, “and”, “because”, “so”, etc.
Similarly, the teacher mentioned in their interview:
Children can speak in a complete sentence based on their drawings and use
connecting words when communicating with their peers.
It was found that children use connectives to better link different elements and
gradually build a coherent narrative. The emergence of this transitional
language suggests that they are trying to bring different elements together to
form a complete description of the scene. This process reflects the positive
impact of their in-depth reflection on the theme of the drawing and the dialogue
guide, which helped to stimulate the development of their oral language.
In addition, the observations revealed an interesting phenomenon: the coherence

of children's sentences in their conversations in the paintings varied according to
the themes of the paintings. For example, in the drawing of “Little
Environmental Heroes”, G2’s communication with peers B1 and B2 and the
teacher vividly demonstrates this variation (e.g., Sample Talk 4), and Table 5
provides an image of G2’s drawing, which further supports this view.
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Table 5: “Little Environmental Heroes “by G2
Theme
Little Environmental Heroes
Name G2
Time 30 minutes
Sample Talk 4:
G2: Teacher, I noticed the sea water has become dirty and black in colour.
Teacher: Oh, so what to do, G2?
G2: Look, I draw here, and I’m going to use this big pipe, suck it up, and filter out the
pollution.
B1: Will this really make the sea clean?
G2: Well, see, the coloured water after filtering is blue, and I’m going to put it back into
the ocean.
B2: Is that brown and green frame a window? Why are there windows in the ocean?
G2: It’s not a window, B2. That’s a filter pipe I draw. It helps the sea water become
clean.
B1: Oh, I see! So, the water in that pipe is clean!
B2: Wow, those little fish look so happy!
G2: Yeah, because their home is clean again. The little fish are swimming happily in the
water.
During this drawing activity, the researcher made an in-depth observation of the
children’s sentence coherence when describing and explaining their work. G2
positively and proactively showed her work, starting with describing the
polluted sea water, talking about the filtering process, and ending with
describing the little fish swimming happily in the clear sea water. This also
revealed an interesting phenomenon: although G2 appeared to be a little shy in
her daily life, when she got into something she loved, she became very active
and fully committed. When B2 misinterpreted the pipe in the drawing that
indicated sewage treatment, G2 not only corrected it quickly but also logically
and explained its real meaning, demonstrating her coherence of sentence
structure and logical thinking. This is highly consistent with the idea mentioned
by Coates (2002) that children explain to each other the meaning of what they
have drawn when describing paintings. In addition, from G2’s description, the
researcher was also able see how she skilfully combined line form and colour
with the actual meaning of what was being drawn.
Indeed, the teacher’s reflective journal also supported this observation, as

quoted below.
76
“The theme of this drawing activity was something of interest to G2,

whose parents had taken her to the Marine Environmental Showcase the
previous week. I could clearly see the children’s progress in their OLS.
Particularly, her sentences became more coherent when she described
and explained her work. In addition, G2 responded well to other
children’s questions” (Teacher’s Reflective Journal, 8 September
2023).
Children frequently use the phrase “look, I put it here” to draw attention to their
drawings and to get ready to share information (Hopperstad, 2008), and G2 used
this tactic in Sample Talk 4. Through observation, the researcher learnt that
drawing activities provided children with a visual and intuitive platform to
express their ideas, which inadvertently helped them to better organise their
language and thus improve sentence coherence.
During the study, the researcher discovered that the observed drawing activities
were the result of the teacher initiating them through the observation of
children’s vocabulary richness and sentence coherence. Interaction between
children, the teacher and peers were made easier through the teacher’s support
strategies. Also, talking to children has been found to yield more information
about attitudes towards what is being drawn (Damianov, 2022). However, while
children engaged in talk for all the drawing activities, and their vocabulary
increased, there were differences in the children’s participation in the
interactions between the different drawing themes, and their vocabulary as well
as the coherence of their sentences differed significantly. In addition to the
children’s drawings analysed in this paper, additional works were collected to
provide a more comprehensive perspective. These additional pieces of work
have been included in Appendix 5 and, although not analysed in detail, they
further substantiate the findings of the study and demonstrate the diversity of
children’s OLS in drawing.
5. Conclusion and Recommendations

This study successfully reveals how classroom drawing activities can effectively
influence 5-year-old children’s OLS development. The findings suggest that
drawing activities are indeed effective in promoting the development of OLS in
5-year-old children, especially in terms of vocabulary richness and sentence
coherence. Furthermore, drawing activities provide a creative speaking space for
children to organise and use language more freely. In this process, the role and
strategies of the teacher become crucial. Teachers need to choose attractive
subjects for drawing, guide children to show their thinking and feelings through
drawing and teach them how to describe and explain their work in words.
Although teachers see and recognise the effectiveness of this approach, they still
face challenges in how to sustainably advance children’s OLS, especially the lack
of a systematic set of instructional guidelines. This also means that early
childhood teachers need more support and professional training to better realise
the potential of this teaching strategy. This study not only highlights the value of
drawing activities in promoting children’s OLS, but also points to their
importance in a wider educational and developmental context. Drawing
activities could help children better perceive and interpret their environments,
77
and could improve their social interaction skills, thus laying the foundation for
their future academic and social success. Considering that growth in OLS is an
ongoing process that requires long-term commitment, future research could
focus on expanding the sample size and extending the duration of the study to
investigate the sustained effects of different drawing activities on children’s OLS
in the long run. In addition, it is recommended that teachers incorporate goal-
oriented language development support strategies in drawing activities as well
as increased collaboration with parents to enhance the language learning effects
of these activities.
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Appendix 1
Name Genders Nationality Parental Socio-economic

education level Status (SES)
B1 Boy Han Chinese Master Middle class
B2 Boy Han Chinese PhD Middle class
G1 Girl Han Chinese Master Middle class
G2 Girl Manchu Master Middle class
Appendix 2
家长同意书
Parental consent form
亲爱的家长、监护人：
Dear Parent or Guardian:
我写信是想告诉你我们要做的一个令人兴奋的项目。本次调查的题目为 “Enhancing
Oral Language Skills in 5-Year-Old Children Through Drawing Activities in The
Classroom” ，这是博士研究题目 “The exploration of drawing activity based on
scaffolding theory on oral language skills development in 5-year-olds”的一部分。此表
格是一个称为“知情同意”的过程的一部分，以便您在决定是否参加之前了解本研究。
I am writing to tell you about an exciting project we are going to be doing. The title of
this research is “Enhancing Oral Language Skills in 5-Year-Old Children Through
Drawing Activities in The Classroom”, which is part of a PhD study entitled “The
exploration of drawing activity based on scaffolding theory on oral language skills
development in 5-year-olds”. This form is part of a process called “Informed Consent”
so that you can find out about the study before deciding whether to take part.
程序 (Procedures):
•允许你的孩子在幼儿园参加教师设计的绘画活动。
•让你的孩子在幼儿园绘画活动时被录像。
•允许研究人员在观察时间内收集您的孩子在幼儿园绘画时产生的任何绘画作品。
•Allows your child to participate in teacher-designed drawing activities in
kindergarten.
•Allow your child to be videotaped during the kindergarten drawing activity.
•Allow the researcher to collect any drawings your child produces while drawing in
kindergarten during observation time.
研究的自愿性质 (Voluntary nature of research)：

本研究是自愿参与的。每个人都会尊重你是否选择让你的孩子参加研究的决定。如果你
不同意您的孩子参加这项研究，任何人都不会对你另眼相看。如果你现在决定您的孩子
参加这项研究，你以后仍然可以改变主意。你可以要求让你的孩子随时停下来，不会造
成任何后果。
Participation in this study is voluntary. Everyone will respect your decision your
82
decision on whether you choose to allow your child to participate in the study. No one
will look at you differently if you do not agree to your child taking part in this study.
If you decide now that your child will take part in the study, you can still change your
mind later. You can ask for your child to stop at any time without any consequences.
隐私 (Privacy)：
您提供的任何信息都将保密。研究人员不会将您孩子的个人信息用于本研究项目之外的
任何目的。此外，研究人员不会在研究报告中呈现孩子或任何其他可能识别孩子的信
息。
Any information you provide will be kept confidential. The researcher will not use
your child’s personal information for any purpose outside of this research study. In
addition, the researcher will not present the child or any other information that may
identify the child in the research report.
疑问(Questions):
If you have any questions about this study, you can contact the researcher at
mengyun@student.usm.my, and the researcher will be happy to answer them.
非常感谢您！
Sincerely,
获得您的同意,
Obtaining Your Consent,
签字 (Signature): ______________________
Appendix 3
Respondent Teacher Information

Name T
Gender Female
Teaching experience 5 years
Education Bachelor’s degree.
Honours Kindergarten star teacher title
Drawing Skills Expertise in teaching drawing
Willing to participate in research and answer
Interest in research
researcher’s questions sincerely.
83
Appendix 4
Name of Process of activity design

Theme drawing Crayons or watercolours, A5 Date
subject (148mm x 210mm) blank paper
“Little • Introduction to the activity (5 4 September
Environmental minutes) 2023
Heroes” • Children’s drawing activity
Theme 1 “Me now scenarios. Teachers provide 6 September
(Character) versus me scaffolding strategies, and 2023
grown up” interaction with teachers and
“Me and my peers (20 minutes) 8 September
family” • Children share their artwork 2023
“Animal (5 minutes) 11 September
Party” 2023
Theme 2 “Chicken’s 12 September
(Animals) Holiday Life” 2023
“Underwater 13 September
World” 2023
Appendix 5
Children’s artwork
84

Strengthening Character Education: An Action

Research in Forming Religious Moderation in
Islamic Education
Aep Saepudin*
Universitas Islam Bandung, Bandung-Indonesia
Tedi Supriyadi
Universitas Pendidikan Indonesia Bandung-Indonesia
Dedih Surana and Ikin Asikin

Universitas Islam Bandung, Bandung-Indonesia
Abstract. A country with religious and cultural diversity, such as

Indonesia, necessitates the cultivation of a moderate attitude, particularly
through character education. This study aims to identify effective
learning steps to develop a sense of religious moderation in high school
students in Islamic Education. To achieve this goal, action research was
chosen as the research design, as it provides a framework for addressing
pedagogical issues and finding solutions. The study involved 50 students
from two high schools in Bandung, West Java, Indonesia, conducted in
three research phases: pre-action, action implementation, and action
evaluation. Data collection was accomplished through surveys and semi-
structured interviews, allowing for data analysis utilizing two
approaches: qualitative analysis employing content analysis and
quantitative analysis involving descriptive statistical analysis and
effectiveness testing. The study outlines five stages of learning, which are
summarized in the acronym PEACE: Promotion, Elaboration,
Actualization, Communication, and Evaluation. These steps improved
religious moderation attitudes in four aspects: maintaining harmonious
relationships with other people, respecting people’s differences,
demonstrating tolerance and rejecting fanaticism, and thinking ahead. To
conclude, the PEACE method proved highly effective in cultivating
religious moderation attitudes, with the average N-Gain score exceeding
0.7 at 0.7653 and an N-Gain percent of 76.7%. The development of
religious moderation attitudes from the perspective of other religions can
be explored in future research.
Keywords: character education; religious moderation; tolerance; learning

methods; action research
*
Corresponding author: Aep Saepudin, aepsaepudinunisba@gmail.com
©Authors
85
1. Introduction
A country with religious and cultural diversity, such as Indonesia, requires efforts
to foster public understanding and awareness of the significance of developing
inclusive attitudes and perspectives toward accepting diversity as a valuable asset
rather than a source of conflict to be contested (Menchik, 2016). One strategy for
promoting understanding and awareness is through education, particularly in the
school context (Rohmah et al., 2018; Suherman et al., 2019). This is crucial, given
that recent cases in high schools have exhibited troubling trends that pose a
potential threat to the harmony of religious diversity. For example, there was a
case emerged of non-Muslim female students being forced to wear hijabs at a
vocational high school in Padang (Suyanto, 2021). In 2022, the deputy principal at
one state school in Jakarta attempted to hinder a non-Muslim candidate from
becoming the Student Council President (Sani, 2022). The incidents align with
SETARA Institute research findings on the rising intolerance among high school
students (Hasani, 2023). Addressing this issue underscores the importance of
integrating moderate religious values into the educational process as the character
education (Fakhruddin, 2014) plays a pivotal role in shaping individuals’
character (Supriadi et al., 2022).
Several studies on religious moderation in schools have been conducted. Hanafi

et al., (2022) delved into students’ religious literacy and how they derive insights
about religious moderation from Qur’anic verses. They found that students’
proficient in translation skills and nuanced diction choices can extensively
interpret Qur’anic verses, broadening their grasp of religious moderation.
Additionally, Subchi et al. (2022) explored factors influencing religious
moderation, with religiosity having a positive impact. This suggests that religious
intellect, ideology, practices, and experiences contribute to adopting a moderate
stance, helping counteract intolerance and radicalism. Socio-economic factors,
including gender and parental income, also play a significant role. Furthermore,
Syarif, (2021) examined religious moderation teachings from a Sufism
perspective, highlighting values such as maintaining harmonious relationships,
respecting differences, demonstrating tolerance and rejecting fanaticism, and
thinking ahead, which enhance Quranic interpretation, reasoning, understanding,
and professional skills.
While existing research analyzes religious moderation phenomena and

influencing factors, practical methods for instilling these attitudes in students,
applicable by teachers, remain unexplored. This study aims to bridge the gap by
identifying practical steps for nurturing students’ religious moderation,
ultimately within the educational environment. In addition, this study contributes
to the effort of identifying effective learning steps in cultivating attitudes of
religious moderation in students. Consequently, it is formulated around this
research question: “What are the effective learning steps in fostering an attitude
of religious moderation in the context of Islamic education?”
86
2. Theoretical Framework
2.1. Religious Moderation
At a conceptual level, religious moderation can be defined as maintaining a
balanced religious understanding and attitude that avoids extreme positions on
the ideological spectrum. This middle ground is marked by four key indicators:
commitment to the nation, tolerance, non-violence, and respect for local culture
(Afwadzi & Miski, 2021). Essentially, religious moderation strives to strike a
balanced approach between a rigid conservative stance and a more liberal one
when addressing societal issues (Dodego & Witro, 2020; Rasidin et al., 2021).
Contemporary society often witnesses negative attitudes such as excessive
rhetoric, closed-mindedness towards other groups, and extreme actions,
including violence, which disrupt lives (Hernawan et al. 2021; Shihab 2019). In
Islamic terminology, the equivalent term for moderation is “washatihyyah”,
derived from “wasath”, signifying the middle ground between two extremes
guided by principles of justice (Dodego & Witro, 2020). This concept reflects three
core characteristics of Islam: “tawasuth” (middle), “ta’adul” (fair), and “tawazun”
(balanced) (Pajarianto et al., 2022). The goal of religious moderation is to foster an
environment of tolerance, peace, and harmony within both religion and society,
while also supporting multicultural coexistence (Dodego & Witro, 2020) .
Theologically, the attitude of tawasuth or moderation is exemplified in Islam
through God's command found in QS. Surah Al-Baqarah verse 143, which
translates as: “And so We have made you (believers) a moderate community so
that you may be witnesses over humanity and that the Messenger may be a
witness over you...” (Kementrian Agama, 2012). This verse unequivocally affirms
that religious moderation is an integral part of Islamic teachings (Pajarianto et al.,
2022).
2.2. Religious Moderation and Education Policy in Indonesia

Religious moderation has emerged as a crucial agenda in both developed and
developing countries, especially in societies characterized by religious diversity.
In Indonesia, as a developing and multicultural nation, the promotion of religious
moderation has been integrated into the national medium-term development plan
(Pajarianto et al., 2023). A manifestation of this commitment is the government’s
implementation of a character education program across various educational
levels, integrated into the school curriculum. This program is centered on five core
character values aimed at preparing the “2045 golden generation” (Suherman et
al., 2019) as the generation from which Indonesia will benefit due to the increasing
demographic advantage. This is because Indonesia’s population structure in 2045
is expected to be dominated by the younger generation, which possesses the
potential to contribute to the nation’s progress and advancement (Rokhman et al.,
2014; Saripudin et al., 2022). One of the pivotal values emphasized within this
character education program is the religious character (Muhtar et al., 2020), where
religiosity, as a fundamental value, plays a crucial role in shaping individuals’
attitudes toward religious moderation (Subchi et al., 2022).
2.3. School Religious Moderation Character Education

A central strategy for shaping an individual's character is education. Education
not only imparts knowledge but also plays a fundamental role in instilling values
87
(Abdussalam et al., 2021). Within the educational process, several values of

religious moderation are crucial to nurture a moderate character. These values
should be integrated into the learning experience and educational materials,
which encompass 1) maintaining harmonious relationships with other people, 2)
respecting people’s differences, 3) demonstrating tolerance and rejecting
fanaticism, and 4) thinking ahead (Subchi et al., 2022). Incorporating these four
values into school curricula is imperative to promote religious moderation in
Student’s character development.
3. Method
3.1. Research Type
Action research is selected as the appropriate research methodology to achieve
the research objectives and address the context of the problem under
investigation. Given the problem's nature centering on developing a moderate
attitude among students confronted with religious diversity and varying
interpretations, the aim is to identify a solution (Creswell, 2012). Action research
is an apt choice for this study, as it delves into practical issues with the explicit
purpose of devising solutions. Furthermore, action research is widely employed
by academics to address pedagogical issues (Syahid et al., 2023; Tran, 2009)
3.2. Collaborative Aspect

As a characteristic of the action research design, this study emphasizes
collaboration (Supriyadi, Julia, & Iswara, 2019) and actively involves religious
teachers from five schools where students are enrolled. To foster collaboration, we
initially communicated the study’s requirements and objectives to these teachers,
offering them the opportunity to participate in various research stages. As a result,
five dedicated teachers from high schools in Bandung City, West Java, Indonesia
expressed their willingness to engage in the research process. Through this
collaborative effort, we jointly formulated indicators to measure the values of
religious moderation. The resulting formula is presented in Table 1.
Table 1 : Religious Moderation Attitude Instrument

No Moderation Aspect Indicators
1 Maintaining harmonious 1. Interact with friends from various religious
relationships backgrounds
2. Seek to discuss and repair disturbed relations
between different religious or ethnic groups
2 Respecting differences 1. Accept and respect the religious beliefs and
practices of others without judgment or
condescension
2. Appreciate religious and cultural diversity as
wealth and a source of strength for society
3 Demonstrating tolerance 1. Reject religious understandings or practices that
and rejecting fanaticism preach hatred, violence, or fanaticism as a way to
promote religious beliefs
2. Provide opportunities for friends with different
beliefs and understandings to carry out rites
based on their beliefs and understandings
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4 Thinking ahead 1. Understand that religious teachings must also be

translated into concrete actions that prioritize
social justice, humanity, and concern for others
2. Actively engage in constructive dialogue and
discussions with adherents of other religions to
understand their views and share understanding
of each other’s beliefs
3.3. Research Procedure
Action Research implementation comprises three distinct stages: pre-action
analysis, action implementation, and post-action analysis. These stages are
consistent with previous research methodologies (Julia & Isrokatun, 2019; Syahid
& Hernawan, 2023). In the pre-action analysis stage, a comprehensive assessment
of students’ attitudes toward religious moderation was conducted through
surveys. This crucial step served as a baseline for understanding the existing
attitudes and laid the foundation for formulating action plans. During the action
implementation stage, the previously formulated steps and strategies were put
into action. The third and final stages of the research process involves an
evaluation of the actions taken. The outcomes of the implemented measures and
the extent of their impact on students’ attitudes toward religious moderation were
assessed. The matrix of the three steps is shown in Table 2 below:
Table 2: Research Procedures and Activities
Phase Activity
Mapping the initial condition of the students and performing
Pre-action
a needs analysis
Implementing the Planning, implementing, monitoring, and reflecting
actions (continuous improvement cycle)
Evaluating the actions Evaluating and analyzing the overall outcomes of the actions
3.4. Research Participation and Site

This study involved 50 students from two well-known high schools in Bandung,
West Java Province, Indonesia. This number was obtained using a purposive
sampling technique. These students share common characteristics, such as active
participation in spiritual organizations and a strong passion for religious
education. The schools were selected because of their government ownership and
a history of achievements in the religious domain. A survey was conducted
among 50 students chose to participate in the subsequent stages of the study. The
demographic details of these students are provided in Table 3 below.
Table 3: Participant Demographics

Frequency %
Gender
Male 32 64%
Female 18 36%
School Origin
State High School X Bandung 25 50%
State High School Y Bandung 25 50%
Grade
89
10 10 20%
11 22 44%
12 18 36%
Bandung City was chosen as the research location due to its affordability and
accessibility. Being the capital of West Java, it offers convenient transportation and
resources for research. Additionally, this city was selected due to its higher
prevalence of intolerance and radicalism in West Java. In 2020, West Java ranked
among the lowest three provinces in the religious tolerance index, scoring 68.5,
below the national average of 73.83 (Nurwidiawati, 2022).
3.5. Data Collection
Data collection in this study employed two methods: survey method and semi-
structured interview method. Google Forms was chosen as the platform for
conducting surveys due to its ease of data distribution and collection (Mondal et
al., 2018; Vasantha Raju & Harinarayana, 2016). The survey was a collaborative
effort with teachers, in which its link was disseminated to students by teachers,
primarily via WhatsApp groups. The survey questions encompassed four aspects
of moderation values, namely 1) maintaining harmonious relationships with other
people, 2) respecting people’s differences, 3) demonstrating tolerance and
rejecting fanaticism, and 4) thinking ahead. Following the survey, the semi-
structured interviews were conducted in the second stage to delve deeper into the
survey results and explore in-depth information. Ethical considerations were
upheld throughout the research process. Participants were provided with
comprehensive information about the research objectives, procedures, and
potential benefits and risks. They were given sufficient time to deliberate on their
participation and were encouraged to participate voluntarily.
3.6. Data Analysis

Data analysis in this study involved two distinct techniques. Quantitative data
underwent analysis using quantitative methods, specifically employing
descriptive analysis to elucidate the nature of participants’ religious moderation.
On the other hand, qualitative data obtained from interviews were subjected to
qualitative analysis using the thematic inductive method, which involved coding
facilitated by NVivo 12 Plus software.
To ensure the reliability and rigor of the qualitative analysis, triangulation was
employed. Triangulation serves to mitigate bias by cross-verifying the
authenticity of participants’ responses (Anney, 2014). Throughout the research
process, triangulation was carried out through the active involvement of three
researchers. Regular conferences and focus group discussions were conducted at
all research stages to enhance the dependability of the study (Patton, 2014). The
credibility and dependability of the data is evident in the use of data collection
instruments that reference relevant literature. The design of these instruments
involved collaboration with a team of religious teachers. Concerning the
credibility of the interview data, clarification was achieved through member
checking with students, ensuring that the transcriptions accurately represented
their intended statements (Lincoln et al., 1985).
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3.7. Instrument Validity and Reliability Tests

The primary instrument utilized in this study is an attitude assessment tool
employing a Likert scale to evaluate students’ attitudes toward religious
moderation. This instrument encompasses four facets of moderation, comprising
a total of eight indicators. Each indicator is represented by two attitude
statements, resulting in a set of 16 questions for assessment.
Prior to the study, the validity and reliability of these questionnaire items were
assessed on a group of 20 non-participating students. The evaluation of
questionnaire items was performed using SPSS software. The results of these
validity and reliability tests are presented in Tables 4 and 5 below.
Table 4: Question Item Validity Test Results

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q 11 Q 12 Q 13 Q 14 Q 15 Q16 Total
Total Pearson
.712** .658** .712** .672** .670** .636** .572** .672** .854** .854** .572** .505* .576** .455* .695** .778** 1
Correlation
Sig. (2-
.000 .002 .000 .001 .001 .003 .008 .001 .000 .000 .008 .023 .008 .044 .001 .000
tailed)
N 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
Table 5: Reliability Test Results

Cronbach’s No. of
Alpha Items
.914 16
Based on Table 4 above, the R-value for was calculated using the formula (N-2) =
18, resulting in an R-value of 0.4683. To determine validation, if the Pearson
correlation value exceeds 0.4683, it is considered valid; if it is below 0.4683, it is
considered invalid. All the question items above have Pearson correlation values
greater than 0.4683, confirming the validity of the 18 question items.
The results of the Cronbach’s alpha test, as indicated in Table 5, yielded a score of
0.914. In decision-making, if the alpha value is above 0.7, it is considered valid; if
it is below 0.7, it is considered invalid. Based on the reliability test of the 16
questions, an alpha score of 0.914 was obtained, indicating it is above 0.7. Thus,
the 16 questions in this study are both valid and reliable.
3.8. Categorization of Moderation Character Assessment

To map religious attitudes, a reference formulation for assessment categorization
was developed by the researchers in collaboration with a team of collaborators
and teachers from the schools. The assessment references are presented in Table 6
below.
Table 6: Average Score Reference for Moderation Character Assessment
Scale Attitude Level Categories Meaning of Attitude
1.00-1.80 Very Low Highly Not Moderate
1.81-2.60 Low Not Moderate
2.61-3.40 Moderate Fairly Moderate
3.41-4.20 High Moderate
4.21-5.00 Very High Highly Moderate
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4. Result
4.1. Pre-Action Analysis
In this stage, a survey was administered to 50 participants to assess the objective
level of their moderation character. The survey results analyzed using descriptive
statistical analysis are presented in Table 7 below.
Table 7: Results of Descriptive Statistical Analysis of Religious Moderation
Characteristics at the Pre-Action Stage
Std.
N Min Max Mean Deviation
1. I can be friends with anyone, including
those with different religious beliefs from 50 2 3 2.52 .505
me
2. When friends from different religions talk
about their religious views, I am the one 50 2 3 2.28 .454
who can listen thoroughly.
3. I enjoy sharing experiences and knowledge
about religion with friends of the same
religion or those of different religions 50 3 4 3.20 .404
because this can improve harmonious
relations between religions.
4. I believe that it is not permissible to preach
to people who already have other beliefs to 50 1 2 1.50 .505
follow the religion that I believe in.
5. I am open to studying other religions in
order to achieve mutual understanding so
50 1 2 1.64 .485
as to create harmony among religious
adherents.
6. If I were a public official, I would attend
celebrations of other religious holidays 50 1 4 1.54 .788
when invited.
7. I believe that the diversity of religions and
traditions carried out by all religions cannot
50 2 3 2.68 .471
be separated from the will of God who
created these differences.
8. I believe that religious and cultural diversity
is a wealth and strength that must be 50 4 4 4.00 0.000
maintained.
9. I believe that every religious follower has
the right to establish a place of worship 50 1 2 1.46 .503
anywhere, including in my neighborhood.
10. I believe that every religion or religious
ideology has symbols that are respected by
50 3 4 3.30 .463
its adherents, and we must not act or say
things that offend its adherents.
11. I believe that we need to remind friends of
different religions to carry out worship 50 3 4 3.36 .485
according to their beliefs.
12. I believe that we need to give people of
different beliefs and religious views the
50 2 4 2.82 .560
opportunity to practice worship based on
their beliefs.
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13. If I were an architect, and asked to build a

house of worship for another religion, I 50 1 2 1.32 .471
would be willing.
14. Collaboration between religious followers
needs to be improved in resolving social 50 2 3 2.48 .505
and moral problems in society.
15. I believe that for harmony to grow among
religious followers, it is necessary to hold
50 3 4 3.24 .431
religious dialogue and discussions between
religious leaders.
16. I enjoy discussing with friends of different
religions to understand their views about 50 1 2 1.86 .351
their religion.
Valid N (listwise) 50
Average Mean Score 2.45

Table 7 indicates that, among the 16 questions presented, the average score for all
these questions related to moderation is 2.45. Referring to Table 5, which provides
the mean score assessment, this value falls within the low level category,
suggesting that their inclination toward moderation at the pre-action stage is not
moderate.
To deepen the insights gained from the survey analysis, researchers conducted
interviews with 10 participants who were considered as leaders within their
respective groups. The interview questions focused on exploring information
related to their responses to questions 4, 5, 6, 9, and 13. These specific questions
were chosen because their responses garnered a score of 1 (Strongly disagree).
From the interview, a total of 178 statements were generated from participants,
forming three overarching themes. Visually, the results of the interview data
analysis, facilitated by NVivo 12 plus, can be depicted in the following diagram.
Figure 1: Factors that Influence Student Religiosity
The conceptual map presented above illustrates the factors that influence
participants’ responses to statements 4, 5, 6, 9, 13, and 16. These responses were
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influenced by three main factors: styles of understanding religion, personal

trauma, and online radicalism.
Concerning their style of understanding, participants exhibit five distinct styles of
understanding. The first is “monolithic”, characterized by an ideology that insists
others must share the same beliefs or understanding because of a claim to absolute
truth. “Monolithic” implies an unvaried, rigid, one-way perspective that is
resistant to change (Ahyar, 2018). This perspective aligns with the responses given
when asked why they strongly disagree with statement 4. Two students provided
the following answers:
“This religion is the truest, so other followers must be taught to follow
what I believe because it is the true religion.” (Student 3).
“According to my teacher, the religion that I believe in requires me to call
on unbelievers to join the religion that I believe in totally, so we have to
preach to people outside our religion.” (Student 8)
In addition, with regards to their reasons for disagreeing with statement 5, it
reflects a textualist style of understanding and adherence to their teacher’s
doctrine. This is evident in the responses of two students:
“My religion teaches, as God says, ‘to you is your religion and to me is
my religion.’ This is the foundation for me as to why we should study or
deepen our own religion. It’s better to thoroughly understand our own
religion.” (Student 17)
“According to my teacher and information from various social media
sources and the internet, studying other religions can influence my beliefs
in the religion I adhere to. Since I believe that my religion is the correct
one, I choose to focus solely on studying my own faith.” (Student 21)
The reasons they provide for their disagreement with statement 6 appear to be
rooted in a Fiqh-oriented understanding (religious understanding based on the
opinion of a scholar) and a formalistic approach to rituals. This is evident in the
responses of two students:
“According to the ulama (religious scholars), we should not partake in
such events because, in their view, whoever resembles a group becomes
part of that group. Holiday ceremonies are considered rites, and, therefore,
even if I were to hold a public office, I would not compromise my beliefs
for the sake of perceived respect.” (Student 18)
“Attending the religious ceremonies of other people is prohibited in my
religion, as it aligns with various Fiqh statements that equate it with
acknowledging and endorsing the truth of another religion.” (Student 25)
Furthermore, regarding statement 9, their responses tend to be rooted in traumatic
experiences and exposure to hate speech. Several students strongly disagreed for
various reasons:
“When constructing a place of worship, it is essential to consider the
religious beliefs of the majority in the area. People of different religions
must also take this into account to prevent conflicts and disturbances in
the community. This perspective aligns with information I’ve
94
encountered online and on social media, which suggests that followers of

other religions often impose their beliefs without respecting the local
residents’ faith.” (Student 9)
“Houses of worship hold symbolic significance in religion and have
specific missions, as I’ve learned from sources on the internet and social
media. People outside my faith are considered infidels. Therefore, I feel the
need to safeguard the beliefs of the majority in the community from these
infidels. It’s better to prevent potential issues rather than having to deal
with them later.” (Student 18)
“I’ve personally experienced living in an area where the majority did not
share my faith. When our congregation attempted to construct a place of
worship, the local community vehemently opposed it. Consequently, I
relocated to an environment where the majority shares my faith. I now
intend to act similarly to how they treated our fellow believers back then.”
(Student 31)
Regarding statement 13, their disagreement was rooted in several reasons:
“My family once encountered a situation where they were asked to help
build a house by neighbors who did not share their faith. Over time, the
house transformed into a place of worship, and my family was
subsequently ostracized by society for being perceived as assisting in
constructing a place of worship for another religion.” (Student 14)
“Constructing a place of worship for another religion is viewed in my
religion as tantamount to endorsing and recognizing the truth of that
religion. This is strictly prohibited in my faith, as per the sources I’ve read,
and my teacher’s guidance emphasizes that our knowledge should be used
to promote our own religion. Hence, there’s a concern that our knowledge
could inadvertently support the advancement of other religions.”
(Student 22)
4.2. Pre-Action Evaluation

The survey suggests immoderate attitudes among students. Interview findings
reveal three causal factors contributing to this lack of religious moderation:
1. Monolithic, Textual, and Jurisprudential Understanding of Religion:
Students often adopt a monolithic religious perspective influenced by
their teachers. Their focus is on formalistic rites and jurisprudential
nuances, leading to an emphasis on human-God relations and
contributing to immoderate attitudes.
2. Limited Literacy Levels: Insufficient exposure to diverse perspectives and
knowledge impacts their perception of differences, hindering their
understanding and appreciation of religious diversity.
3. Negative Experiences: Some students have had bitter or traumatic
interactions with those of different religious beliefs, reinforcing
immoderate attitudes.
This evaluation outcomes serve as a foundation for formulating action plans
aimed at enhancing students’ attitudes of religious moderation.
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4.3 Action Implementation

4.3.1. Promoting the values of moderation
At this stage, a class meeting of 50 students with the primary aim of imparting an
understanding of the concepts and values of religious moderation was carried out.
In this context, “values” refer to conceptions of what is desirable, influencing the
selection of means, intermediate goals, final objectives of actions, fundamental
beliefs, general behavioral guidelines, and serving as a standard by which certain
actions are deemed good or desirable (Halstead & Taylor, 2005). During these
meetings, students delved into the values of religious moderation across various
topics. These discussions encompassed the meaning, objectives, urgency, and
values of religious moderation, drawing from key reference sources in Islamic
teachings. Topics included tolerance, balance, equality, peace, justice, humanity,
countering radicalism and fanaticism, as well as respecting religious freedom
within Indonesia’s multicultural and multireligious context. The religious
moderation conceptualization was spread across three meetings within two
weeks. Following each meeting, students were tasked with creating quotes that
promote the values of moderation. These quotes were then transformed into
posters and widely disseminated through various social media platforms. An
example of one such product quote is illustrated in Figure 2, featuring the
expression: “those who are not brothers in faith are brothers in humanity.”
Figure 2: Promotional poster for the values of moderation.
Activities were conducted to assess their comprehension of the concept of

religious moderation within Islamic teachings framework. Various evaluation
methods were employed, including multiple-choice and essay questions
presented in a quiz format through the Google Form platform. The assessment
outcomes revealed that 83.5% of the students demonstrated a relatively high level
of understanding of the concept and values of religious moderation in Islam.
4.3.2. Elaboration of Religious Moderation Values through Literacy Activities

Following the initial step, the subsequent stage involves a comprehensive
exploration of the values associated with religious moderation. This process
entails a deep and thorough process of examining, elucidating, and
comprehending how these values can shape students’ attitudes and perspectives
concerning specific topics or situations (Laufer et al., 2010; Saputera, 2022).
Students connected the conceptual values they have acquired with social and
religious issues in their surroundings through literacy-related activities. It is
worth noting that there is a significant correlation between an individual’s
96
religious attitudes and their literacy skills (Hanafi et al., 2022; Nyanasuryanadi et
al., 2023). During this stage, students were guided by teachers to investigate into
specific issues presented in a paper. The process consists of 11 stages, as outlined
in Table 8.
Table 8: Stages of Elaboration of Moderation Values through Literacy Activities

No Task Task Description
1 Define the Topic or Determine the specific topic or situation to be
Situation to be researched. For example, understanding how religious
Elaborated values moderate people’s views on environmental
issues.
2 Identify Related Identify religious values that are relevant to the chosen
Religious Values topic or situation. For example, environmental issues,
values such as cleanliness, natural balance, and
responsibility towards God’s creation.
3 Literature Study Undertake a literature study to gain a deeper
understanding of how certain religious values influence
behavior and views in the context of a chosen issue.
4 Interview or Survey Gather information from sources to gain a deeper
understanding of how certain religious values influence
behavior and views in the context of the selected issue.
5 Data Analysis Analyze data that has been collected, whether from
literature, interviews, or surveys. Identify patterns or
findings that show how religious values influence
individual views and behavior in a particular context.
6 Classification of Classify religious values into more specific groups or
Religious Values categories. For example, in findings on environmental
issues, religious values consider nature preservation
and cleanliness to be the most important, so these are
classified as such.
7 Connect with Views Explain how the religious values identified in the
and Behavior previous step influence individual views and behavior
towards the topic or situation being studied. Illustrate
with a concrete example.
8 Discussion and Discuss the implications of the findings regarding how
Implications understanding the moderation of religious values can
contribute to a better understanding of people’s views
and behavior in certain contexts.
9 Consideration of Consider contextual factors such as culture, traditions,
Context and Variation and different religious interpretations because religious
values can be interpreted differently in different
communities.
10 Conclusions and Draw conclusions based on the findings and provide
Recommendations recommendations for further study or practical
implications that may arise from a deeper
understanding of the values of religious moderation.
11 Presentation of Results Present findings in the form of scientific writing,
presentations, and other formats appropriate for the
intended audience.
The aforementioned steps contribute to the cultivation of a more profound
understanding of how the values of religious moderation exert an influence on
students’ perspectives and attitudes within specific situations or contexts.
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4.3.3. Actualization of Moderation values

Actualizing the values of religious moderation requires sustained effort,
demanding commitment from both individuals and society to foster a more
peaceful, tolerant, and harmonious world among diverse religious beliefs (Sholeh,
2023; Wibowo & Nurjanah, 2021). This commitment plays a crucial role in
promoting interfaith harmony and constructing an inclusive society (Qatrunnada
et al., 2021; Sutrisno, 2019). This stage follows the previous stage, as the
understanding gained in the second stage forms the basis for perception. A
person’s behavior is largely determined by the perception they hold (Julia et al.,
2022; Kosasih et al., 2021). In this stage, students were tasked with organizing and
planning social projects through humanitarian activities that foster cooperation
among diverse students. Collaborative projects serve to strengthen positive
relationships and mutual understanding among these students. The theme for
collaborative activities was “We are All Brothers and Sisters”. Students were
divided into 10 groups of 5. Each group developed proposals for humanitarian
activities involving members of different religious groups, fostering cooperation
among these groups. The results of field observations and activity reports, in
response to the proposals they submitted, confirmed the alignment of their
proposals and activities. Some visual documentations of their activities are
presented in the following Figure 3.
Figure 3: Delivery of Humanitarian Social Assistance to Orphanages

4.3.4 Interfaith Communication
Interfaith communication aims to ensure sustainable harmonious relationships.
The primary objective here is to foster dialogical communication among different
religions. To achieve this, the study of religions is integrated as a means of
reinforcing moderation education. This is crucial for promoting understanding,
tolerance, and harmony among different religious traditions while contributing to
the endeavor to promote moderation values and mitigate religious extremism.
Within this program, comparative religious studies are utilized to explore both
the similarities and differences between religions, facilitating a broader
perspective and deeper understanding. Students conduct direct interviews with
religious figures, exploring the creedal, ritual, and moral dimensions of religion.
After gathering information about these aspects, students are guided to identify
both the similarities and differences within these dimensions among different
religions.
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4.3.5 Evaluation
The evaluation stage concludes the process, assessing students' religious
moderation characters after completing all activities. It aims to measure the extent
to which students have embraced and applied moderation values through their
educational experiences. In this stage, students were encouraged to engage in
reflective exercises on their learning experiences, promoting a deeper
understanding of religious beliefs and practices that endorse interfaith harmony
and tolerance. They used a reflection form via Google Form, covering four key
aspects: respect for diversity, understanding of other religions, attitudes toward
extremism, and potential inter-religious collaboration programs. The results
indicated the effective internalization of religious moderation values. Following
this reflection stage, 50 participants completed another survey to assess their
moderation characters post-action. The survey results are presented in Table 9
below.
Table 9: The Character of Religious Moderation at the Post Action Stage

N Minimum Maximum Mean Std. Deviation
Q1 50 4 5 4.24 .431
Q2 50 3 5 4.06 .314
Q3 50 4 5 4.36 .485
Q4 50 4 5 4.12 .328
Q5 50 4 5 4.08 .274
Q6 50 1 4 3.94 .424
Q7 50 4 5 4.38 .490
Q8 50 4 5 4.64 .485
Q9 50 4 5 4.10 .303
Q10 50 4 5 4.46 .503
Q11 50 4 5 4.26 .443
Q12 50 4 5 4.16 .370
Q13 50 4 5 4.04 .198
Q14 50 4 5 4.08 .274
Q15 50 4 5 4.30 .463
Q16 50 4 5 4.04 .198
Valid N
50
(listwise)
Average Mean 4.20
Table 9 above shows an average value for the 16 questions related to moderation,
indicating a score of 4.20. In reference to Table 5, which provides the mean score
assessment, this score value indicates a high level, signifying that the tendency for
their moderation characters at the post-action stage leans towards being
moderate.
4.4. Post Action Evaluation
The evaluation results from the five action steps provided indicate notable
differences and changes in attitudes between the pre-action and post-action
stages, specifically a shift from a non-moderate attitude to a moderate one. This
enhancement, when examined across the four aspects of moderation and
99
compared between the pre-action and post-action stages, can be visually

represented as shown in Figure 4 below.
5 4.39 4.46 4.43 4.33

4
2.47 2.74
3 2.38 2.23
2
1
0
Maintaining Respecting Demonstrating Thinking Ahead
Harmonious Differences Tolerance and
Relationships Rejecting Fanaticism
Pre Action Post Action
Figure 4: Value of Pre-Action and Post-Action Moderation Aspects

Figure 4 illustrates the moderate attitudes elevation in each aspect. In the first
aspect, maintaining harmonious relationships, there was an increase from a low
level with a score of 2.38 to a high level with a score of 4.39. This signifies that the
level of moderation in the first aspect falls within the high or moderate category.
In the second aspect, respecting differences, there was an increase from a low level
of moderation with an average score of 2.47 to a very high level with a score of
4.46, indicating very high or highly moderate attitude. In the third aspect,
demonstrating tolerance and rejecting fanaticism, there was an increase from a
moderate level with an average score of 2.74 to a very high level with a score of
4.43, indicating that in the third aspect, the participants’ attitude of moderation is
very high or highly moderate. In the fourth aspect, thinking ahead, there was an
increase from a low level of 2.23 to a high level with a score of 4.33, suggesting
that the level of moderation in this fourth aspect is high or moderate.
5. Discussion
Based on the above findings, five learning action steps are designed to nurture
moderation in students. These steps include 1) Promoting: Promoting moderation
values; 2) Elaborating: Deepening understanding of moderation values through
literacy activities; 3) Actualization of values: Practicing moderation values
through cross-religious collaboration; 4) Communication: Engaging in interfaith
dialogue through comparative religious studies; and 5) Evaluating: Reflecting on
the learning experiences. These five steps are collectively summarized in the
acronym PEACE, representing a learning objective to foster peace within diversity
(Muhtifah et al., 2021; Prayitno et al., 2020). PEACE, therefore, serves as a method
of learning, as the cultivation of character values necessitates a structured
approach (Lickona, 1991).
The evaluation results above demonstrated that the PEACE steps effectively
promote religious moderation values through teaching, habituation, and direct
involvement. Through these steps, students developed moderate character
values, leading to the adoption of a moderate attitude. This effectiveness is
supported by the results of the N-Gain test presented in Table 10.
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Table 10: N-Gain Test
N Minimum Maximum Mean Std. Deviation

N-Gain_Score 50 .66 .84 .7653 .03935
N-Gain_Percent
50 65.85 84.21 76.5269 3.93462
Valid N (listwise) 50
Table 10 shows an N-Gain score of 0.7653, indicating high effectiveness according
to Mizrachi et al. (2020). This signifies that the PEACE method was highly
effective in shaping students' religious moderation characters, with an N-Gain
score exceeding 0.7. The N-Gain Percent score is 76.5269%, falling into the
effective category according to Hake (2002). This further confirms the PEACE
method's effectiveness in fostering students' religious moderation characters,
representing a 76.52% increase in moderation characters through this approach.
This success can be attributed to government’s religious education program
mandated by the Ministry of Religion of the Republic of Indonesia (Sobri, 2019).
Religious education is a mandatory in the school curriculum, promoting diversity
through activities such as the studies of the Qur’an, hadith, jurisprudence (Fiqh),
and ethics (Ainiyah, 2013; Samrin, 2015). These learning materials are integrated
with the Islamic ideals of wasathiyyah, emphasizing “tawassuth, ta’adul, and
tawazzun,” and delivered through critical and contextual learning methods
(Husna & Thohir, 2020; Panggayuh et al., 2022).
In this study, religious education focuses on character development through
integrating religious scriptures with real-life situations and upholding universal
principles of compassion and peace (Afwadzi & Miski, 2021; Sholeh, 2023).
Consequently, religious education geared towards reinforcing religious
moderation serves as a tool to nurture individuals who can think critically and act
intelligently, rather than becoming blindly devoted to the religious ideas of a
particular individual or group without considering the religious perspectives of
others (Ekawati et al., 2019; Ghannouchi, 2020). This approach ensures that
religious ideas remain flexible and open-minded when acknowledging religious
diversity (Byrne, 2014). Religious moderation aids individuals in following
Islamic principles in a balanced and tolerant manner (Naumenko & Naumenko,
2016).
The findings from the PEACE steps should be implemented as a practical effort
to help students comprehend religion beyond dogmatic and doctrinaire
perspectives (Supriyadi, Julia, & Firdaus, 2019). Instead, it encourages them to
embrace the values of wasathiyyah in their daily lives by acknowledging
differences and diversity, especially regarding khilafiyah issues in Islamic
teachings (Parker, 2014). Furthermore, this approach should extend beyond the
Muslim community to include accepting and tolerating the differences among
adherents of other religions in educational settings by providing them with the
space to practice their faith (Ma’arif, 2019; Manado, 2022). Religious education
should align with a framework of "pluralism" through the values of ta’adul in
religious moderation, not as theoretical knowledge but as daily practices.
101
6. Conclusion
This study concludes that religious moderation is a crucial attitude to be
cultivated within the context of a multi-religious society. Achieving this goal is
possible through the educational process by fostering religious moderation
character. Thus, there are five essential steps to be implemented to nurture the
moderation characters, encapsulated into the acronym PEACE: Promotion,
Elaboration, Actualization, Communication, and Evaluation. The study
demonstrates that these steps led to a significant increase in moderation
characters by 76.56% signifying the PEACE method's effectiveness in enhancing
students’ religious moderation characters. The implications of the steps
summarized in the acronym PEACE promote students’ understanding of
respecting differences in religion and belief. Through these steps, they can
acquire.
7. Suggestion
The findings demonstrate the method's effectiveness summarized in the acronym
PEACE. Religious education teachers are recommended to incorporate this
method into the learning process at school. Teachers have the option to implement
or adapt the method through an action research approach to suit their specific
educational contexts and goals.
8. Limitation
This study has limitations related to the high school environment in which it was
conducted. However, it offers opportunities for academics and educators to adapt
and further develop the PEACE method for use in different educational levels and
contexts. Additionally, it is worth noting that this study focuses on moderation
within Islamic values context, and its applicability to other religious or cultural
contexts may require adjustments and further exploration.
9. Acknowledgement
The authors extend their gratitude to the research institutes of Bandung Islamic
University and the Indonesian University of Education for their financial support.
An acknowledgment is also extended to Semesta Learning Evolution as the
translation agency for their contribution.
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Received Aug 12, 2023; Revised Oct 21, 2023; Accepted Dec 25, 2023
Teachers' Challenges in Preparing Grade R

Learners for School-readiness and Strategies
Used to Activate Learner-readiness
Mapule Yvonne Segooa
University of Limpopo, South Africa
Habasisa Vincent Molise

University of Limpopo, South Africa
Abstract. The purpose of this study was to investigate the challenges that
affect Grade R (kindergarten) learners’ readiness for learning, and the
strategies used to ensure learner-readiness when entering Grade 1.
Learning readiness is an ongoing process from the beginning to the end
of an individual’s life. Learners at this early point in their lives
(Foundation Phase) begin with their formal learning based on play,
arithmetic, cultural activities, and reading and writing practice. The study
engaged four teacher-participants: two Grade R teachers, and two Early
Learnerhood Development practitioners from Grade 1. The case study
research design was selected to elicit data through semi-structured open-
ended interviews in natural settings to gain in-depth information which
was analysed via the thematic analysis approach. The study findings
revealed that teachers experienced challenges due to poor infrastructure,
overcrowded classrooms, lack of resources, policy of passing all Grade R
learners, admission of non-documented learners, and learners who
skipped pre-school. To address these challenges which impacted Grade
R learners’ readiness to enter Grade 1, teachers were resourceful and
planned innovative and interesting play-based lessons. This ensured that
Grade R learners’ readiness is largely play-based to develop them
holistically by involving them in creative indoor and outdoor activities.
Keywords: early learnerhood development; interconnected system;

learner school-readiness; teacher-preparedness; transition
1. Background of the study

The purpose of this study was to investigate the quality of Grade R learner-
performance, and how it impacts on Grade 1 classroom activities. This was
motivated by observing learners’ inability (among others) to hold pencils
correctly, cutting out pictures, writing their names, identifying phonics, letter
recognition, and displaying underdeveloped gross and fine motor skills during
©Authors
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baseline assessment. The researcher discovered that Grade 1 learners were not
ready to be taught the prescribed curriculum. This lack of readiness hampers
teaching-learning processes which adversely affects curriculum coverage. Some
teachers adjust the curriculum to accommodate the level of individual learner’s
readiness, while others become frustrated and demoralised leading to unfulfilled
learning outcomes. Also, teachers and parents have different definitions of school-
readiness: teachers place readiness in the social and self-regulatory domains,
while parents see readiness as possessing basic academic skills. Since learners’
school-readiness is crucial to predict their future success, the barriers to achieving
successful academic outcomes should be circumvented to enhance school-
readiness (Musonda & Matafwali, 2023). Importantly, research reveals that
cognitive skills, social competence, and self-regulatory abilities provide a
foundation for academic success, and that chronological age alone is not an
effective indicator of school-readiness (Chere-Maphosa, 2022; Maphiri 2017).
Further, Mcllroy (2018) attests that school-readiness is significant for learners
transitioning from Grade R to Grade 1 as previous knowledge and skills learnt in
Grade R carry-over into Grade 1. If this is absent then learners will struggle to
successfully achieve the set outcomes of the curriculum which will impede
academic progress. Nonetheless, school-readiness can be promoted through
introducing a wide variety of class activities involving concrete experiences, and
effectively encouraging learners to evoke their senses in learning situations
(Chorrojprasert, 2020). In addition, Mokoena and Oosthuizen (2016, p. 13) believe
that school-readiness also means “learning some other things that are not self-
evidently academic - not reading, writing and arithmetic; they learn from using
toys, from play, from touching objects, moving around, inducing their senses, and
from [handling objects] to see how they work.”
Globally, studies reveal that school-readiness is a process that engenders equity

which enhances learners’ performance. In Russia, school-readiness includes
cognitive and personal components, as well as spontaneous behaviour that foster
social skills. Cognitive development includes intellectual abilities, creative
imaginations and non-verbal intelligence, while personal components consist of
the ability to cooperate with peers, and when needed, to ask for help from teachers
and peers (Nissksaya, 2018). Bell et al. (2018) add that maltreatment of learners in
the Foundation Phase was associated with poor school-readiness in cognitive and
non-cognitive domains which adversely affected learners’ all-round progress.
In China, Shrivastava et al. (2019) believe that school-readiness sets the trajectory
for learners’ successful future through a positive self-concept which encourages
learners towards attaining their holistic development potential. Similarly in India,
it is believed that school-readiness can prepare learners for future success through
creative teaching-learning situations to assist learners in exploiting their innate
potential (Shrivastava et al., 2019). In this regard, Wolf and McCoy (2019)
advocate the need to close the research gap on school-readiness in India by
focusing on the primary aim of school-readiness by recognising characteristics
linked to school-readiness in learners which led to the early detection and
remediation of learning deficiencies.
108
In Ghana, school-readiness is associated with five developmental domains: social,

cognitive, emotional, physical, and language – beginning from Grade R (Wolf &
McCoy, 2019). In Nigeria the priority is the holistic development of learners aged
between three to four years to advance school-readiness (Adeniyi, 2021). In
Jamaica, school-readiness prioritises skills like speaking, observing, role-playing,
and listening to improve learning within an interactive classroom environment
(Harris-Mortley, 2019).
In South Africa, the current National Curriculum and Assessment Policy (CAPS,
2011) stipulates the expected assessment standards which incorporates the
National Protocol for Assessment Grades R–12 (2012), and the National Policy
about the Programme and Promotion Requirements of the National Curriculum
Statement Grade R–12 (2012). These assessment standards are used as a yardstick
to determine Grade R learners' school-readiness.
According to De Witt (2017), school-readiness illustrates growth influenced by

literacy and processes of human development. Mcllroy (2017) elaborates that
school-readiness is a yardstick for determining the level of the social, cognitive,
emotional, physical, and emotional skills of a learner. School-readiness is acquired
when a learner is holistically ready to withstand the pressure of teaching-learning
in the formal school context (De Witt, 2017). Importantly, De Witt, Du Toit and
Franzsen (2020) believe that the purpose of school-readiness is to ensure learners’
successful transition into formal education through the collective responsibility of
supportive stakeholders in the society, community, school, and in the home
environment.
The above assertions by De Witt (2017) reveal that school-readiness is

multidimensional as it includes motor, cognitive, social, emotional, language, and
physical development. In addition, Davin (2016) believes that school-readiness is
inextricably intertwined with several components that are inseparable which
develops the learner as a unique individual growing at her/his pace but
influenced by environmental factors that contribute to their holistic development.
Based on research findings, learners’ readiness and hindrances impeding learners’

readiness were identified during data collection as challenges that affect Grade R
learners’ readiness for learning, which also influences the utilisation of types of
strategies to implement to ensure learner-readiness when entering Grade 1. The
following research questions were formulated to address the phenomenon under
investigation:
• What are the challenges that teachers encounter when facilitating learner-
readiness in Grade R?
• How do Grade R teachers overcome these challenges?
2. Theoretical Framework
The study adopted Bronfenbrenner’s Ecological Systems Theory. Bronfenbrenner
(2000) believed that this theory can be enacted when the learner is viewed within
the interconnected system. In describing these interconnected systems,
Bronfenbrenner (2000) contends that what happens in one circular level, will affect
109
other systems, and cause a ripple effect for further change. The ecological models
describe the development of the learner in terms of direct or indirect influences
within the learner’s social context like the microsystem, mesosystem, exosystem,
macrosystem, and chronosystem (Rasheedah et al., 2019). An illustration of the
systems is depicted below in Figure 1.1.
Figure 1: Ecological Systems Theory (Bronfenbremmer, 2000)
The ecological systems theory generally involves parents, siblings, the extended
family, friends, and personal factors (Davin et al., 2016). Interaction within the
systems can discourage and/or encourage reactions from others. In addition,
process factors are samples of interconnection that happen in a complex system,
while contextual factors refer to schools, local community, classrooms, and
families. Further, time factors are significant and occur by maturing and
developing within the environment. Bronfenbremmer (2000) contends that the
environment in which an individual grows up affects every aspect of the
individual’s life. As such, social factors determine one’s way of thinking, feeling,
and likes and dislikes (De Witt, 2017). In other words, the ecological systems
reveal various interconnected factors that influence a learner’s development. For
instance, if learners have a sense of their environment, then they will understand
their settings.
In this study, the ecological systems theory was used to understand development
processes relating to Grade R learners’ readiness for Grade 1, how learners
interact within the different systems, and their understanding of being physically
and mentally immersed in their environment. Moodley and Moodley (2018) claim
that the ecological systems theory correlates with learners’ holistic development
by incorporating various factors (processes, environment, linking systems, and
human beings) that impact learning and human development. This theory
assisted the researcher to understand what impedes Grade R learners’ readiness
for success in Grade 1, as well as to find answers to the research questions. Elliot
and Davis (2020) and Rasheedah et al. (2019) explain that microsystems and
mesosystems show the interconnection of learners with those around them
(teachers, peers, siblings, parents, and the community) and that they can be
influenced by them positively and negatively in terms of language, social
interactions, physical activities, and their use of intellect. Thus, if learners are not
110
well-developed and lovingly nurtured at home, their normal development will be

hindered (Yzel, 2017).
3.1 Preparation of learners for school-readiness
In Nepal, studies reveal that learning and teaching processes which excludes the
learning readiness component, affects the promotion of learners’ educational
achievement. Such a process is less effective and negatively influences education
standards (Dangol & Shrestha, 2019). Dangol and Shrestha (2019) add that
through the learning readiness process, learners’ academic achievement is
enhanced to create favourable circumstances for effective teaching and learning.
According to Gove et al. (2017), in most African countries, the low level of Grade
1 reading has negatively impacted learning readiness due to insufficient time for
reading activities. Studies reveal that 250 million learners in sub-Saharan Africa
are unable to acquire basic literacy skills that will enable them to be ready to learn
to read. To exacerbate the problem, the policy related to non-fee paying schools
has increased learner-enrolment, created a shortage of teachers, and led to
overcrowded classrooms (Gove et al., 2017). For example, in Ethiopia, learning
readiness is impeded by insufficient human and physical resources, while in
Kenya interventions to promote learning readiness through creative ECD
programmes have been developed for sustainability, as well as for emotional,
social, physical, and mental readiness (Gove et al., 2017). However, most learners
in South Africa are not equipped with the basic knowledge and skills (which
should have been acquired in Grade R) when entering Grade 1; hence,
intervention strategies based on a perceptual-motor programme for enhancing
learning and school-readiness for Grade R learners were suggested (Erasmus et
al., 2016). In this regard, Venter (2022), confirms that young learners’ ability to
receive and understand purposeful instruction is based on the level of learners’
learning readiness.
Different studies recommend further research to acquire an incisive

understanding of this topic. The DBE (2019) established Grade R classes at most
South African primary schools by incorporating Grade R as part of the Foundation
Phase (FP). Accordingly, the Curriculum Assessment Policy Statement [CAPS]
(2011) for FP advocates the use of the five senses as a strategy for the development
of various domains (like gross and fine motor skills) that necessitate Grade R
learners to be equipped with the relevant knowledge, attitudes, values and skills
within their learning environment. Evans (2020) concurs that in teaching-learning
situations, the learner's level of understanding is significant when considering
implementing intervention strategies, in addition to interpreting how the learner
connects with the immediate and larger environment.
Rasheedah et al. (2019) believe that learner-readiness is influenced by the

environment, situation, affective needs, guiding policies, and people in the
immediate environment. However, challenges are experienced by teachers when
developing readiness activities in Grade R due to overcrowding, the absence of
professional development, insufficient learning materials, inadequate
infrastructure, and the lack of qualified teachers, (Excell & Linington 2018).
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3.2 Strategies to promote learners' school-readiness

Countries like South Africa experience problems that have a negative influence
on Grade 1 teaching and learning. Nissksaya (2018), advises that in Russia
reasonable teacher–learner ratios, astute time-management, high quality of
teaching in Grade R, and a balanced curriculum enhances readiness.
Additionally, Wangke et al. (2021) suggest that establishing transition teams to

develop support programmes for the future, may be beneficial. Also, the
interaction between the family and the school enhances successful relationships
when considering a Grade R learner’s age as a key factor to strengthen school-
readiness via harmonious parent-school partnerships, and the reorganising of
playgrounds for the promotion of outdoor activities according to required lesson
units. Ring et al. (2016) state that in Ireland, the reduction of overcrowding in
classrooms and the provision of sufficient learning materials is a priority.
Further, Peckham (2018) mentions that in the UK, developing readiness as the
foundation of success, begins with promoting real-life experiences throughout
early learning which builds personal characteristics (such as resilience) to cope the
realities of the world. Also, Peckham (2018) emphasises the promotion and
connection of learners’ customs and beliefs during their early years of
development until maturation. Pan et al. (2019) state that in Asia, Grade R
readiness involves self-regulation in the personal, social and emotional spheres,
in addition to learning strategies that could assist struggling young learners to
draw on the skills of their peers.
In Bangladesh, developing readiness in early learning involves “creating

opportunities for early learning, maternal and learner nutrition, avoiding
infection, and responsive caregiving” (Pitchik et al., 2021, p. 2). Although studies
cited in the Global Report (2018) reveal that ‘ready’ learners can acquire the
minimum skills or competencies in Central Africa, Harris-Mortley (2019) attests
that limited access especially for lower socioeconomic groups to pre-primary
education hinders learners’ readiness in most African countries. Similarly, Bhise
and Sunawat (2016) assert that learners from lower-income families
underperform in readiness activities and Mathematics. Hence, Ethiopia embarked
on an emergency literacy and mathematical skills programme for learners from
low socioeconomic backgrounds; thus Save the Learner Campaign was introduced
(Maphiri, 2018).
In South Africa, studies by Stellenbosch University [RESEP] (2013) recommended

the improvement of teacher-training, professional development, upgrading of
qualifications, and support from stakeholders in the development of readiness-
facilitated learning through organised play. In concurrence, Erasmus et al. (2016)
suggest that training workshops for teachers to become more knowledgeable and
skilled will lead to understanding how to overcome readiness barriers in the
school environment. Lastly, but importantly, South African studies emphasise
that challenges in developing readiness can be overcome but require learners to
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experience academic success to mitigate the risk of becoming dropouts (Maluleke

et al., 2021).
4. Methodology
4.1 Research design
This paper selected a qualitative case study research design which was suitable
because it aptly addressed the readiness challenges and real-life problems in early
education (Aspers & Corte, 2019). The case study approach enabled me to gain
deep insight into Grade R learners’ readiness for Grade 1 in natural settings
(Creswell, 2014) which helped me to answer the research questions on the
challenges (and solutions) teachers experience when they prepare learners for
formal school-readiness. The lived-experiences of the teacher-participants and
their verbal responses to the questions on the interview schedule helped to
understand the reality of Grade R teaching and learning regarding the
development of readiness.
4.2 Research locale

This study was conducted in the Limpopo Province of South Africa at two schools
from different circuits in the Capricorn South District of the Capricorn
Municipality. Both schools are ranked as quintile three. School A is situated in a
rural area, and School B is situated in a suburban area. School A was chosen by
the District to pilot the Molteno Project for the development of readiness, and the
training of teachers to prepare readiness play activities during indoor and outdoor
activities. School B was not part of the Molteno Project.
4.3 Selection of the participants

Participants in this study were purposively selected using the case study
approach. A qualitative study requires in-depth sampling for selecting
information-rich cases (McMillan & Schumacher, 2014). Additionally, Ames,
Glenton and Lewin (2019) advise that the researcher should select participants to
contribute relevant and comprehensive information concerning the area of
research when using purposive sampling. In this study, four teachers who taught
FP learners were selected as participants because they facilitated and developed
learners’ readiness at their respective schools. The sample size was manageable
and allowed the researcher to expeditiously collect sufficient data from the
participants. The participant-teachers had different experiences and techniques in
developing Grade R learners for readiness at their various schools. Both schools
had an intake of learners who were with and without preschool experience, and
both were situated in rural villages. Before the interviews the participants signed
the consent forms. Pseudonyms (P1 – 4) were used for confidentiality purposes to
protect the participants' information, identities, and school names.
4.4 Research instruments

The teacher-interview guide (TIG) and the classroom observation schedule (COS)
were used as instruments to collect data. Interviews involved asking research
questions and eliciting responses from the participants (Kabir, 2018). Face-to-face
interviews were conducted by posing open-ended questions, and half an hour
was allotted to answer these questions. Through the TIG, I could establish the
participants' real-life, authentic, and challenging experiences which helped us to
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answer the two research questions. McMillan and Schumacher (2014) state that
observations foster an in-depth understanding of the participant’s behaviour in
context. Through the COS, I obtained a holistic picture of what teachers and
learners experienced when involved in readiness activities by observing (and
aligning to literature) how learners responded during the four lesson
presentations from the participant-teachers which led to answering the two stated
research questions. The different methods and processes used for generating data
(semi-structured interviews, observation, and document analysis) strengthened
the validity and reliability of the study. The assumption we make as researchers
is that Grade R learner-readiness is not at its intended level and consequently it
impacts negatively on Grade 1 teaching. The participants' experiences,
explanations, and arguments justified this assumption.
4.5 Data collection

Data was generated through semi-structured interviews. Pett et al. (2012) state
that conducting semi-structured interviews involves exploring predetermined
areas of interest with possible prompts to guide the conversation. Prior
determiners helped to facilitate the conversation between the researcher and the
participants. Repetition of research questions, where needed, was allowed for
participants to clarify and interpret them prior to responding. Also, for
elaboration and clarity purposes, the probing technique was employed.
In-depth, rich, and primary information was obtained from Grade R teachers.
After the interviews, I determined and identified the differences and similarities
of crucial data extracted during interviews (De Vos et al., 2014). According to
standard procedures, all the audio-recorded interviews (with consent) were
transcribed verbatim and thematically analysed. From this, researchers obtained
an understanding of the participating teachers’ attitudes toward developing
readiness, and how they assessed readiness in their FP classes.
4.6 Data analysis

Thematic analysis was applied as the data analysis method because it was deemed
relevant and appropriate to qualitative studies; in this case, the main statements
from participants were identified, and interpreted via authentic reasoning from
raw data as evidence (Hunter et al., 2019). The thematic analysis method involves
assembling, segmenting, and dismantling patterns for meaningful inferences
from the generated data (Hunter et al., 2019). The researcher transcribed the
collected data from participants, then interpreted, synthesised, and combined all
relevant information into a single unit. Data analysis, according to McMillan and
Schumacher (2014), is essentially a process of identifying patterns and
relationships by arranging data according to categories. During the analysis
process, I first listened repeatedly to the audio-recordings and watched the videos
from the captured clips, after which I transcribed verbatim each participant's
responses. Next, I analytically examined the four responses from the participants.
Lastly, the information was dismantled and reassembled.
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5. Findings and Discussion

5.1 Challenges teachers encounter when facilitating learner-readiness
In determining the teachers’ challenges, I inquired about barriers they
encountered when facilitating readiness activities to gauge how these affected
learners’ progress in the different classes. The excerpts below articulate
participants’ views:
P1: We must make two reports and two schedules. It is difficult. We
must send the Department and Molteno reports to parents.
Unfortunately, due to the lack of resources, we failed to send the
Molteno reports. Molteno people want their schedules and their
reports. Aish! Learners’ who did not go to preschool cannot trace, hold
pencils, do colouring, and do not know the colours. And they are not
used to the classroom environment. Some learners don’t have identity
documents. When I say I have 40 learners in my classroom, I don’t
count the undocumented learners. These learners are not registered on
the SA-SAMS. The government doesn’t know them. They are not
included when we feed our learners.
P2: The small classroom structure congests areas in the class. They
cannot explore more. They have only a fantasy area. They get bored of
using one area. They need all areas to develop in totality. Theft, some
of the apparatus are stolen, which is why I lack the theme apparatus,
like the theme of water. I lack such apparatus. Parents are not involved
in their learner’s progress. The lack of storybooks is a problem. I record
marks using the rubrics and mark sheets to SA-SAMS, and with
Molteno we download and develop the Molteno report. The challenge
is resources because we must give learners two reports.
P3: Eish! There are lots of challenges. Overcrowding in the classroom

is a problem. We have large groups of learners in a classroom which is
a problem. You find that many learners are not coping. When I put
toys on their tables, they just fold their hands and don’t want to mix
with other learners. There is a shortage of toys, young learners learn
through play, and they need puzzles, threading items, and storybooks.
For participation, they don’t use puzzles as they do not have
confidence.
P4: Eih! The challenge is overcrowding in classes. At least, if we had

30 to 40 learners in our classes, it’s okay. Presently, we have 75
learners in a class, and we feel fine working with these numbers
because we need jobs. It is difficult to assess them sometimes. We
cannot reach out to all the learners. It takes time to discover that the
learners have challenges in the process of developing readiness. It is
also difficult to lay down areas because our classes are small due to
class numbers. Also, boys are bullying others in our class.
According to the above evidence, P1 and P2 have common challenges based on

duplication of reports, mark sheets, and schedules for the Department of
Education (DoE) and for the Molteno Project. The lack of resources also caused
delays in handing two reports to the learners. Further, P2, P3, and P4 have the
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same challenge about overcrowding which was confirmed during observations.

The challenge of overcrowding had an impact on Grade R learners’ readiness
which is supported by Gove et al. (2017) who agree that learning readiness can be
impacted negatively by overcrowding in classrooms. Also, Harcourt (2018) and
Excell and Linington (2018) state that poor infrastructure can hamper learners’
readiness, while Guner and Kartel (2019) recommend the adjustment of sports
fields for physical development to enhance readiness and overcome
overcrowding. Additionally, P1 and P2 complained about the lack of resources to
print out the required reports. Hence, Excel and Linington (2018) explain that the
lack of resources, infrastructure, and professional development may hamper the
development of readiness in Grade R. Moreover, Harcourt (2018) cautions that
the interpretation of the curriculum in a limited way can contribute negatively to
the development of learners’ readiness.
Mishalka et al. (2018) confirm that the eradication of such challenges can benefit
Grade R readiness development if teaching approaches are adapted to suit the
competency of all learners in Grade R. According to Mcllroy (2018), school-
readiness should be measured by identifying how the learners cope, behave, and
interact with peers. The challenges that emerged included the shortage of
qualified teachers, inadequate teaching and learning resources, and inappropriate
infrastructure. Since this study is underpinned by the ecological systems theory
which focuses on human development, Nair, Radhakrishnan, and Olusanya
(2023) confirm that human development is a lifelong process that considers one’s
insight concerning interaction with the environment and its challenges – which
may affect readiness.
Furthermore, P1 was the only one who found it difficult to work with learners
who did not previously attend pre-schools. This hampers the process of
developing readiness to ensure that these learners are ready for Grade 1 by the
end of the year. Harris-Mortley (2019) attests that learners who did not attend
preschool experience more challenges in Grade R. Hence, Bouchane et al. (2019)
recommend attending preschool in that it provides a safe environment for
learners to grow, build family and social values, access nutrition, and acquire
early learning skills to ultimately break the cycle of poverty. Moreover, P1
commented on having undocumented learners in her class which was different
from other participants – the researcher considered this as not being a major
obstacle to learner-readiness.
The above findings and discussions revealed that the common challenges
encountered by the teachers in shaping learners' readiness included: compiling
reports, overcrowded classrooms, poor infrastructure, lack of instructional
materials and resources, and difficulty in teaching learners who did not attend
pre-schools. Bruwer, Hartell and Steyn (2014) contend that learners who never
attended a preschool become traumatised when confronted with challenges in
formal learning situations. Chere-Maphosa (2022) asserts that learners who
attended preschool would complete primary and secondary school timeously,
and would not repeat grades or drop-out because they started school on time.
Venter (2022) confirms that poverty is a cause of learners not attending preschools
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even though parents receive learner-support grants. There is also the need to
improve or rebuild infrastructure (teaching-learning equipment, adequate
physical facilities, and expanding school grounds, among others) for quality
readiness development (Venter, 2022). Munnik and Smith, (2019) view school-
readiness as a significant component that guides learners towards regular
attendance, completion of the phase, enrolment in the formal school sector, and
preparation to transition successfully from Grade R to Grade 1. Since learners are
not naturally born to be ready for formal schooling, they need to be exposed and
developed in a different context from home, to acquire the relevant knowledge,
values, and functional skills.
5.2 Strategies teachers use in developing Grade R learner-readiness

After eliciting the information on the challenges that the teachers encountered in
shaping learners' readiness, I also asked them, how they responded to these
challenges when facilitating learner-readiness. The question was aimed at
measuring the effectiveness of teachers’ strategies to overcome the impediments
that affect Grade R learner-readiness. The participants’ responses below reflect
their strategies:
P1: In January, I tried to assist these learners. If it is not working, I
call parents and we communicate and assist the learners. I give the
learners the homework where the parents help them. We have a
notebook in which I communicate with each parent. The parent will
comment on how she helped the learner, and I will also comment. That
is working for us. We compromise and we give our registered learners
food to share with them. The fruit day is stressful; you wish that some
learners could be absent because each learner gets one fruit. The fruits
are for 40 learners, and we cannot cut the fruits and share them. I bring
apparatus from home, toothpaste, soap, toothbrushes, and dolls to
introduce a particular theme. I try to share the food by giving smaller
amounts to accommodate everyone.
P2: I sometimes request parents to assist as I created a WhatsApp

group. Learners are requested to bring boxes to create dolls’ houses that
we can use in class. I said we did not have enough resources, then I
created the apparatus myself. I also Google and print the relevant
resources in colour.
P3: For those learners who do not cope and struggle to socialise, as a
teacher, I must have compassion, and encourage, motivate, and tell
them that they are here to learn. If that continues, I report the matter
to the DH and the principal to assist me in calling the parents so that
I can talk to them to assist the learner to cope well and talk. For the
larger groups, given the lack of resources and space, I divide them into
twelve or eleven so that I can manage them. For the shortage of
resources, at times if I have enough money, I use it to buy two or three
puzzle boxes. I also ask my learners to come with bottles and bottle-
tops and I use the waste materials to create resources.
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P4: I ask parents to allow the learners to bring their dolls and toys to
school, to introduce the themes. After that, I give them back to the
learners to take them home. Due to overcrowding, I divided them into
groups and layout only two areas. When other learners are with me,
others are in the laid out areas, while others must sit on the mat and
fold their arms and do nothing. Sometimes I develop my own resources.
The articulations from the participants as indicated above reflect their proactive
and innovative qualities to respond to the challenges they encountered in
different situations. All the participants highlighted how they involved parents as
partners in eradicating barriers, although their strategies were different.
Participant 1 circumvented some challenges by involving parents from the
beginning of the year, and created a parent-teacher notebook for each learner to
communicate messages to the parent, while P2 indicated that she initiated a
WhatsApp group where she communicated with parents to assist learners on
various school matters. Both P1 and P2 emphasised the technique of galvanising
parent-support through effective communication channels. Encouragingly, P3’s
solution for learners who struggled to integrate socially with other learners in
class, advised that we must show compassion and care to motivate such learners;
and when these fail she followed protocol to call a meeting with the parents.
Participant 3 differed from involving parents immediately - she started by
applying her skills, knowledge, and strategies to resolve problems before
involving the parents, while P4 involved parents for resource purposes, especially
when she wanted to introduce a new theme and did not have adequate teaching
and learning materials. Regarding resources, P2 indicated how she communicated
with parents on WhatsApp groups to request learners to bring boxes that they
could use to build model houses.
Wolf and McCoy (2018) criticise parents who do not value their child’s early
education especially in sub-Saharan countries, adding that their illiteracy and a
negative perception of schooling harm learners’ educational progress. In addition,
Serede and Mwoma (2022) believe that parents define learning readiness as
merely counting ability, object naming, and letter identification. Michalska et al.
(2018) highlight that an effective parent-teacher partnership is an important
component for shaping the readiness of Grade R learners.
The responses revealed that each participant encountered different challenges,

and they resolved them differently. For example, P1 indicated that they adapted
their stance on food distribution by sharing registered learners’ food with the
unregistered learners, while P2 circumvented the shortage of resources by
creating her own apparatus after googling the relevant websites to develop
readiness. Participant 3 stated that she divides learners into smaller groups to
resolve the challenge of overcrowding and shortage of resources, while P4
separates the learners into smaller groups by designating two areas such that
when one group of learners is with her, others sit on the mat and fold their arms.
Distressingly, P1 had a different challenge to other participants in that she was
trying to manage her stress levels caused by all the challenges she faced. Jahreie
(2022) agrees that the healthy growth of learners is important to learn and begin
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the process of being aware of family-centred values and support to access early
learning, nutrition, and healthcare.
The action by P1 is also supported by Maslow’s Hierarchy of Needs (1954). This

theory agrees with the DBE’s National School Nutrition Programme [NSNP]
(2002) which was aimed at fostering quality education according to the
Sustainable Development Goal 4 (SDG, 2023). Food as a basic physiological need
is a priority and must to be provided to learners at different schools to ascertain
that the SGD 4 goal is achieved by introducing the NSNP; food is provided to
learners as a basic need to enhance learners’ active learning, and in the process
short-term hunger is alleviated. Further, P1’s response to using Google to mitigate
the lack of resources differs from how she responded concerning the use of
teachers’ guides from the DBE when responding to the questions: What activities
do you use to develop readiness, and how you develop readiness in your class?
To alleviate challenges, Excell and Linington (2018) believe that teachers need to
be positive, competent, hands-on, and creative in their classroom environment
even if they experience challenges. Since all participants have their uniqueness to
circumvent the challenge of resources in their various classes, we see P1 take the
needed resources from home, P2 and P4 created their own resources, P2 googled
for colourful pictures, and P3 at times used her money to purchase resources like
puzzles or used waste materials and bottle-tops to create her resources.
Mashrabjonovich and To’lqinboy Qizi (2022, p. 84) confirm that “Improvisation
brings attractiveness to pedagogical activity, helps to instantly find a successful
way out of the most unexpected situation, [increases] pupil’s interest in learning,
and contributes to the realisation of teachers’ creative ideas.”
From the above excerpts and discussion, it was evident that the teachers strove to
respond positively to the challenges they encountered in different ways. Their
common ways and strategies to overcome the challenges they encountered
included: proper and constant communication with parents by giving notice, and
creating notebooks and WhatsApp groups as communication tools; showing
compassion and empathy towards learners to motivate them; creating learning
materials and involving parents to assist in providing more learning resource
materials; and developing and applying different and innovative teaching
strategies to address learners’ difficulties.
The quality of Early Childhood Education (ECD) is developed systematically

through successions in learning spheres; however, opportunities can be hampered
if learners did not attain knowledge and skills through not attending a preschool.
Therefore, Grade R is a critical part of FP to ground learners’ learning as it
encourages learners to imbibe important social and academic skills. The findings
also revealed that communication is critical in overcoming challenges; however,
Adams-bedding Ojugbele and Moletsane (2019) believe that the socioeconomic
aspects are more powerful obstacles that hamper progress because most South
African parents are poverty-stricken. Lastly, the lack of relevant learning
resources might hamper learners' ability to develop and acquire social skills
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needed to adequately prepare Grade R learners’ to progress successfully and

smoothly into Grade 1 (Adams-Ojugbele & Moletsane, 2019).
7. Conclusion
The purpose of the study was to explore and understand the challenges that the
teachers experience when developing readiness in Grade R learners. The study’s
results revealed that most teachers experience challenges when developing
learner-readiness. These challenges affected the teachers’ morale such that they
had no option but to persevere because they wanted to hold on to their jobs. The
teachers were hindered in doing their best for learners due mainly to
overcrowding, and the lack of relevant and adequate resources which deprived
learners of the opportunity to utilise teaching aids meant for their holistic
development. It was evident that DBE policies and guidelines were ineffective
because of several challenges that affected the success of learner-readiness in
Grade R for transitioning into Grade 1. Despite all the challenges impeding
progress into Grade 1, teachers were willing to improvise for the sake of the
learners in their care. It is envisaged that this study will create awareness among
all role-players to become committed to alleviate the dire situation in FP
classrooms.
8. Recommendations
To address the challenges regarding Grade R readiness for Grade 1 teaching and
learning, teachers must prepare detailed learning plans and routines as described
in the DBE’s Grade R Resource Kit. This would ensure that Grade R learners’
readiness is play-based to develop them holistically by engaging in indoor and
outdoor play-activities. These activities would also develop learners’ imagination,
cognition, gross and fine motor skills, and encourage interacting freely with peers.
The DBE must also ensure that the Resource Kit is written in all official languages
to enhance readiness-development, quality teaching, effective learning in Grade
R, and the smooth implementation of activities and strategies in daily teaching-
learning situations. The Limpopo Department of Basic Education (LDoE) in
partnership with Molteno should ensure that all Grade R schools in Limpopo
receive tablets which are valuable when teachers want to assess, read stories, and
mark registers on their tablets. The LDoE and Molteno officials should also avoid
instructing teachers and schools to duplicate schedules and learners’ reports so as
to not overburden teachers by focusing on paperless administration during this
4IR era. Moreover, there must be two Grade R classes to ensure that learners who
are not ready to shift into Grade 1, proceed to a second Grade R year to be assisted
and developed for successful transition into Grade One.
9. Limitations
The limitation of this study is linked to the sample size which included only two
schools and four teachers that prevented the generalisation of results. Also, since
these schools were accessed during the fourth term, there were time-constraints
and limited opportunities to peruse more classroom and school documents for
analysis. Fortunately, both schools were not affected by the final exam as they
used continuous assessment to measure learners’ performance. The limited
sample of four teachers enabled me to make-sense of how readiness is promoted
120
in Grade R for transitioning into Grade 1 as I obtained an in-depth understanding

of the challenges, and the implementation of strategies to circumvent them.
Acknowledgements
This paper was extracted from the doctoral thesis of Mapule Yvonne Segooa with
the title, The Impact of Grade R Readiness on Grade 1 Teaching, submitted at the
University of South Africa.
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Received Sep 30, 2023; Revised Dec 7, 2023; Accepted Dec 13, 2023
The Influence of AI ChatGPT on Improving

Teachers' Creative Thinking
ZuoYuan Liu*
College of Marxism, Beijing Institute of Technology
Beijing, Peoples Republic of China
Alena Vobolevich
Department of Foreign Languages, Peoples’ Friendship University of Russia
Moscow, Russian Federation
Alexey Oparin
Department of Theories and Methods of Technological and Vocational
Education, Udmurt State University
Izhevsk, Russian Federation
Abstract. The latest technologies, such as Artificial Intelligence (AI),

have emerged as pivotal tools for fostering creativity, aiding in the
development of novel and interactive pedagogical methods, and
catalysing innovation within the educational process. The integration of
technology into education opens avenues for creative expression and the
cultivation of creative skills among students. Investigating the cognitive
styles of educators is imperative for adapting instructional strategies, as
divergent modes of thinking can impact the efficacy of teaching and
facilitate the customization of approaches in pedagogy. In this article,
the predominant type of thinking among student teachers is
investigated, the average level of creativity is determined, and the
potential influence of employing an innovative method - ChatGPT - on
the creative abilities of future educators is explored. The study sample
consisted of (450) university teachers at three universities, Udmurt State
University (Izhevsk, Russia), Peoples' Friendship University of Russia
(Moscow, Russia), and Beijing Institute of Technology (Beijing, China).
Participants were invited to participate in two assessments: J. Bruner's
test on thinking styles, and a proprietary questionnaire designed to
gather additional insights into the perception and influence of ChatGPT
on creative potential. This research employed a quantitative approach.
The study revealed that 70% of the surveyed student teachers exhibited
a sign-oriented type of thinking. The experimental findings indicated a
moderate level of creativity among these students. Only 28% of the
participants demonstrated a high degree of creativity. In contrast,
*
Corresponding author: ZuoYuan Liu, zuoyuanliu17@gmx.com
©Authors
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educators who utilized the developed programme exhibited a higher

level of creative ability and better performance compared to teachers in
the control group. This suggests that the incorporation of ChatGPT in
education exerts a positive influence on enhancing educators' outcomes
when compared to conventional teaching methods. The practical
significance of this study lies in its contribution to expanding knowledge
about the impact of ChatGPT on the development of creative potential.
It underscores the importance of employing contemporary information
and communication technologies in the preparation of future teachers.
Keywords: ChatGPT (Chat Generative Pre-trained Transformer);

creativity; educational environment; higher education; type of thinking
1. Introduction
The provision of high-quality higher education for teachers and the training of
future educators to engage in creative professional activity are pressing concerns
today (Bereczki & Kárpáti, 2018). It is vital to remember that teaching is a
creative job, as it involves a holistic pedagogical process aimed at a group of
personalities, each of which has a distinct personality and a distinct
developmental path. Changes in group members' and students' mental and
emotional states, and the variety and unpredictability of interpersonal
relationships in the learning process, require the teachers to be responsive,
adaptable, and creative in their job (Esteban & Laborda, 2018; Gurak-Ozdemir et
al., 2019). The solution cannot be provided by solely mastering a set of
professional knowledge and skills. A new approach must be created to achieve
several objectives. These include raising the standard of higher teacher
education, modernizing the education of university students while providing
them the freedom to choose their career paths, fostering professional growth and
development, and speeding up the implementation of educational initiatives.
These initiatives collectively will guarantee the excellence of higher teacher
education (Guslyakova & Guslyakova, 2017; Khairullina et al., 2017).
Society requires a creatively motivated teacher who can find non-standard

solutions to professional problems, respond to student's needs, and meet their
demands (Wicaksono & Wasis, 2017). The level of teachers' professional training
significantly influences their creative thinking. To effectively realise their
creative potential and to achieve a high level of creativity in future professional
activity, future teachers need to develop their creative thinking in higher
education settings (Rodríguez et al., 2019). The emergence of the novel
information tool, ChatGPT, holds promise for potentially aiding them in this
endeavour. The generative artificial intelligence tool, ChatGPT, has taken the
world by surprise with its intricate ability to perform exceedingly complex tasks
(Zhai, 2022). The extraordinary capabilities of ChatGPT in tackling intricate
educational tasks have evoked mixed sentiments among educators, as this
advancement in the realm of AI appears to revolutionize the existing
educational practices.
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Moreover, educators should employ innovative thinking and create pedagogical

environments that nurture originality, aiding students in cultivating their
creative abilities. Organising the process of forming students' creative thinking
in a higher education institution's (HEI) educational environment entails
researching the state of modern education, determining the prevailing type of
thinking in creative individuals, determining the creativity level of future
teachers, and identifying conditions and factors influencing how their creative
potential unleashes (Watson, 2018).
1.1. Problem statement

Research Aim: This study was aimed at exploring the potential opportunities
offered by ChatGPT to foster creative thinking among future educators.
Research Questions: What possibilities does ChatGPT present for stimulating
creative thinking among prospective teachers? What impact does the utilization
of ChatGPT have on the development and expression of ideas among educators?
How do future teachers react to and perceive the incorporation of ChatGPT in
the educational process?
Research Objectives:
1. To implement the use of ChatGPT in the educational process of
prospective teachers.
2. To assess the current state of creative potential among future educators.
3. To evaluate the degree of development of creative thinking in educators
through the use of ChatGPT.
2. Literature review
2.1. How scholars understand creativity
Including creativity among the twelve most essential competencies
demonstrates the significance of creative thinking in today's society (Laborda,
2017). According to Khairullina et al. (2017), “creative thinking is a type of
thinking whose primary characteristic is to yield a new thought product” (.
Some researchers define pedagogical creativity as the capacity to think
imaginatively and find novel solutions to pedagogical problems. The following
characteristics define creativity: quickness (productivity), the flexibility of
thought, originality, and audacity (Ibatova & Ilin, 2017; Intasao & Hao, 2018).
Additionally, researchers list the following as characteristics of creative thinking:
productivity (producing many unique and non-standard ideas), flexibility (using
various techniques or strategies to solve a problem), originality (producing
solutions that are not commonly found), development (expanding on ideas in
detail), resistance to closure (rejecting stereotypes, being open to new ideas), and
abstractness (recognising the root of the problem) (Wicaksono & Wasis, 2017).
However, because it is a multifaceted, complex phenomenon, creative thinking
cannot be characterised by just one quality. Six dimensions of creativity, or six
different types of skills possessed by a person who thinks and acts creatively,
have been identified by one researcher studying creativity theory. These include
the capacity to recognise and formulate issues, produce numerous
unconventional solutions, quickly come up with different original ideas, forge
distant associations, enhance an object by adding details, and provide the
capacity to see novel properties of an object and novel applications for it
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(Watson, 2018). In a summary of the different approaches to identifying the

characteristics of creative thinking, Bereczki and Kárpáti (2018) emphasised the
importance of freedom from stereotypes, criticality, diversity of ideas, autonomy
from the opinions imposed by others, and openness to new things. Some
creativity researchers limit the essence of creative thinking to manifesting
abilities such as generating original ideas, creating something new,
understanding contradictions, and formulating hypotheses about a problem
(Mustika et al., 2019).
2.2. The role of creative thinking in the teacher's profession

Higher education institutions that train people to become teachers must help
students in developing their creative thinking skills (Maksić & Jošić, 2021).
Indicators of teachers' creativity include creative initiative, the ability to broadly
apply their knowledge and skills in professional activities, applying original and
modern pedagogical solutions, original improvisation, the desire to put their
ideas into action, inventive demands, and spiritual needs (Watson, 2018).
Creativity training for educators should focus on assisting teachers in growing
as individuals. The desire for professional success is a powerful motivator for
students to cultivate their skills and pursue self-actualisation (Aguilar & Turmo,
2019; Benedek et al., 2018; Glaveanu, 2018).
Theoretical research on how to increase future teachers’ creativity has ensued in

the conclusion that students' academic performance depends on the creativity of
their teachers (Rodríguez et al., 2019). One of the primary drawbacks of
contemporary professional pedagogical education is its limited impact on
fostering the creative potential and abilities of would-be teachers (Ibatova & Ilin,
2017). Researchers investigating creativity have identified two main groups of
psychological and pedagogical factors that mould and develop students' creative
thinking:
1) Subjective factors - a collection of personal characteristics affecting the
development of creative abilities in future teachers (students' personalities,
their motivation to be creative, and their outlook on creativity);
2) Objective factors allowing for targeted pedagogical action, and guiding it
according to set objectives (Rodríguez et al., 2019).
The conclusion emerging from a literature study on teacher education was that
creative thinking is broad and intricate. Deliberate actions are necessary to form
high levels of creativity. Since pedagogy does not define the meaning of the
general scientific concept of forming, it is necessary to do so in the context of this
study. The formation is the process of a person's growth under the influence of
all the aspects that affect a person's personality, including the teacher's actions.
These include environmental, social, economic, pedagogical, objective, and
internal, subjective factors (Watson, 2018). A person's level of success, or
achievement of a particular maturity stage is called formation (Bozhkova et al.,
2019; Suárez & Wechsler, 2019; Zulkarnaen & Jatmiko, 2017). Thinking formation
is the process of increasing a person's intellectual capacity. This can happen
through the normal flow of a person's daily life and learning new skills and
knowledge in HEIs. The thinking process has no final stage because it is
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constantly shaped and developed through human interaction with the

environment (Rodríguez et al., 2019). These theories contend that developing
future teachers' creative thinking requires personal growth and promotes total
development. Engaging future educators in creative pursuits (in the context of
professional endeavours), placing them in educational settings that require them
to express their creative abilities fully, and designing the entire learning process
centred on creative orientation principles all help to shape creative thinking
(Kambey & Wuryaningrat, 2018).
2.3. Using ChatGPT to unleash the creative potential of future teachers

ChatGPT, a recently developed conversational chatbot created by OpenAI
(Mhlanga, 2023), has the potential to streamline the application of AI in teaching
and learning for educators. Leveraging natural language processing, ChatGPT
generates responses akin to human-like answers based on user input. Its
remarkable efficacy in providing coherent, systematic, and informative
responses has garnered worldwide attention (Zhai, 2022).
The utilization of ChatGPT to unleash the creative potential of future teachers

presents several potential advantages (Mhlanga, 2023; Sallam, 2023):
1. Idea Enrichment: ChatGPT offers novel ideas and perspectives that future
teachers can integrate into their work. It has the capacity to generate diverse
and original responses to questions and challenges, thereby aiding students
and educators in nurturing their creative potential.
2. Interactive Learning: ChatGPT can facilitate interactive learning and
dialogue, fostering the development of creative thinking. Users can pose
inquiries, receive unpredictable responses, and stimulate their thinking
through interactions with the model.
3. Personalized Learning: ChatGPT can be customized to meet the individual
needs of students, enabling the provision of personalized support and
guidance in cultivating their creative skills.
4. Idea Experimentation: Through ChatGPT, students can experiment with
various ideas and concepts, test them in practice, and receive feedback. This
empowers them to develop their creative thinking and discover innovative
approaches to teaching.
Nevertheless, it is crucial to recognize that ChatGPT's capacity for critical
information evaluation is constrained as it cannot serve as a replacement for
real-world experiences and mentorship. Therefore, for the comprehensive
development of the creative potential of future teachers, it is necessary to
combine the utilization of ChatGPT with other methods of instruction and
support.
ChatGPT exhibits both advantages and disadvantages. Potential benefits of

ChatGPT in advancing teaching and learning encompass (García-Peñalvo, 2023;
Willems, 2023):
• Personalized Learning: ChatGPT can be employed to offer tailored
recommendations and assistance to educators based on their unique needs
and knowledge levels. This capability enables the creation of individualized
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learning experiences and supports the development of each student to their

abilities and interests.
• Interactive Learning: ChatGPT can create interactive learning environments
where educators can engage with the system, pose questions, receive
explanations, and conduct dialogues. This fosters active participation in the
teaching process and stimulates critical thinking, analytical skills, and
problem-solving.
• Formative Assessment Prompts: Additionally, ChatGPT can provide
immediate feedback and prompts to educators in real-time, aiding them in
better understanding their mistakes, enhancing their teaching skills, and
addressing challenges encountered during student learning processes
(García-Peñalvo, 2023).
ChatGPT can offer continuous feedback and inform educators about the
students' learning processes through data analysis and providing statistics and
reports. These resources facilitate the monitoring of students' progress, the
identification of areas requiring improvement, and the implementation of
suitable measures to enhance the overall learning experience (Willems, 2023).
Despite its potential advantages, ChatGPT also possesses limitations that

necessitate consideration (Thorp, 2023):
1. Generation of Misinformation: ChatGPT may occasionally produce
incorrect responses. This requires vigilance and verification on the part of
educators and learners to avoid disseminating inaccurate information.
2. Bias in Training Data: ChatGPT relies on training data, which might contain
biases or inequalities. This can lead to unfair or biased outcomes. Caution
and mindfulness are required when employing ChatGPT to prevent the
reinforcement of existing prejudices.
3. Confidentiality Concerns: The use of ChatGPT in education may raise
questions about student data confidentiality and protection. Measures must
be taken to ensure the security and privacy of information.
3. Methods and materials

3.1. Research design
This study employed a quantitative method. Statistical data, derived from
questionnaire responses, were gathered using a quantitative method to aid in
drawing broad conclusions from the study. Furthermore, the quantitative
approach made it possible to gauge the extent to which future teachers' creative
potential and creative thinking with ChatGPT were assessed at the time of the
study (March to July 2022).
3.2. Participants
As part of the research project, a questionnaire was compiled for 450 students
from Udmurt State University, Peoples' Friendship University of Russia, and
Beijing Institute of Technology. The invitation to complete the questionnaire was
emailed to 1,500 students, with a request to respond within 24 hours.
Subsequently, a sample of 420 students, aged between 17 and 23 years, enrolled
for their first to fourth academic years at the respective higher education
130
institutions, was surveyed. The sample comprised 200 females and 220 males.
The participants were divided into two groups: the experimental group, namely
students that utilized ChatGPT, and the control group, that is, students who did
not use ChatGPT.
3.3. Procedure
The instructional process for each group was designed to foster the development
of students’ creative thinking and facilitate their active participation in the
learning process. Both groups of students received identical educational content
aimed at nurturing their creative potential. However, a distinction was made
regarding the utilization of ChatGPT, which was exclusively provided to
participants in the experimental group.
Participants in the experimental group engaged in a learning process that

involved the utilization of ChatGPT to support and enhance their creative
potential. Students were granted access to ChatGPT, a text-generating model,
which they could employ to seek advice, ideas, and assistance in tackling
creative tasks and challenges. The instruction in the experimental group was
conducted in an online format, wherein students interacted with ChatGPT
through a web interface or a dedicated application.
Participants in the control group received instruction without the utilization of

ChatGPT. They were taught by means of traditional teaching methods, such as
lectures, practical tasks, and textbook work. The instruction in the control group
also took place in an online format but without the use of ChatGPT or other
interactive tools.
During the experiment, testing and surveying were conducted for both groups.
The state of these students' creative thinking, type of thinking, creativity trends,
and the effect on their creative abilities were determined based on the testing
and questionnaires. During the study, there was no pedagogical influence on the
subject groups, and no special circumstances were created that could
inadvertently influence the manifestation of their creative potential. The
respondents were informed of the anonymity of the collected data and reminded
that their participation in the study was entirely voluntary and uncompensated.
The written information from the questionnaire did not include the names of the
respondents; all responses were subject to coding, which consisted of assigning
numeric codes to the questions and the values of their responses. The data
were coded to be sorted and analysed more efficiently. Participants were
identified by the letter P (Participant), followed by a number (1, 2, 3). This means
that P1 was Participant 1, and so on.
3.4. Data collection

The participants were invited to complete two tests. The first test was designed
to identify future teachers' prevailing type of thinking and level of creativity,
while the second was designed to determine how ChatGPT affected them. J.
Bruner's 75-question special test, which reveals the dominant way of thinking
and the degree of creativity, was used for the first test (see Ozdem-Yilmaz &
Bilican, 2020). The researcher differentiated among four types of thinking: object-
131
oriented, visual, sign-oriented, and symbolic. The questions required a

“Yes”/”No” or a “+”/“-” response. To gather additional information regarding
the perception and impact of ChatGPT on the creative potential and outcomes of
educators, the authors developed a questionnaire consisting of ten (10) items.
The questionnaire included inquiries aimed at assessing the usage of ChatGPT,
identifying its advantages and limitations, as well as its influence on creativity
development and professional outcomes (see Table 1).
Table 1: Questionnaire for gathering additional information regarding the perception

and impact of ChatGPT on the creative potential of educators
1 Have you utilized ChatGPT in your capacity as a teacher?
2 How frequently have you used ChatGPT during your work?
3 Did the use of ChatGPT contribute to the development of your creative potential as
an educator?
4 How do you assess the influence of ChatGPT on your work outcomes?
5 Did your effectiveness change after implementing ChatGPT into your practice?
6 What advantages do you perceive in using ChatGPT in your work?
7 What drawbacks or limitations have you noticed during the use of ChatGPT?
8 How do you evaluate the convenience and ease of using ChatGPT?
9 Has the use of ChatGPT impacted your creativity and ideas for teaching?
10 How do you perceive the interaction with ChatGPT, that is, - do you consider it as
an assistant or additional teacher?
The selection of these questionnaires for the study was strategic and
scientifically grounded. The utilization of J. Bruner's test provided a reliable
method for determining thinking styles and levels of creativity, ensuring
objective outcomes. The questionnaire was aimed at determining the influence
of ChatGPT, affording a deeper understanding of technology usage by
identifying its advantages and limitations. This inclusive approach allowed for
the collection of additional data on the perception and impact of ChatGPT,
rendering the research more informative and wide-ranging.
3.5. Data analysis

The data were analysed as follows:
1) Google Form files containing interviewee responses about their creativity,
type of thinking, how often they used ChatGPT and trends in creativity
growth were reviewed and analysed. Interviews were also employed
according to the research protocol.
2) The findings of the J. Bruner test were analysed by counting the number of
positive responses. The results were interpreted using a specifically
created scoring system.
3) The influence of the educational programme on the creative potential and
outcomes of educators was evaluated through the use of statistical tests.
A students’ t-test was employed to compare the results between two
groups, comprising teachers using the ChatGPT programme and the
control group. It is important to note that all results of statistical data
processing were confirmed to have a probability (p-value) of less than
0.05, indicating the statistical significance of the obtained findings.
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Both questionnaires were assessed for reliability using Cronbach's alpha,

yielding average measures of 0.86 and 0.91, respectively. Thus, the
questionnaires were deemed reliable for the specific research.
All results were kept confidential, and participants were briefed on the
experimental conditions.
4. Results
Figure 1 presents a compilation of statements along with the corresponding
percentage of agreement from all 420 participants in the experiment.
Figure 1: Future teachers’ prevailing type of thinking and creativity level
Bruner's questionnaire was developed based on four types of thinking:

object-oriented, visual, sign-oriented, and symbolic (Table 2).
Table 2: Results of covariance analysis (ANCOVA) for students' self-regulation

competence
Types of Group N Value SD Adjusted
Thinking mean value
Object- Experimental 210 4.55 0.71 3.62
oriented Group
Control Group 210 3.03 0.66 3.05
Visual Experimental 210 3.21 0.65 3.23
Group
Control Group 210 3.04 0.51 3.00
Sign-oriented Experimental 210 3.59 0.79 3.49
Group
Control Group 210 2.91 0.92 2.97
Symbolic Experimental 210 4.25 0.68 4.20
Group
Control Group 210 3.65 0.79 3.69
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The results of the Bruner test show that 70% of the surveyed students in the
experimental group exhibited a sign-oriented type of thinking. The experiment
results revealed that they had a moderate level of creativity. Only 28% of the
students surveyed demonstrated a high degree of creativity. The experimental
group rendered significantly higher scores than the control group across all
indicators.
The impact of the ChatGPT programme on the creative potential and outcomes
of educators was evaluated using statistical tests. A student's t-test was
employed to compare the results between the two groups, namely teachers
using ChatGPT and the control group. The results of this analysis revealed a
statistically significant difference between the mean values of the two groups (p
< 0.05). Teachers utilizing the developed programme exhibited a higher level of
creative potential and achieved better results compared to teachers in the control
group. This indicates that the integration of ChatGPT in education had a positive
influence on improving educators' outcomes in comparison to traditional
teaching methods.
Table 3 presents the results of the data analysis regarding the impact of ChatGPT
on the creative potential of educators.
Table 3: Results of data analysis of impact of ChatGPT on educators' creative potential

Control group Experimental group
Number of Participants 210 210
Mean Value 60.2 72.8
Standard Deviation 8.4 6.9
p-value 0.032 0.001
The table provides the following statistical indicators: the number of participants
in each group, the mean value of creative potential, the standard deviation, and
the p-value. These values represent the average creative potential and outcomes
in the control and experimental groups. Upon comparing the groups, it is
observed that the experimental group exhibits higher mean values for creative
potential and outcomes, indicating the positive impact of ChatGPT. These
results confirm that the utilization of ChatGPT contributes to an enhancement of
educators' creative potential and improvement in their outcomes compared to
conventional teaching methods. The p-values being less than 0.05 in both cases
signifies the statistical significance of the results.
Teachers using the programme exhibited higher levels of creativity and

innovative thinking. The findings of the research demonstrated the effectiveness
of ChatGPT in enhancing educators' creative potential and outcomes. The
utilization of ChatGPT contributed to improved teaching quality and the
development of innovative skills among teachers. The analysis revealed that the
mean value of creative potential in the experimental group (72.8) was
significantly higher than in the control group (60.2). This indicates the positive
impact of ChatGPT on the development of participants' creative potential.
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Therefore, the analysis results indicated the success of ChatGPT in enhancing

participants' creative potential. The majority of respondents (93%) indicated that
the utilization of ChatGPT contributed to the development of their creative
potential as educators (Question 3). Concurrently, 78% reported a noticeable
increase in their creative potential (Question 9). Educators generated a variety of
new ideas for enhancing the teaching process and optimizing resource
utilization. Additionally, it was observed that educators predominantly
employed AI more for lesson preparation rather than directly integrating it into
the instructional process.
In this study, the creative potential of teachers was considered as the dependent
variable, while the utilization of artificial intelligence (AI) served as the
independent variable. Analysis revealed that the independent integration of AI
into the educational process influences the alteration of teachers' creative
potential. The results point to a statistically significant impact of AI utilization
on the enhancement of participants' creative potential, affirming the efficacy of
this technology in the development and enrichment of teachers' professional
skills.
5. Discussions
The investigation of the 21st-century teacher was underscored by a profound
focus on creative thinking as an integral component of pedagogy. Creativity
necessitates individuals' capacity to address complex issues and engage in
critical thinking (Shafiee & Ghani, 2022). Furthermore, modern education is
geared towards developing a creative personality with qualities such as
inventing, making discoveries, solving problems in novel ways, observing
contradictions, and becoming a creator of one's life (Thorp, 2023). An educator
with a creative approach is essential in boosting students' motivation,
engagingly presenting new knowledge, and employing diverse associative
methods to enrich their understanding. This ensures that the learning process is
both effective and valuable. At the Dongseo University (South Korea) and
Mykolas Romeris University (Lithuania), it was found in a study that
universities face new challenges to promote entrepreneurship, encourage
creativity, give students the knowledge they need to develop their creative
potential and introduce new technologies that support creative growth
(Baubonienė et al., 2018; Černevičiūtė & Strazdas, 2018). Thus, current outcomes
regarding the baseline level of creativity indicate individuals' unpreparedness
for these processes, and that adequate resources and contemporary means to
enhance these capacities are lacking.
On the other hand, self-awareness of creativity and the aspiration for its
development play a noteworthy role in individuals (Schmaltz et al., 2017). The
findings of Abdullah et al. (2021) indicate that primary school science teachers in
Malaysia exhibit a high level of creativity and self-awareness. However, when it
comes to the actual teaching practice, teachers reported employing relatively low
levels of creativity. This suggests a potential disparity between teachers'
perceptions of their creativity and their real teaching methodologies.
Conversely, within the scope of our study, an enhancement of creative
135
pedagogical approaches is specifically affirmed. This can be attributed to the

experimental integration of ChatGPT into the pedagogical domain, fostering the
interaction of machine mechanisms with educators' creative tasks. Even those
who considered themselves less creative enhanced their unconventional
approaches to lesson development. The value of utilizing artificial intelligence is
substantiated in a systematic review of innovations in the pedagogical process
over the past 20 years. Ng et al. (2023) observe that AI can be a valuable tool to
assist teachers in cultivating creativity in their classrooms. One of the paramount
aspects is that AI can aid teachers in providing individualized feedback to
students and in supporting their creative endeavours by infusing creativity into
its functionality. Within the framework of the results of the study reported here,
it was also identified that the stimulation of ChatGPT usage facilitated the
generation of new ideas and solutions in the educational space. It is noteworthy,
however, that this adaptation is an ongoing process, and, during the survey
phase, pertained solely to teaching preparation rather than integration into the
instructional system.
This study also demonstrated that the utilization of ChatGPT enhanced the
creative abilities of the research participants. It was observed that students who
frequently employed ChatGPT, or, at the very least, did so intermittently,
exhibited moderate to high levels of creativity. Furthermore, investigations
corroborated that the use of ChatGPT facilitated the development of creative
potential in prospective educators, augmenting their capacity to generate ideas
and implement innovative approaches to instruction (Lo, 2023). The findings
indicated that the application of ChatGPT elevated the creativity of elementary
school teachers.
Another study suggests that the impact of ChatGPT on the creative potential of
teachers may be moderated by factors such as prior skills and the personal
characteristics of the participants (Halaweh, 2023). In our research, we did not
account for moderating factors, which potentially might have led to some
discrepancies in our findings.
From a scientific standpoint, the results reported in this article can be elucidated
through the lens of the socio-cultural approach to creativity (Sakenov, 2022).
According to this perspective, creative potential emerges through the interaction
of personal characteristics, the social environment, and educational technologies.
The utilization of ChatGPT in this study fostered an environment conducive to
unleashing the creative potential of prospective educators, enabling them to
articulate their ideas and cultivate innovative approaches to instruction (Musah,
2023).
It may happen that the matter of fostering the creative potential of future
teachers does not receive enough attention. Such an approach to managing the
educational environment will harm students' development, preventing them
from gaining independence, and from becoming imaginative, creative people.
Developing students' creative thinking in pedagogical specialisation involves the
intentional interaction of a teacher and a student under specially organised
136
educational conditions, using non-traditional forms and methods of educational

process organisation. Consequently, information technologies can make the
learning process more engaging and exciting for students. Specialised training,
conferences, and competitions will also produce a positive effect, including
professional skills competitions (WorldSkills championships in pedagogical
competencies, pedagogical competitions), pedagogical practice in educational
institutions, and discussions. Discussions in which students learn to convey their
ideas and opinions should be given additional emphasis. Researchers argue that
because solid communicative skills are one of the key characteristics of a creative
person, more discussions, developing an inquisitive outlook, gaining new
experiences and knowledge, and sharing skills are required. Teachers should
share their knowledge and abilities with students to boost their motivation to
study and learn new things. Academic, scientific, and professional-pedagogical
tasks in lectures and seminars will play an important role in enhancing
creativity. Students can defend their projects and present their ideas for lectures
and seminars. Only then can a student pursuing a pedagogical specialisation
become a competent teacher capable of freely operating and providing guidance
in complex socio-cultural environments, acting responsibly and professionally in
science and education, and fully expressing their creative potential.
6. Conclusion
This research was oriented towards exploring the potential opportunities
presented by ChatGPT in fostering creative thinking among prospective
educators. The research findings we obtained confirm the positive impact of
utilizing artificial intelligence (AI) on the creative potential of teachers. The
analysis reveals a statistically significant mean value of creative potential in the
experimental group (72.8) when compared to the control group (60.2), affirming
the positive influence of ChatGPT on the development of participants' creative
potential. These results underscore the efficacy of AI in enhancing the creative
potential of teachers and indicate the potential advantages of employing this
technology (ChatGPT) in educational processes.
Our research substantiates that the implementation of ChatGPT holds the

potential to unlock the creative aptitude of future educators (see Ibatova & Ilin,
2017). The findings demonstrate that the incorporation of this technology
contributes to the enhancement of creative skills, innovative thinking, and the
capacity to generate novel ideas. This holds significant practical and scientific
value (see Esteban & Laborda, 2018).
This study might help methodologists in developing recommendations for

structuring the process of encouraging creative thinking in future teachers. The
practical value of this study lies in the potential application of its results by
educational institutions to foster the development of creative skills among
instructors and strengthen the innovative potential of educational
establishments. The scientific value resides in the expansion of knowledge
concerning the impact of ChatGPT on the cultivation of creative potential. It
underscores the significance of integrating contemporary information and
137
communication technologies in the preparation of future educators (see Aguilar

& Turmo, 2019).
The potential domains of application for the research findings encompass

pedagogical universities and colleges, where they can be utilized to enhance the
training of prospective educators and foster the development of their creative
abilities. Furthermore, the results may prove beneficial for educational
institutions and educational organizations seeking to implement innovative
approaches to instruction and teacher development (see Bozhkova et al., 2019).
The current ChatGPT utilization programme can be implemented within the
framework of sustained practice at these universities. Additionally, it can be
integrated into prototype practices for universities in other countries.
Therefore, the findings of this study corroborate with those of similar studies
regarding the positive influence of utilizing ChatGPT on the unfolding of
creative potential among future educators (see Lo 2023). The practical and
scientific value of the results lies in the potential to be applied effectively in
educational practice and further research endeavours. The findings underscore
the significance of contemporary technologies in fostering creativity among
educational participants and providing a foundation for future scientific
investigations in this domain.
6.1. Limitations of the research

Potential limitations of this study may be found in the limited representativeness
of the sample, as the participants were student-teachers from three universities
in Russia and China, which may complicate the generalizability of the results.
Additionally, the use of multiple universities may introduce diversity in
pedagogical approaches and methodologies, potentially influencing the
generalization of the findings. Furthermore, one should consider the potentially
novel effect of the technology, which may result in a positive perception of
ChatGPT, but may not account for its long-term impact on teachers' creativity.
Moreover, the study incorporated a survey based on a single thinking-style
questionnaire.
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Relationships of Abstraction and Application

Complexity in the Attainment between
Mathematics and Electrical Engineering Modules
in Diploma Courses of South Africa
Kavita Behara
Department of Electrical Engineering, Mangosuthu University of Technology
Durban, South Africa
Kayode Timothy Akindeji

Smart Grid Research Centre, Department of Electrical Power Engineering,
Durban University of Technology
Durban 4001, South Africa
Gulshan Sharma*
Department of Electrical Engineering Technology,
University of Johannesburg
Johannesburg 2006, South Africa
Abstract. In South Africa, universities are under pressure to meet

increasing targets for student enrolment in engineering disciplines and
fields. This has resulted in many students being enrolled in engineering
programs without possessing the minimum required mathematical skills
and understanding to tackle the challenging engineering disciplines.
Hence, the engineering disciplines have a high student attrition and
failure rate. This study aimed to evaluate the complex relationship of
abstraction and application between mathematics attainment and
principles of electrical engineering attainment by the students enrolled in
diploma courses in technical universities of South Africa. A blend of
quantitative and qualitative data was used. Legitimation code theory
(LCT) was used to determine the complexity of higher learning levels. The
relationships between six core courses in the Electrical Engineering
curriculum were investigated to analyze the knowledge building from
mathematics modules to principles of electrical engineering modules. The
problem-solving, analytics, and abstract mathematical skills developed in
these modules impact the overall progression into principles of electrical
engineering courses at different levels for diverse students. The research
examines the theoretical foundation, student performance, and practical
*
Corresponding author: Gulshan Sharma, gulshanmail2005@gmail.com
©Authors
141
application of mathematical ideas in electrical engineering using

curriculum documents, student academic records, and interviews with
electrical engineering lecturers. The study found a weak correlation
between the two modules and examined how resources, cultural
attitudes, and pedagogy affect student achievement. The results indicate
an unexpected negative and fragile correlation between the lower
mathematics and engineering modules at high levels. The LCT analysis
showed the disconnect between the mathematics courses and the
principles of electrical engineering in both the level of abstraction used in
the studies and the extent of application principles taught.
Keywords: abstraction; diploma courses; electrical engineering;

legitimation code theory; mathematics
1. Introduction
Mathematics is a vital and recognizable element in engineering disciplines
because of its application in problem-solving, design, and synthesis in advanced
engineering technology (Pepin et al., 2021). At the university level, most
engineering programs rely heavily on students’ mathematical knowledge and
skills, and their application is an essential indicator for students at all levels of
academic fulfilment (Li & Schoenfeld, 2019). Engineering combines pure
mathematics with practical applications in various electrical engineering courses
(Bolstad et al., 2022). Electrical engineering principles rely heavily on
mathematical concepts such as differentiation, integration, matrices,
determinants, vectors, complex numbers, measurement, and statistical analysis.
The demand for skilled engineers in South Africa is soaring, fueled by the
country’s technological- and economic-advancement ambitions. However, the
current state of engineering education presents a formidable obstacle. Unequal
access to quality education, high student dropout rates, outdated teaching
methods, limited industry collaboration, and inadequate resources paint a picture
of a system struggling to meet the nation’s needs (Carrim, 2022).
The multifaceted challenges impact access, pedagogy, industry relevance, and

infrastructure. Students from underprivileged backgrounds face limited
opportunities, often lacking the academic preparation or support systems
necessary to navigate the demanding curriculum. Traditional teaching methods
fail to engage students, leaving them unprepared for the practical application of
engineering concepts. A disconnect exists between the academic curriculum and
the needs of the industry, leaving graduates underequipped for the professional
world (Nyoni, 2022). South Africa’s journey towards a robust engineering
education system is long and arduous, but the collective efforts of stakeholders
– government, universities, industry, and professional bodies – offer a glimmer of
hope. By addressing these challenges head-on, South Africa can equip itself with
the skilled workforce necessary to drive its technological advancements and take
its rightful place as a leader in the global engineering landscape (Nyoni, 2022).
In South Africa, there is pressure for universities to meet increasing targets for
student enrolment in engineering disciplines and fields (Tjønneland, 2017). As a
142
result, many students are enrolling in engineering programs without many of the
requisite mathematical skills (Tsui & Khan, 2023) and understanding to tackle the
challenging engineering disciplines. Hence, there is a high student failure and
attrition rate in the engineering disciplines (Bengesai et al., 2021). Much of this has
been attributed to students’ underpreparedness for basic mathematical skills and
the level of these skills (Kapoor, 2020). The “heterogeneity of today’s student
groups”, as Hennig et al. (2015) pointed out, requires curricular and pedagogical
change, paying particular attention to “didactical considerations and technical
implementation” (p. 1). More recently, there have been concerns about how the
structure of the engineering program might help or hurt students’ chances of
success (Young & Muller, 2014). The importance of students’ attainment in
mathematics for success in engineering programs has been well established by Ro
et al. (2017). However, many of the studies that emphasized the need for
engineering students’ mathematical abilities either referred to the importance of
pre-engineering mathematics (i.e., achieving high marks in mathematics at the
school level) (López-Díaz & Peña, 2021; Pepin et al., 2021, Pertegal-Felices, 2020;
Winberg et al., 2018) or assumed that mathematics (with other basic sciences)
underpins the engineering sciences in curricular progression (Kallia & Sentance,
2021). The relationship between mathematics and the engineering sciences
becomes more troubled when both disciplines need mathematical tools to be
taught simultaneously, as in many technical engineering diplomas (Meda &
Swart, 2018). In such cases, the relevance of the mathematical concepts taught is
crucially essential to avoid what van der Wal et al. (2017) called “mathematics
[becoming] an island with limited relevance”. The literature suggests a generally
poor alignment between mathematics courses and engineering sciences. For
example, many engineering sciences require mathematical expertise, which will
sometimes be imparted in mathematics courses only at a later stage. This
mathematical expertise is of particular concern in the South African context,
where many students enter engineering programs without the desired levels of
mathematical attainment and knowledge (Kehdinge, 2019).
In such cases, greater alignment between the mathematics course and the
engineering modules is intended to support and benefit students (Craig, 2021;
Steve et al., 2022). In a study that examined the mathematical errors in electrical
engineering courses, Faezeh et al. (2023) showed an excellent example of
alignment and recommended ways of improving the alignment across the
mathematics course to enable an appropriate alignment between mathematical
concepts and engineering applications. The content of these exercises includes, for
example, ordinary differential equations of first and second order (in a task on
oscillating circuits) or complex numbers (in a task on alternating current). These
topics arise from the application of Kirchhoff’s rules to electrical circuits with
time-varying currents flowing through resistors, capacitors, and inductors. It is
well known and reported in the literature that students’ motivation for studying
complex modules, such as mathematics, is an essential factor and “a robust
predictor of performance” (Arshad & Romatoski, 2021). Thus, mathematics
should not only be learned to be relevant to engineering problem-solving; it
should also engage students.
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Furthermore, it was found that the lack of student engagement in mathematics

courses for engineering significantly contributed to student failure and attrition
(Ginting, 2021; Shay, 2020). Students tend to value authentic tasks (what they
expect in an engineering program) compared to school mathematics, which
students often experience as unrealistic, unauthentic, and meaningless regarding
questions and exercises (Cook, 2021). They think that it is of no use to them. A
comparative study of engineering programs in South Africa and Europe found a
striking lack of relevance to the South African context (Kloot & Rouvrais, 2017).
Teaching mathematics in a way that engages students in authentic tasks and
ensures that there is alignment between the mathematical concepts and tools
required by the engineering sciences and the provision of mathematics courses is
likely to involve academic staff who teach mathematics for engineers (Botejara-
Antúnez et al., 2022).
Given the above discussion, it has been observed that there is a great need to
investigate and analyze the relationship between students’ attainment in
mathematics and electrical engineering modules in an electrical engineering
diploma program using reliable data. Thus, this study investigates the
relationship between students’ attainment in mathematics and electrical
engineering modules across an electrical engineering diploma program to
determine the curricular elements that might constrain students’ progress. Three
research questions (RQs) guided this study:
• RQ1: What is the diploma program’s relationship between mathematics
and electrical engineering?
• RQ2: What is the relationship between students’ attainment in
mathematics and attainment in electrical engineering modules?
• RQ3: What strategies can enhance the correlation between students’
mathematical proficiency and their performance in electrical engineering
courses?
The rest of the research is organized subsequently. Section 2 presents the

conceptual framework and foundation for this research work, and Section 3 the
research design. Section 4 presents the research results, and Section 5 offers a
discussion on the research results and their consequences. Finally, the manuscript
ends in Section 6 with a conclusion and recommendations for future work.
2. Conceptual and Theoretical Framework

The correlation between students’ mathematical proficiency and their
performance in electrical engineering courses is a multifaceted phenomenon that
has received significant attention in academic research. It is widely acknowledged
that students with advanced mathematical abilities are more inclined to excel in
electrical engineering studies. This is because mathematics serves as the
fundamental basis for numerous concepts imparted in electrical engineering. An
illustration of this can be seen in the field of electrical engineering, where students
are required to possess the capacity to comprehend and effectively employ
principles derived from calculus, differential equations, and linear algebra.
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The “complex relationship of abstraction and application” in engineering

education refers to the intricate interplay between theoretical knowledge and its
practical implementation (Winberg et al., 2018). This relationship can be
understood through two key concepts. First, abstraction refers to stripping away
unnecessary details and focusing on the concepts and principles underlying a
phenomenon or process. In engineering, this involves learning theoretical
frameworks, mathematical models, and scientific laws that govern the behavior
of systems and technologies. Second, application refers to translating theoretical
knowledge into concrete actions and solutions to real-world problems. It involves
applying learned concepts to design, develop, and operate engineering systems,
considering practical constraints, limitations, and specific contexts.
2.1 Conceptual Framework

The conceptual framework for this research is based on the complex relationship
of abstraction and application between the attainment of mathematics and that of
principles of electrical engineering. The interconnection between mathematics
and electrical engineering is comprehended by employing the conceptual
framework of legitimation code theory (LCT). The learning and cognitive theory
is a theoretical framework that significantly emphasizes how information is
represented and legitimized. Within mathematics and electrical engineering, the
notion of LCT posits that students must possess the capacity to comprehend and
effectively employ mathematical principles within the framework of electrical
engineering difficulties. It implies that students must be able to effectively bridge
the gap between the abstract terminology used in mathematics and the tangible
language utilized in electrical engineering. Several studies have identified a
positive correlation between attainment in mathematics and attainment in
electrical engineering modules. For example, research by Hwang and Son (2021)
has revealed that students’ academic performance in mathematics exhibited the
highest correlation with their achievement in an introductory engineering course.
According to related research conducted by Cabuquin and Abocejo (2023), it was
observed that students who enrolled in a more significant number of mathematics
courses exhibited a higher probability of completing engineering programs.
The relationship between mathematics and electrical engineering is intricate and

multifaceted, characterized by a blend of abstraction and application complexity
(Winberg et al., 2018). Mathematics is the foundation for electrical engineering,
providing the tools and concepts necessary to understand and analyze complex
electrical systems. The level of abstraction in mathematics concepts varies, with
some concepts being more concrete and directly applicable to real-world
problems. In contrast, others are more abstract and require a deeper
understanding of mathematical principles.
In electrical engineering, the application of mathematics becomes increasingly

complex as students progress through the diploma program. Initial courses
introduce fundamental concepts such as circuit analysis, drawing upon basic
mathematical principles like algebra and trigonometry. As students advance, they
encounter more sophisticated concepts such as differential equations,
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electromagnetic fields, and control systems, which demand higher mathematical

abstraction and problem-solving skills.
The conceptual framework for understanding the relationship between

mathematics and electrical engineering attainment in diploma courses is
presented in Figure 1.
Figure 1: Abstraction and application on the semantic plane
The literature on teaching mathematics for electrical engineering has suggested

that relevance and alignment are essential issues to consider. The literature,
however, does not consider the disciplinary differences between mathematics and
electrical engineering (or the engineering sciences more generally). For this
reason, the study drew on LCT (Maton, 2014), a sociological framework that seeks
to identify the knowledge structures underpinning practices. In the case of
mathematics for electrical engineering, the knowledge structures refer to
mathematics knowledge structures and electrical engineering knowledge
structures. Mathematics could be understood as a pure, complex discipline with
a high level of challenge, and engineering as a hard-applied discipline with an
equally high level of challenge. LCT provides a way of understanding
mathematics for electrical engineering as the relation between abstraction and
application.
LCT comprises five dimensions (Maton, 2014), namely semantics, specialization,

autonomy, temporality, and density. This study drew on semantics that
understands the pure disciplines, such as mathematics, as abstract, with a
tendency to be decontextualized, and fields such as electrical engineering as
applied and strongly contextualized but using highly conceptual mathematical
tools. Semantics can be diagrammatically represented as a plane in which the
X-axis represents higher and lower application levels, and the Y-axis represents
higher and lower abstraction levels, as shown in Figure 1. Four quadrants are
created within the semantic plane, dependent on the relative strengths of the pure
and applied relations. A quadrant is created that foregrounds basic applications,
such as a generic problem-solving process or simplified engineering problems,
where there is a more robust application and weaker abstraction. Where there are
weaker levels of application and stronger levels of abstraction, a quadrant is
created for the pure disciplines that, in this study, foreground pure mathematical
knowledge. In the plus/plus quadrant, both abstraction and application combine,
showing that the challenge of the engineering sciences comprises drawing on the
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tools and language of mathematical abstraction to solve complex engineering

problems. In the minus/minus quadrant, neither abstraction nor application is
evident, resulting in a generic or non-specific quadrant. Maton (2014) argued that
if electrical engineering is characterized by complex problem-solving, it would be
difficult for students to move directly from mathematics to electrical engineering
without having experience in fundamental problem-solving. Drawing on the
explanation by LCT, we would thus not expect students to be able to instantly
transfer knowledge from pure mathematics to electrical engineering without what
Maton (2014) called a “semantic wave”, as shown in Figure 2. The concept of a
semantic wave (Maton 2014) is adopted in this study. It is referred to as a “learning
wave”, emphasizing that it is representative of the progression of learning
experiences in a course. Thus, a successful transfer of knowledge from
mathematics to electrical engineering would happen through step-by-step
training in the primary application of essential mathematical tools before students
could succeed in the more complex forms of problem-solving using complex
mathematical tools.
Figure 1: A semantic wave showing how mathematical tools could be transferred to

electrical engineering
3. Research Design
3.1 Research Site
The site selected for this study is the university of technology in South Africa. The
university was chosen as it has one of the most significant numbers of electrical
engineering students (±250) in the country and has two intake periods in both the
first and second semesters, which adds to the teaching challenges. As discussed
in the introduction, a university of technology in South Africa has more challenges
than other universities in the country, including a highly diverse student intake
and many underprepared students achieving mathematical skills (Coetzee &
Mammen, 2017; Fomunyam, 2019). The electrical engineering program
investigated in this work is a three-year diploma program. The universities of
technology and diploma programs in South Africa have the same or similar
structures. Other traditional universities offer many similar core courses, such as
mathematics and electrical engineering, in both the first and second semesters to
account for the two intake periods and the high failure rates across these courses.
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Table 1 shows the basic curriculum structure of the National Diploma in Electrical
Engineering and credit allocation to the modules. The structure and credits would
be the same in all electrical engineering diplomas in South Africa, as these courses
are accredited by the Engineering Council of South Africa (ECSA). All are
required to have the minimum credit values for the basic sciences (including
mathematics), engineering sciences (such as electrical engineering), practical
training, and general courses, as detailed in ECSA standards (E-P- 02). As seen in
Table 1, three mathematics courses and three electrical engineering courses were
the focus of this study. Together, these comprise 62 credits of the 360-credit
diploma, with 30 credits given to mathematics and 32 to electrical engineering
modules.
Table 1: Structure of National Diploma in Electrical Engineering and credit allocation

to the courses
Year of Mathema Basic Engineering science

Semester
study tics science General Discipline specific
S1 Math 1 Physics Communi Electrical
(10) (10) cation Engineering I (10)
Skills (5) Electronics I (10)
Computer Digital Systems I
Skills (5) (10)
S2 Math 2 Electrical
One
(10) Engineering II (10)
Electronics II (10)
Digital Systems II
(10)
+1 Specialization
(10)
S3 Math 3 Digital Systems III
(10) (12)
Software Design II
(12)
Control Systems II
(12)
Two
+1 Specialization
(12)
S4 Software Design
III (12)
+4 Specialization
(48)
Three Practical 1 (44)
(WIL) Practical 2 (48)
WIL: work-integrated learning
3.2 Data Sources

The present study relied on three sources of data. The first data source comprised
the curriculum documents (including course outlines and student guides). These
course outlines show the topics/concepts taught in mathematics and electrical
engineering. The second data source was the students’ academic records showing
their attainment in mathematics and electrical engineering. The third data source
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comprised interviews with two lecturers who taught electrical engineering and
mathematics modules. The interviews took place following the analysis of data
from the first two data sources to gain insights into the research results.
3.3 Data Collection Methods

The research design for this study comprised three parts. The first is a study of the
curriculum outcomes for the mathematics and electrical engineering modules,
following the methodology developed by Meda and Swart (2018). The second part
analyzed students’ mark attainment across these modules using basic statistical
methods to investigate correlations between student grades in mathematics and
electrical engineering courses. This was done to identify potential learning
challenges across the courses. The third part consisted of eliciting the responses of
two lecturers who teach electrical engineering courses for clarification and a
plausible explanation of the results.
3.4 Data Analysis Methods

First, regarding analysis of curriculum outcomes, the outcomes of the
mathematics and electrical engineering courses were studied and compared to
identify areas of alignment and misalignment.
Second, concerning course results and correlation, course results were obtained
for 2014 to 2019, with separate results lists for semesters 1 and 2. The results were
structured according to student numbers and percentage marks obtained for the
course. The average mark and highest and lowest were calculated and standard
deviations of these marks were computed. The assumption in the National
Diploma in Electrical Engineering, which offers mathematics and electrical
engineering modules simultaneously, is that mathematics is a supported module.
There would be alignments across levels, such as Mathematics 1 and Electrical
Engineering 1. However, as the analysis of the curriculum documents showed,
this was not the case; the most significant curricular alignment is between
Mathematics 1 and Electrical Engineering 3, hence the addition of correlations
across levels. Thus, six correlations were performed between the student marks
of engineering courses and their mathematics prerequisite courses to determine
the relationship between attainment in mathematics and attainment in the
engineering courses. The average and highest marks in these courses were also
compared.
Lastly, the interviews were artifact-based, in which the lecturers were asked to
clarify or offer plausible explanations for the results found in the curriculum
alignment and correlation studies.
3.5 Analysis of Application of the Conceptual Framework to the Research

Results Solution
The research results were synthesized drawing on the LCT concepts of abstraction
and application and how these concepts could be woven together in creating
appropriate alignment across the Mathematics and Electrical Engineering
curricula. The synthesis focused on positioning the learning that occurs in courses
on the semantic plane, using course syllabus information and input from electrical
engineering lecturers to establish the extent of how abstract or applied significant
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elements of the course were. The key modules were awarded weaker (-) or
stronger (+) levels of abstraction and application, using the structure outlined in
Table 2 and the inputs of the two participating electrical engineering lecturers to
guide the process.
Table 2: Levels of abstraction and application coding

Abstraction Application
Level of abstraction Level of application
label label
Distinct from
-- Concrete, simple terms --
application
Concrete, more Largely separate
- -
complex terms from the application
Connection to the
Some/vague use of
+ concrete, low abstract +
application contexts
terminology
Descriptions strongly
More abstract
connected to a
descriptions,
++ ++ particular application
moderately complex
or application
abstractions
domain
Strongly related to
Highly abstract use of
+++ +++ specific application
complex abstractions
considerations
4. Research Results
The research results are presented in two sections. The inputs of the electrical
engineering lecturers are not reported separately but are integrated into the
discussion below, as the interviews were based on an initial analysis of the results.
In the first section, the content of the mathematics and electrical engineering
courses was identified and compared across three levels; secondly, the academic
performance of six student cohorts across the mathematics and electrical
engineering courses was measured and analyzed.
4.1 Conceptual Model of the Relationships between Mathematics and Electrical

Engineering Modules Attainment
This section identifies the relationship between key mathematics and electrical
engineering course outcomes. The two electrical engineering lecturers identified
modules of the mathematics and electrical engineering courses as “killer
modules”, that is, modules with high rates of student failure and attrition. The
critical course outcomes for the course are shown in Figure 3. The results have
been simplified; for example, the outcome second order homogeneous and non-
homogeneous linear differential equation and general solutions of differential equations
have been simplified to differential equations (M3.5). The links and arrows show the
mathematical tools and processes in which students are trained and taken up in
the electrical engineering courses. As can be seen, there are many cases of
misalignment. For example, trigonometry (M2.1), needed to set up measuring
systems in Electrical Engineering 1 (E1.3), is only offered in Mathematics 2.
Matrices, fundamental to almost all the Electrical Engineering 3 applications, are
presented in Mathematics 1 (M1.2). While it is noted that several mathematical
concepts are helpful across the Electrical Engineering curriculum, the linkages
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show only the key or essential connections – many of these are not offered in the
Mathematics curriculum, while they are needed in the Electrical Engineering
curriculum. According to the two lecturers interviewed, there might also be a
challenge with the concept level offered. For example, when a concept such as the
determinant of a square matrix, co-factors and inverse of a matrix is provided at Level 1
in mathematics, this might not be sufficiently complex for its application in
Electrical Engineering 3. There is thus considerable room for improving the
alignment across the modules. While mathematical modules provide much of the
“thinking skills” for electrical engineering, there could also be a difficulty with
mathematical topics irrelevant to the electrical engineering application or more
than the electrical engineering requirement, which places an unnecessary burden
on the student.
Figure 3: Key relationship between the mathematical tools and electrical engineering
applications
The conceptual model of the relationship between mathematics attainment and

electrical engineering attainment is shown in Figure 4.
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Figure 4: Conceptual model of the relationship between mathematics attainment and

electrical engineering attainment
The relationship between abstraction and application complexity between the

mathematics and electrical engineering modules is shown in Figure 5.
Figure 5: Relationship of abstraction and application complexity between the

mathematics and electrical engineering modules
The level of abstraction in mathematics concepts varies, and applying

mathematics in electrical engineering requires a balance between abstract
understanding and practical problem-solving skills. As students progress through
electrical engineering programs, the application of mathematics becomes
increasingly complex. Initial courses introduce fundamental concepts such as
circuit analysis, drawing upon basic mathematical principles like algebra and
trigonometry. As students advance, they encounter more sophisticated concepts
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such as differential equations, electromagnetic fields, and control systems, which

demand higher mathematical abstraction and problem-solving skills.
In the modern world, balancing technical skills and other critical abilities such as
creativity, communication, and interpersonal effectiveness is necessary for
success in many fields, including mathematics, engineering, and related STEM
disciplines. Technical proficiency is essential for figuring out complex issues and
creating creative solutions, but it is insufficient to succeed in today’s dynamic,
collaborative work environments (Darling-Hammond et al., 2020). A substantial
proportion of technical and social abilities depends on the job and profession.
General guidelines dictate that STEM professionals should build a solid
foundation in both domains. Technical skills may comprise 60% to 70% of the
essential competencies, while social skills may comprise 30% to 40%. This ratio
ensures that individuals have the technical knowledge and interpersonal abilities
to collaborate, communicate, and lead in their industry (Boylen et al., 2023).
4.2 Student Performance across Mathematics and Electrical Engineering

Modules
Students’ performance across the mathematics and electrical engineering modules
is analyzed in this section. Correlations were performed between the students’
marks of engineering courses and of mathematics prerequisite courses to
determine the relationship between their attainment in mathematics and electrical
engineering. The difference between the average and highest marks of these
courses was also compared. It was hypothesized that very weak correlations exist
between prerequisite and subsequent courses. The average course results for
mathematics and electrical engineering from 2014 to 2019 are shown in Table 3.
Table 3: Average results of the courses

Year Semester Math 1 Math 2 Math 3 EE 1 EE 2 EE 3
S1 59.6% 47.0% 65.2% 49.4% 50.8% 60.3%
2014
S2 86.5% 69.3% 68.3% 62.3% 37.5% 43.2%
S1 78.7% 82.0% 60.5% 52.1% 54.8% 53.5%
2015
S2 85.0% 88.9% 67.7% 88.7% 70.7% 37.7%
S1 60.6% 58.6% 71.8% 59.3% 43.5% 65.1%
2016
S2 75.3% 59.6% 78.4% 87.4% 44.5% 68.7%
S1 71.1% 45.9% 54.7% 65.2% 40.5% 52.0%
2017
S2 60.4% 38.5% 73.8% 41.7% 49.0% 63.5%
S1 59.8% 83.6% 61.9% 78.2% 72.9% 92.2%
2018
S2 78.5% 59.1% 64.1% 61.9% 80.6% 90.9%
S1 51.8% 32.3% 71.7% 57.9% 80.4% 37.0%
2019
S2 66.4% 52.8% 66.7% 68.4% 24.2% 56.8%
The minimum and maximum course results from 2014 to 2019 are shown in
Table 4. These results show a wide range between the minimum and maximum
marks, showing that some students perform excellently. The low marks indicate
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that some students have a significant challenge or do not deregister from the
course before writing the exam. Six correlations were done between engineering
courses and their prerequisite mathematics courses. They were: Mathematics 1
(Math 1) and Electrical Engineering 1 (EE 1); Math 1 and Electrical Engineering 2
(EE 2); Mathematics 2 (Math 2) and EE 2; Math 2 and Electrical Engineering 3
(EE 3); Mathematics 3 (Math 3) and EE 3; and Math 1 and EE 3.
Table 4: Minimum and maximum marks for each year and all modules
Year Range Math 1 Math 2 Math 3 EE 1 EE 2 EE 3
Max 95% 93% 97% 93% 73% 86%
2014
Min 9% 2% 4% 15% 20% 14%
Max 96% 98% 98% 93% 81% 78%
2015
Min 11% 19% 7% 27% 24% 24%
Max 94% 99% 94% 84% 81% 81%
2016
Min 20% 5% 8% 24% 24% 26%
Max 99% 98% 97% 82% 72% 82%
2017
Min 10% 3% 14%% 26% 9% 14%
Max 99% 100% 98% 95% 85% 88%
2018
Min 5% 15% 10% 30% 18% 33%
Max 97% 98% 100% 95% 92% 83%
2019
Min 10% 6% 10% 11% 11% 35%
The results of the correlations are shown in Figure 6.
Figure 6: Correlation between mathematics and electrical engineering courses
The correlations reveal positive and negative relationships between mathematics

and engineering courses. For example, the relation between Math 1 and EE 1 was
significantly positive (ρ = 0.4), which suggests that a general understanding of the
topics covered in Math 1 was needed for students to succeed in EE 1 despite the
apparent lack of alignment between the topics in the Math 1 curriculum and
applications of EE 2. However, a weak negative correlation (ρ = -0.14) between
Math 1 and EE 2 suggests that either the Math 1 concepts were not needed for EE 2
or that those that might have been needed were not retained. It speaks to a
possible pedagogical need for methods that depend less on rote learning and
improve long-term retention of mathematical concepts. There was a weak positive
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relationship (ρ = 0.16) between Math 2 and EE 2, suggesting a positive but

insignificant relationship between Math 2 and EE 2. This implies that the concepts
learned in Math 2 were not particularly relevant to students’ needs for
mathematical tools in EE 2, as seen in Figure 6. The weak correlation could also
suggest curricular misalignment, which seems to be the case but would need
further investigation.
Furthermore, there was a weak positive relationship (ρ = 0.13) between Math 2

and EE 3, again suggesting that either the Math 2 concepts are not required in EE 3
or that there is poor retention of mathematical concepts. There was a weak
negative correlation (ρ = -0.08) between Math 3 and EE 3. The mathematical
concepts at Level 3 seem to be more than required for the EE 3 applications. This
suggests that the concepts and tools provided by Math 3 were irrelevant to EE 3
or that there was curricular misalignment, which would need to be investigated.
When the results of Math 1 were correlated with that of EE 3, there was a slight
negative correlation. As the tools provided by Math 1 are fundamental to the
applications of EE 3, this suggests that either the mathematical tools were
insufficient or that students had not retained the concepts learned in Math 1.
Where a negative relationship exists between a support module (e.g.,
Mathematics 3) and the module to be supported (e.g., Electrical Engineering 3), it
could suggest that the support module’s demands create a high cognitive load,
which is often caused when the support module is not aligned with the target
module. The correlations have raised several issues concerning the complex
relationship between mathematics and engineering. In the sections that follow,
this relationship is further analyzed.
5. Discussion
5.1 Analysis: Abstraction and Application across Mathematics and Electrical
Engineering Modules Space
The core of the research revolves around investigating the relationship between
the attainment of mathematics and electrical engineering in diploma courses in
South Africa. Specifically, the research aims to understand how the level of
abstraction in mathematics concepts and the application complexity of electrical
engineering modules influence student attainment. This study delves into the
intricate connections between these two disciplines, examining how mathematical
foundations, problem-solving skills, and application of abstract concepts to real-
world problems contribute to students’ success in electrical engineering courses.
To gain more insight into the relationships between these courses, an LCT analysis
of how abstraction and application varied across the content of the two modules
was done.
Table 5 shows the relative levels of abstraction and application of the material
learned, where + or – indicates that abstraction or application is stronger or
weaker in the course topic. We focused on the relations between courses with
negative and low correlations to see to what extent the level of abstraction differed
between these. We started with inspecting the connection between Math 1 and
EE 2. The Math 1–EE 2 correlation showed a significant increase in the level of
abstraction between the courses and the application – Math 1 involves lower
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levels of abstraction in the form of algebra and introductory calculus. According

to the interviewees, these topics were taught with few contextual examples, and
simple examples irrelevant to the engineering discipline were mainly used. This
allowed students to focus on understanding the mathematical principles without
knowing much about the context. However, the delivery of content in EE 2 was
markedly different from that of Math 1. From the start of the course, the students
had to contend with more challenging scenarios incorporating contextual
complexities. Thus, students had to understand both higher levels of abstraction
and breadth of application complications.
Table 5: Relative levels of abstraction and application of the material learned

Course topic Abstraction Application
Math 1 – algebra + -
Math 1 – calculus ++ --
Math 2 – first order differential equations, ++ -
matrices
Math 2 – vector calculus ++ --
Math 3 – high-order differential equations, +++ -
complex numbers
Math 3 – Laplace transforms, Fourier series, +++ +
probability, statistics
EE 1 – potential difference, resistance + +
temperature, electro-motive force
EE 1 – Maxwell’s theories, Thevenin’s theorem ++ +
EE 2 – sinusoids and phasors + +
EE 2 – AC power analysis, three-phase circuits ++ +++
analysis
EE 3 – three-phase systems, power factor +++ ++
correction
EE 3 – Electrical power measurement, end +++ +++
voltage computation, DC distribution
Figure 7 illustrates the learning waves plotted for Math 1 and EE 2 start at
different application levels. Math 1 begins at a very low (-) application level; in
contrast, EE 2 starts at a higher abstraction (+) level. This suggests that students
progressing from Math 1 to EE 2 may experience a noticeable jump in the level of
abstraction and discourse utilized in the courses. The EE 2 lecturer may expect
students to understand a higher level of abstraction than that at which they have
been trained during previous courses. In terms of application, there is an even
more significant disconnect. Math 1 had very few engineering concepts and
contexts encountered, whereas in EE 2, the course began with the expectation that
students understood various fundamental contextual issues of engineering. Thus,
this could be another stumbling block for students to succeed.
Regarding the topics covered, Math 1 algebra and calculus were covered
abstractly without electrical engineering examples. In contrast, in EE 2, AC power
analysis and three-phase circuit analysis topics were highly abstract and deeply
application specific. The level of abstraction tends to increase as the course
progresses to greater complexity to explain more complex concepts. However, as
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the level of abstraction increases, the abstract concepts become more porous,
using more stylized and simplified representations to replace the increasing
complexity of application principles. A similar trend is seen in many of the
connections between mathematics and engineering modules. Students’
mathematics learning tends to become less grounded in concrete engineering
principles, which are essential to enable the student to develop integrated
knowledge.
Figure 7: The semantic wave across mathematics and electrical engineering modules
On the other hand, the learning can become too specific and not easily
transferrable to different contexts if all the learning experiences are firmly
grounded in specific contextual examples. Therefore, it is beneficial that the
interconnection between mathematics and engineering modules incorporate
appropriate “learning waves”, ensuring that the learning does not become too
porous or distinct from reality. The learning waves for each course have been
plotted in Figure 7 to illustrate the learning progression between different courses.
This helps to see where the exit points, at the abstract and application level, are
compared to the entry points of other courses. The dotted lines are intended to
help understand the relative relation in abstraction between the courses. The
learning curves closer to the left correspond to less application-oriented course
content, whereas curves further to the right are more application oriented. The
Math 3 and EE 3 relation had a weak negative correlation of -0.08. The learning
waves of these two courses show significant differences in the levels of abstraction
and application between Math 3 and EE 3. The EE 3 content started at a higher
level of abstraction than where Math 3 finished, but it needs to be emphasized
that these courses run simultaneously. As such, the students beginning EE 3 will
have much higher levels of complexity to handle, for which the Math 3 course
would not have been able to prepare them.
5.2 Limitation to the Research

Overall, the current research on the relationship between the attainment of
mathematics and electrical engineering in diploma courses in South Africa
provides valuable insights into the importance of a strong foundation in
mathematics for success in electrical engineering. However, it is essential to
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acknowledge the research limitations and obstacles and address these issues in
future studies to further our understanding of this complex relationship. A
limitation of our research is limited scope, as the study focused on diploma
courses in South Africa, and the results may thus not be generalized to other
education systems. In addition, the study primarily relied on quantitative data,
which may not capture the full complexity of the relationship between
mathematics and electrical engineering attainment. Some obstacles include
lecturer training, technological infrastructure, curriculum development, cultural
and socio-economic factors, and adopting new pedagogies.
5.3 Exploring Factors Influencing Success in Electrical Engineering

Although mathematics is the foundation of electrical engineering, it is essential to
include other elements to comprehend student performance fully. We can assess
their efficacy in engaging and facilitating student understanding by examining
various teaching methods, such as conventional lectures and interactive learning.
This analysis allows us to determine the most successful tactics for promoting
student engagement and comprehension. Furthermore, analyzing the effects of
teacher training programs demonstrates how the expertise of instructors directly
leads to enhanced student achievements.
Student backgrounds have a substantial impact beyond the dynamics of the

classroom. Students’ preparedness, motivation, and access to resources are
influenced by their prior educational experiences, socio-economic status, and
cultural background, which affect their performance. Through comprehending
these varied origins, focused interventions and support initiatives can be
formulated that accommodate individual requirements and tackle potential
obstacles to achievement. Moreover, the accessibility and quality of educational
resources, such as textbooks, online materials, and laboratory equipment,
substantially impact student learning. Examining the availability of resources
might reveal potential areas of disadvantage for pupils, impeding their
advancement. Looking at the function of technology, such as instructional
software and online simulations, can also yield significant observations into how
technology can improve learning experiences. By extending our research beyond
the relationship between variables, we can better understand the intricate
interaction among several factors that influence students’ attainment in electrical
engineering. Through the implementation of longitudinal studies, the collection
of data from various populations, and mixed methods research, valuable insights
may be acquired into the enduring effects of interventions and efficient strategies
be formulated to foster STEM achievement for all students. In conclusion, this
shift towards a comprehensive and fair educational environment cultivates a
forthcoming cohort of proficient and enthusiastic electrical engineers prepared to
propel technical progress and make meaningful contributions to a more
promising future.
6. Conclusions and Recommendations

The vital role of mathematics in engineering is not under dispute; many studies
have shown that the engineering sciences depend on mathematical tools for
problem-solving and design. However, in this study, the relationship between
158
mathematics and electrical engineering was under consideration in terms of the

alignment of mathematical concepts and engineering tools and the relationship
between student attainment in mathematics and electrical engineering modules.
This study showed a complex and possibly undesirable relationship between the
two modules, with many potential causes. The study drew on LCT to explain the
complex relationship between mathematics and engineering modules using the
principles of abstraction and application. LCT provided a way of understanding
the relationship between mathematics and engineering as one in which
abstraction and application must be woven together through curricular and
pedagogical arrangements to provide students with the appropriate mathematical
tools for solving engineering problems. The contribution to knowledge that this
study offers is a deeper understanding of the relationship between the two
modules and how this might become a more productive one with better curricular
and pedagogical alignment.
The research presents a number of practical recommendations for the South

African education system. We recommend that early childhood education
learning and development for students be strengthened, especially for STEM
modules, regardless of their diverse backgrounds. Evidence-based pedagogical
practices tailored to students’ needs can to be implemented by creating an active,
supportive, and engaging learning environment. There is a direct need for STEM
lecturers to work more closely to understand students’ needs and how the
mathematics and engineering curricula could be better aligned. A study of
curricular documents, syllabus outlines, and other relevant documents would
enable mathematics and engineering lectures to pinpoint more precisely the topics
that need improved alignment. The study also raised issues of pedagogy, in
particular the need to explore pedagogies in support of retention, offering
suggestions for the academic development of mathematics lecturers. The study
raised many additional questions that require research; for example, in-depth
interviews with students would reveal additional explanations of the relationship
between mathematics and engineering from students’ perspectives. Also,
strengthening the mathematics foundation and integrating real-world electrical
engineering applications into mathematics courses for practical application by
demonstrating the relevance of mathematical concepts to the electrical field
enhances critical thinking, problem-solving, and communication skills in
preparation for the 21st-century workforce. Doing this can significantly improve
mathematics education and promote equitable access to quality mathematics
learning for all South African students. Encouraging collaborative and active
learning, regular assessment and evaluation, and partnership with industry
enables students to develop the necessary knowledge and skills.
By implementing these recommendations, South African diploma programs can

foster a stronger connection between mathematics and electrical engineering
attainment, enabling students to develop the necessary knowledge and skills to
succeed in their chosen field. This, in turn, will contribute to the advancement of
the electrical engineering industry and the overall economic development of
South Africa.
159
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Received Nov 1, 2023; Revised Dec 13, 2023; Accepted Dec 21, 2023
Teachers and Students Perception of Technology

and Sustainable Adoption Framework in the
Pedagogical Process: A Systematic Review
Sri Utaminingsih* and Nur Fajrie
Universitas Muria Kudus, Central Java, Indonesia
Nurudeen Babatunde Bamiro

Department of Language, Arts & Social Science
Lagos State University, Ojo, Nigeria
Mohamed Nor Azhari Azman

Faculty of Technical and Vocational,
Sultan Idris Education University, Tanjung Malim, Perak, Malaysia
Abstract. The adoption of technology remains a persistent challenge, but

it is an essential endeavour in the pursuit of fostering inclusivity, equity,
and a steadfast commitment to providing high-quality learning
opportunities for all. This study conducts a systematic review to explore
how teachers and students perceive the role of technology in the
classroom. It also investigates the key factors that influence teachers’
perceptions of technology and the barriers they encounter when adopting
technology in the pedagogical process. Following the preferred reporting
items for systematic reviews and meta-analyses (PRISMA) guideline,
reputable databases were thoroughly examined, including Google
Scholar, Semantic Scholar, Web of Science, and Scopus. The search
identified 83 relevant publications spanning the years 2010 to 2023. After
a comprehensive evaluation, we identified 41 publications most relevant
to the study. The study revealed that both teachers and students view
technology as a valuable tool to improve the quality of learning and
encourage active participation in the classroom. The findings also
uncovered the key factors influencing students’ and teachers’ technology
perceptions in education and highlighted the barriers to technology
adoption in the pedagogical process. A sustainable framework was
provided to ensure the sustainability of technology in the pedagogical
process.
Keywords: Educational technology; pedagogical process; perception of

technology; meta-analysis
©Authors
163
1. Introduction
The core objective of the 2030 Agenda for Sustainable Development of the United
Nations is to prioritise the enhancement of quality education, ultimately ensuring
an equitable, inclusive, and high-quality educational experience for everyone
(UN, 2016). Amidst the backdrop of a digital age marked by rapid technological
advancements and transformation, the educational landscape is undergoing a
profound evolution. Traditional classrooms are turning into dynamic hubs of
learning, and the integration of technology into the pedagogical process is leading
this educational revolution. Haleem et al. (2022) noted that conventional
classroom methods fall short in providing immediate learning environments,
quicker evaluations, and increased engagement, all of which are areas where
technology plays a pivotal role. Technology is ubiquitous and intertwined in
many aspects of modern life and society. The global digital revolution has started
to seep into the field of education. Since technology is quickly changing the way
students learn, it is anticipated that it will enhance education by making it more
affordable and accessible (Cañas et al., 2003; Jalil et al., 2023; Olujuwon et al.,
2021).
Due to the widespread use of technology in teaching, learning, and evaluation,

education has undergone significant transformation, as posited by Dwivedi et al.
(2022), Salim et al. (2023), and Jimoh et al. (2020), In the 21st century, technology
has developed into a vital tool that influences how people engage in the political
sphere, corporate community, and knowledge sector. Technology has become not
merely a supplementary tool but an integral component, shaping teaching and
learning experiences for both teachers and students, opening the road for AI-
based adaptive learning systems and giving educational providers additional
financial possibilities (Kabudi et al., 2021).
1.1 ICT in Pedagogical Process

Information and communication technology (ICT) in pedagogical process refers
to the strategic integration of technology within the field of education to enhance
teaching and learning processes. According to Grassini (2023), ICT has drastically
changed the pedagogical process, changing how teachers instruct and the way
students are taught. Computers, tablets, and instructional software are examples
of ICT resources that are utilised to create dynamic and captivating learning
environments (DeCoito & Estaiteyeh, 2022).
The adoption of ICT has changed students’ roles from passive recipients of
knowledge to active creators of knowledge (Abedi, 2023). ICT has also made it
easier for teachers to collaborate with each other by enabling them to interact with
subject matter experts, access resources from around the world, and provide
students with access to superior instructional materials (Louw, 2017). However,
students are less likely to participate in collaborative learning despite having
access to a wealth of teaching and learning resources; this could be because they
interact and discuss less than in typical classroom settings (Dumford & Miller,
2018).
164
ICT tools and resources, according to Fernández-Batanero et al. (2022), support

inclusive learning by facilitating personalised learning experiences, allowing for
a variety of learning styles, offering accessibility features for students with
disabilities, and empowering teachers to adapt instruction to each student’s
specific needs. This has improved teachers’ efficacy in providing high-quality
education by making it easier for students to understand and engage with the
material, regardless of their learning profiles (Iriyani et al., 2022; Mwei, 2020).
1.2 Rationale of the Study

As posited by Lewin et al. (2019), technology affects society profoundly, especially
in the area of education, and it also has an impact on how the public views
educational institutions and how they change the educational sector over time.
The relationship between teachers and technology has deepened (Phoon et al.,
2021; Trujillo-Torres et al., 2020), so it is imperative to understand the perception
of teachers and students regarding technology in the educational context. This
comprehension is vital for identifying strategies to enhance teachers’ ICT skills,
improve professional development programmes, reform pedagogical approaches,
and develop suitable technologies and courseware to fill the gap in the
pedagogical process. This systematic review is designed to investigate the
fundamental factors that shape teachers’ perceptions of technology in education
and aims to establish a sustainable framework for the integration of technology in
the pedagogical process. Through this study, we intend to uncover insights that
can facilitate a more informed approach to technology adoption and long-term
success in educational settings. To achieve this objective, the following research
questions acted as our guidelines.
1. How do teachers and students perceive the role of technology in the
classroom?
2. What are the key factors that shape teachers’ and students’ perceptions of
technology in education?
3. What are the barriers to adopting technology in the educational process?
4. Which sustainable framework can guarantee the adoption and ensure the
long-term success of technology integration in the pedagogical process?
1.3 ICT Adoption Model

According to Granić (2022), and Mohammad & Mohamad (2022), technology
acceptance and adoption theories and models are frequently utilised to inform
research in the educational environment since education is an area of significant
interest in absorbing new technologies. A wide range of prospective users of
different technologies that are incorporated in the teaching, learning, and
assessment processes describe this kind of setting. Several highly prominent
theoretical frameworks include the following (arranged chronologically with
pertinent illustrative research examples):
• Concern-based adoption model (CBAM) is used to assess curriculum
changes by concentrating on how people behave and react to these
changes (Hall & Hord, 2016). This approach suggests that the interests,
concerns, and requirements of teachers are primarily linked to their
professional development with relation to technology integration. The
CBAM is highly regarded in the field of educational research for its
effectiveness in empowering participants to recognise educational
165
innovations. This acclaim is due to its emphasis on addressing individuals’

concerns regarding the adoption of innovative practices, as noted by
Alghamdi (2020).
• The integrated model of technology adoption (IMTA), which Alghamdi
(2020) introduced, was based on Beauchamp’s model (2004). The IMTA
model is a good tool to classify teachers’ levels of proficiency in utilising
educational technologies in the classroom.
• The technology acceptance model (TAM) (Davis, 1986, 1989) is a reputable
and trustworthy model covering a variety of developments in the
educational context and was created for the research of new educational
technology. These technologies include virtual reality (Lemay et al., 2018),
teaching assistance robots (Park & Kwon, 2016), social media platforms
(Yu, 2020), and simulators (Jang et al., 2021).
• The technological pedagogical content knowledge theory states that the
use of technology has a big impact on how content is delivered (Koehler
and Mishra, 2005). The dynamic interaction between technology and topic
structure shapes the examples used in instruction (Koehler & Mishra, 2005;
Bielefeldt, 2012). Furthermore, the teacher’s expertise in the subject matter
influences the approach and technologies they select. Since the integration
of technology, content, and pedagogy is crucial, the use of technology and
the particular subject being taught depend on the teacher’s understanding
of pedagogy (Zimlich, 2015). Accordingly, when content, proper
pedagogical techniques, and technology deployment are all in harmony,
as per Koehler and Mishra’s (2005) technological pedagogical content
knowledge hypothesis, this is when technology is used most effectively.
2. Research Methodology
This section elaborates on the research approach employed in this study. The
research design adopted is a systematic review (Bamiro et al., 2023; Komalasari et
al., 2023), and the methodology follows a qualitative approach, with the intention
of covering representative material from reputable publications, while also
filtering and limiting the search. This systematic review’s study focus has been on
understanding the most widely accepted and utilised theoretical models, as well
as the most important determinants of the different technologies employed in the
educational system. The following sections address the many phases that make
up the research scope.
2.1 Article Selection

2.1.1 Initial Pooling
The databases Google Scholar, Semantic Scholar, Web of Science, and Scopus
provided the first collection of articles for this systematic study. Relevant phrases
associated with the Boolean operators “OR” and “AND” were used in the search,
specifically “teachers” AND “students”; “theory” OR “model”; AND
(“technology”) AND (“adoption” OR “acceptance”). The operator “AND” was
used to combine the search terms with the previously specified ones in order to
find research that was about education. For example, the search term
“technology” was used to look for literature that included the words “technology”
166
and “technologies.” The truncation was used to cover all permutations of specific
keywords.
Studies with the provided search phrases included in the publication title were
found using the ‘TITLE’ filter. Additionally, a forward and backward snowballing
technique was used on the original set of journal articles. In a literature review,
the snowball approach is a strategy for finding more publications based on the
present article’s citations and reference list (Wohlin, 2014). For the present study,
to lower the possibility of overlooking pertinent research, papers were searched
in the reference list and cited articles. The sources (reference section) of journal
papers that have made any contribution to the field of online learning were
examined using the backward snowball method. In contrast, the forward
snowballing strategy looks for contributions in the field of education technology
by looking through the articles that cite the journal article under investigation.
2.1.2 Inclusion Phase

The first pool of research publications was subjected to the inclusion criteria. To
make sure that every article downloaded aligned with our research objective, we
reviewed every research article in the initial pool. The articles considered for
inclusion were English language articles; we did not exclude any country as this
is global research; and the year was open, although we ensured that the articles
considered were not more than a decade ago, which helped us to get the latest
articles.
2.1.3 Exclusion Phase

At the exclusion phase, the titles and abstracts of the journal articles were
reviewed to determine whether the articles selected were suitable for our review.
At this stage, only articles that met all the criteria were selected for review. Books,
book series, book chapters, conference, proceedings, and non-English language
articles were all excluded.
Table 1: Inclusion and exclusion table

Articles
Criterion Inclusion Exclusion Database
Included
Conference
Types of proceedings, Google
Research articles 21
Literature chapter in a book, Scholar
books
Language Semantic
English language Other languages 3
Choice Scholar
Web of
Time Range 2010–2023 2009 and earlier 10
Science
Articles
concerning with
Articles not
level of education,
Articles Scope related to Scopus 7
and scope
education
including concept
and population
Country Global
167
2.1.4 Final Pool

Every research article from the initial pool was incorporated into the final
selection, with exclusions made based on predefined inclusion/exclusion criteria.
The data extraction shown in Table 2 details the major journals included in the
final pool. Figure 1 illustrates the analysis of reviewed articles, categorising them
according to the applied inclusion and exclusion criteria.
Identification of studies via databases and registers
Articles downloaded from Google

Scholar, WoS, Semantic Scholar and
Scopus (n=83)
Non-English article
(n=7)
Duplicate articles and

conference paper Records excluded for titles
screened out (n= 4) and abstract (n=16)
Reports excluded: Articles

Articles obtained for
findings out of scope of
eligibility (n=56)
review (n = 15)
Articles included in
review (n = 41)
Figure 1: PRISMA flow chart
3. Data Extraction Table and Analysis

Table 2 shows are the publications that align with the objectives of this study.
Additionally, the data has been analysed to retrieve the following information:
authors’ names, publication year, research methodology, country, research
findings, and journal titles.
168
Table 2: Data extraction table

Authors &
S/N Country Method Insight Journal
Year
Teachers and students perceive technology as an
effective tool for increasing student engagement
1 Gerez (2019) USA Qualitative Educational Leadership
and improving teaching and learning practices in
the classroom.
DeCoito and According to this study, educators saw technology Contemporary Issues in
Mixed
2 Richardson Canada more as a tool than as a seamless component of Technology and
Method
(2018) instruction. Teacher Education
Domingo
The findings indicate that teachers’ perceptions of
and Computers in Human
3 Spain Qualitative how technology improves learning are connected
Gargante Behavior
to their choice of applications.
(2016)
Muthuprasa The study showed that, following the coronavirus,
Mixed Social Sciences &
4 d et al. India the majority of students had a favourable attitude
Method Humanities Open
(2021) toward taking lessons online.
The research’s conclusions show that factors such
Journal of Information
Zimlich Mixed as teacher attitudes and expertise have an impact
5 USA Technology Education:
(2015) Method on how educational technology is used with
Innovations in Practice
pupils.
Journal of Research in
Hartman et Teachers believe that technology improves
6 USA Qualitative Innovative Teaching &
al. (2019) learning.
Learning
Technology is seen as a tool by both teachers and
Social Sciences and
7 Ohlin (2019) Sweden Qualitative students to improve learning and participation in
Technology
the classroom.
Teachers see technology as a tool that encourages Journal of Research on
Harper
8 USA Qualitative teachers and students to work together on learning Technology in
(2018)
activities. Education
Vatsadze Teachers and students perceive technology as
9 Georgia Qualitative Language and Culture
(2022) invaluable resources in the classroom.
Harvil Teachers view technology as a universal strategy
10 USA Qualitative Liberty University
(2018) to use with all students
Most teachers and students view technology in the
Fletcher et New Mixed classroom favourably, but they still place a higher New Zealand Journal of
11
al. (2019) Zealand Method priority on the efficiency of educators and their Educational Studies
instructional methods.
The results showed that successful technology use
Contemporary
and its integration into the curriculum are
12 Emre (2019) USA Qualitative Educational
important determinants of teachers’ perceptions of
Technology
technology in the classroom.
Training, institutional support, and pedagogical Education and
13 Siyam (2019) UAE Quantitative beliefs are factors shaping teachers’ perception of Information
technology Technologies
Teachers’ perceived technical abilities, confidence
Education and
Dogan et al. Finland, in using technology, and views about using it are
14 Quantitative Information
(2021) USA the main elements influencing how they view
Technologies
School administration support, previous
Peled and Education and
technology use, and level of experience in the
15 Perzon Israel Qualitative Information
classroom are the main factors that impact
(2021) Technologies
teachers’ perceptions of technology in education.
Alberola- Teachers’ perceptions of technology in education
16 Mulet et al. Spain Qualitative are shaped by their beliefs about its usefulness and Education Sciences
(2021) ease of use.
The primary factors that influence teachers’
Trujillo- perspectives on the use of technology in the
17 Torres et al. Spain Quantitative classroom are digital self-efficacy, perceived MDPI
(2020) school support, attitude, perception, gender, and
experience.
Badia et al. Teachers’ perceptions of technology are most Procedia-Social and
18 Spain Quantitative
(2014) influenced by their field of study, level of digital Behavioral Sciences
169
literacy, ICT training, and frequency of Internet

use.
Liu et al. The usefulness and ease of use of ICT are seen as Journal of Educational
19 China, USA Quantitative
(2018) factors that shape teacher perceptions. Computing Research
International Journal of
Nordlöf et Experience, education, and interest are factors that
20 Sweden Qualitative Technology and Design
al. (2019) shape the perception of technology
Education
According to this study, the challenges to
China, Saudi
technology adoption in the pedagogical process
Akram et al. Arabia,
21 Qualitative were the slow internet speed, load shedding, lack Frontiers In Psychology
(2022) Jordan,
of infrastructure, lack of experience with online
Pakistan
teaching, and training.
The findings show that barriers to the adoption of
Journal of Research on
Francom technology in the pedagogical process are access,
22 USA Quantitative Technology in
(2019) time, administrative support, training and
Education
technical support, and teachers’ beliefs.
This study views the following as barriers:
instructors’ lack of computer literacy; lack of
Mixed
23 Hsu (2016) USA technology training; lack of time for implementing TechTrends
Method
technology-integrated education; and lack of
technical support.
The findings show that barriers to technology
adoption in the pedagogical process are access, Adaptive Educational
Johnson et
24 USA Qualitative inadequate training, support, teachers’ attitudes Technologies for
al. (2016)
and beliefs, teachers’ resistance and the knowledge Literacy Instruction
and skills of teachers.
Access to technology tools and resources,
technological training and support, administrative
support, time to plan and prepare for technology Journal of Information
Francom
25 USA Quantitative integration, and attitudes regarding the Technology Education:
(2016)
significance and usefulness of technology tools Research
and resources are among the barriers to
technology adoption in the pedagogical process.
The distractions caused by social networks and the
Dassa and A Journal of
struggle to integrate technology effectively are
26 Vaughn USA Qualitative Educational Strategies,
barriers to the adoption of technology in the
(2018) Issues and Ideas
pedagogical process.
Most teachers are highly motivated and have
Mas’od et al.
27 Malaysia Quantitative positive attitudes toward using instructional ISQA
(2013)
The most common predictors of the adoption of Education and
Granić
28 Croatia Qualitative educational technology were anxiety, system Information
(2022)
accessibility, and technical complexity. Technologies
Kim and Teachers experience positive change in the
29 South Korea Quantitative Sustainability
Jang (2020) classroom.
Lack of technology training, inadequate resources, International Journal of
Rudhumbu internet cost and speed of internet connectivity are Learning, Teaching,
30 South Africa Quantitative
et al. (2021) barriers to adoption of technology in the and Educational
pedagogical process. Research
Barriers to technology in the pedagogical process
Ng and
Mixed include a lack of basic technology infrastructure
31 Yunus Malaysia Creative Education
Method and facilities, teachers’ attitudes, students’
(2021).
participation, and parents’ abilities.
Technology resources, training, internet
Romero et connection, and platform operation are the Digital Education
32 Chile Qualitative
al. (2019). barriers to technology adoption in the pedagogical Review
process
Competency and autonomy, user attitudes, and
Koh et al. Singapore, European Physical
33 Qualitative environmental conditions are factors that shape
(2022) Canada Education Review
teachers’ perceptions of technology in education.
The results show that voluntariness and computer International Journal of
experience influenced instructors’ opinions of Educational
34 Mwei (2020) Kenya Quantitative
elements that affect ICT integration for educational Technology and
objectives. Learning
170
The TPCK framework, which includes the role of

Hechter et Education Research
35 Australia Qualitative context, offers a sustainable approach to
al. (2012) and Perspectives,
technology integration in education.
Hsu and The paper proposes a framework that includes
36 Sharma USA Qualitative people, process activities, and systems to maintain World Future Review
(2010) technology integration in educational settings
International Journal of
The paper proposes the collective integration of Education and
Leite and
technology (CIT) model as a sustainable Development using
37 Lagstedt Finland Qualitative
framework for technology integration in the Information and
(2021)
pedagogical process. Communication
Technology.
García- The evaluation of technology promotes the
38 Hernández Spain Qualitative sustainability and effectiveness of technology in Education Science
et al. (2022) the pedagogical process.
The results indicate that the TAM model is a
Sánchez-
valuable instrument for examining the variables Research Institute for
39 Prieto et al. Spain Qualitative
motivating educators to employ a certain Educational Sciences
(2017)
technology.
El- The results validate that the curriculum reform Educational and
40 Hamamsy et Switzerland Quantitative model for digital education fosters positive self- Information
al. (2023) efficacy in advancing digital education. Technologies
The study findings disclosed that student digital
Rafi et al. Information Discovery
41 China Qualitative exposure aid technology sustainability in
(2019) and Delivery
education
3.1 Analysis for Methodology Description

The analysis for methodology description intends to show the analysis of the
methodology adopted in all the articles that were used for this systematic review.
The analysis shows that 55% of the articles use the qualitative method (n = 21),
29% use the quantitative method, and 16% of the articles use the mixed-method,
which is the combination of both qualitative and quantitative methods. These
percentages represent 11 papers and 6 papers respectively, as shown in Figure 2.
Article Methodology
16%
29%
55%
Quantitative Qualitative Mixed-Method

Figure 2: Methodology analysis
3.2 Year of Publication

The chart of Figure 3 shows how the articles are distributed by year, and that the
majority of the articles are from the year 2019, followed by 2021 and 2018.
171
Year of Publication
12
10
NO OF PUBLICATION
0
2010 2012 2013 2015 2016 2017 2018 2019 2020 2021 2022
YEAR
Figure 3: Distribution of publications by year
3.3 Research Country Affiliation

It is evident that academics from around the globe are curious about how
educators and learners view technology and the framework for sustainable use in
the classroom, as shown in Figure 4. The USA accounted for the majority of the
identified studies (N = 15), with relevant research from Spain coming in second
(N = 4). Canada, China, Sweden, Finland, and Malaysia each contributed two
studies (N = 2), and the remaining countries (listed in alphabetical order) only had
one study piloted. These countries include Australia, Chile, Croatia, Georgia,
India, Israel, Jordan, Kenya, New Zealand, Pakistan, Saudi Arabia, Singapore,
South Africa, South Korea, and UAE.
Research Country Affiliation

16
14
Number of Articles
12
10
8
6
4
2
0
Country
Figure 4: Articles by country
172
3.4 Authors’ Country Affiliation

The authors, by country affiliation, are shown in Figure 5.
30
25
25
20
15
13
10
5 4 4 4
3 3 3 3 3 3
2 2 2
1 1 1 1 1 1 1 1
0
Figure 5: Author’s country affiliation
3.5 Contribution by Continent

The study showed a global reach that spans all continents, with North America
emerging as the main contributor in terms of percentage share, leading with 40%
(N=17), followed by Asia 27% (N=12), Europe contributed 24% (N=10), Oceanic
and Africa both had 4%, respectively (N=2) and South America contributed the
least with 2% (N=1).
Africa 4% South America

Oceanic 1%
4%
North America
Europe 40%
24%
Asia
27%
North America Asia Europe Oceanic Africa South America

Figure 6: Contribution by continent
173
3.6 Analysis of articles in developed and developing countries

We classified the research papers according to the developmental status of the
countries involved. This delineates the degree of participation of both developed
and developing nations in the subject matter we investigated. It is noteworthy that
developing countries accounted for 64% of the total contributions, whereas
developed countries comprised of 36%. However, it is also worth highlighting
that, despite having a greater number of countries among the developing nations,
the developed countries contributed a higher percentage of papers, with 66%
(N=29) compared to 34% (N=15) from developing countries in terms of the
number of articles.
36%
64%
Developing Countries Developed Countries
Figure 7: Articles in developed and developing countries
4. Results and discussion

Research Question 1: How do teachers and students perceive the role of
technology in the classroom?
Teachers and students perceive the role of technology in the classroom in various
ways (Gerez, 2019). Teachers see technology as a useful tool for boosting student
engagement and enhancing teaching and learning methods in the classroom.
When integrating technology in their teaching practices, the majority of teachers

reported good levels of student engagement, according to this study’s results. This
aligns with the insights presented by Domingo and Gargante (2016); the findings
indicate that teachers believe that technology plays a crucial role in improving
access to information, offering innovative avenues for learning, and fostering
higher levels of engagement within the learning process. Also, Hartman et al.
(2019) reported that teachers hold the belief that technology has a positive impact
on enhancing the learning experience.
Based on the research conducted by Harper (2018), it was found that teachers
regard technology as a facilitative tool that promotes collaboration between
educators and students in engaging learning activities in the classroom. DeCoito
and Richardson (2018) indicated that teachers view technology as a classroom tool
for learning process, while in the research conducted by Harvil (2018), teachers
174
held the perspective that technology served as a universal strategy applicable to

all students, regardless of individual differences or needs.
Teachers exhibit high motivation and maintain positive attitudes when it comes
to integrating instructional technology into their classroom practices (Kim & Jang
2020; Mas’od et al., 2013). Muthuprasad et al. (2021) viewed student perception
regarding technology in the classroom and found that the students exhibited a
notably positive attitude and receptivity toward participating in online classes,
reflecting a strong inclination for this mode of education.
In Ohlin’s (2019) analysis, both teachers and students were the subjects of
examination regarding their perceptions. The study revealed a unanimous
perspective among teachers and students, emphasising technology as a valuable
tool to enhance learning quality and promote active participation in the
classroom. Both Fletcher et al. (2019) and Vatsadze (2022) found a prevailing
positive view of technology among teachers and students, underscoring its
perceived value within the classroom environment.
The consensus is that technology has the potential to enhance student

engagement, encourage collaboration, and provide access to a diverse array of
educational resources, a sentiment shared by both teachers and students.
Research Question 2: What are the key factors shaping teachers’ and students’
perceptions of technology in education?
Several important factors influence how teachers view the use of technology in
the classroom. According to the findings of Zimlich’s (2015) research, the usage of
educational technology is influenced by a number of elements, including teacher
attitudes, expertise, the availability of equipment and support, and pedagogical
judgments linked to technology integration. Emre (2019) mentioned that the main
elements influencing teachers’ perceptions of technology in education are efficient
use of technology, incorporating it into the course curriculum, boosting
engagement, visualising the material, collaborating with administrators to
integrate technology, and being able to instruct using technology.
Siyam (2019) also suggested that teachers’ perceptions of technology are shaped
by several factors, notably including training, institutional support, and
pedagogical beliefs. According to the findings of Dogan et al. (2021), teachers’
perceived technological skills, their level of comfort using it, and their attitudes
on it as a whole were shown to be the most important factors affecting how they
use technology. In other words, teachers are more likely to include technology in
their pedagogical process when they feel comfortable using it. This is supported
by the research conducted by Peled and Perzon (2021). It was discovered that
support from the school administration, prior technological experience, and level
of classroom teaching expertise are the key factors in teachers’ perceptions of
technology in education.
Trujillo-Torres et al. (2020) also mentioned that the main factors that influence
how teachers perceive the use of technology in the education sector include factors
such as digital self-efficacy, perceived school support, attitude, perception,
175
gender, and the teachers’ level of experience. Digital literacy, the subject of study,
ICT training, and how frequently one accesses the Internet were found to be the
main factors in teachers’ perceptions of technology in education (Badia et al.,
2014).
According to Liu et al. (2018), teachers’ perceptions are significantly shaped by

their perceptions of the perceived ease of use and utility of technology while
Nordlöf et al. (2019) mentioned experience, level of education and teachers’
interest in technology as key factors shaping teachers’ perceptions of technology
in education. Figure 8 gives these results of the key factors shaping teachers’
perceptions of technology in education.
Technology Experience
Belief
Technology Skill/Digital Literacy

Key Factors
Training
Administrator Support
Effective Use of Technology
Availability of Equipment
Teacher Attitude
0 1 2 3 4 5 6 7 8
Number of Articles
Figure 8: The key factors shaping teachers’ perceptions of technology in education
Research Question 3: What are the barriers to the adoption of technology in the
pedagogical process?
There are several barriers to technology adoption in the pedagogical process.
According to Romero et al. (2019), barriers to technology adoption and the
pedagogical process encompass factors like the availability of technology
resources, training, Internet connectivity, and proficiency in operating the
technology platform.
The lack of fundamental technological infrastructure and facilities, teachers’

attitudes toward technology, student participation, and parents’ technological
aptitude are the barriers to technology adoption in the pedagogical process (Ng
& Yunus, 2021).
Rudhumbu et al. (2021) stated that technology training, inadequate resources, the
cost of the internet, and internet connectivity speed as the barriers to technology
adoption in the pedagogical process.
176
According to Granić (2022), the most common obstacles to educational technology

adoption were fear, system accessibility, and (technical) complexity, while Dassa
and Vaughn (2018) posited that distractions caused by social networks and the
struggle to integrate technology effectively are barriers to technology adoption in
the pedagogical process.
As noted by Francom in two of his studies (Francom 2016, 2019), access to

technology tools and resources, technological training and support,
administrative support, time allotted for planning and preparation for technology
integration, and teachers’ perceptions of the value and practicality of technology
tools and resources are some of the factors that impede the adoption of technology
in the pedagogical process.
Other barriers outlined by Johnson et al. (2016) are access, inadequate training,
and support, teachers’ attitudes and beliefs, teachers’ resistance, and teacher
knowledge and skills. Akram et al. (2022) identified a number of barriers to the
adoption of technology in the pedagogical process, including load shedding, slow
internet speeds, infrastructural gaps, a lack of experience with online teaching,
and inadequate training. These barriers are presented in the following chart of
Figure 9.
6
Number of Articles
Barriers
Figure 9: Barriers to technology adoption
Research Question 4: Which sustainable framework can guarantee adoption

and ensure technology integration’s long-term success in the pedagogical
process?
Table 3 shows the model component of the articles reviewed.
177
Table 3: Model Component

Model Component
Authors’ Details
Criterion Variable Intermediate Variable Outcome variable
Sánchez-Prieto et al. (2017) Attitude towards the use Behavioural intention Actual use
El-Hamamsy et al. (2023) Support Perceived usefulness Adoption
Attitude towards
Peled and Perzon (2021) Support from management Technology integration
technology
Rafi et al. (2019) Attitude towards use Intention to use Actual use
Leite and Lagstedt (2021) Experience Behavioural intention Technological use
Alghamdi (2020). Infusion Integration Transformation
Kim and Jang (2020) Integration frequency Perceived student change Continuance intention
Rudhumbu et al. (2021) ICT support services Use of ICT in teaching Behavioural intention to adopt ICT
Adapting technology to
Romero et al. (2019). Feedback Platform acceptance
pedagogical process
Adoption of ICT in physical
Koh et al. (2022) Competency Users’ attitudes
education
Teacher pedagogical and Increased teacher Successful technological
Gerez (2019)
technology planning motivation and practice implementation
Behavioural intention to
Siyam (2019) Attitude towards usage Actual usage
use
Support from a Teacher use of application
Dogan et al. (2021) Perceived skills and belief
technological specialist software
Liu et al. (2018) Facilitating condition Technology behaviour Ease of use
Nordlöf et al. (2019) Attitude Behavioural intention Behaviour
178
INPUT BARRIERS OUTCOME

Inadequate
Administrative training
support
• Evaluation
Inadequate • Continuous
• Infrastructure usage
user
• Feedback Technology
support • Scalability
mechanism resistance
• Equity &
• Access Teachers Belief inclusion
• Equity Understanding Inadequate budget
attitude
• Peer support
• Technical Internal Barriers External Barriers
support
• Budget Skills and Resistance to Lack of Access to
allocation knowledge change technical technology
• Professional support
development Time
Facilities
Figure 10: A sustainable adoption of technology by author
179
The research endeavoured to address the question of how to create a sustainable

framework that not only facilitates the initial adoption of technology in education
but also ensures its lasting success within the pedagogical process. We
acknowledge that the mere act of implementing technology is insufficient; it must
be accompanied by a comprehensive framework designed for long-term
sustainability (Shirrell & Spillane, 2020; Tikkanen et al., 2020).
Johnson et al. (2016) identified barriers to the integration of technology,

categorising them into internal and external groups. External barriers, including
limited access, insufficient training, and inadequate support, impede the
widespread adoption of technology; while internal barriers are skills and
knowledge, students’ and teachers’ belief, and attitude towards technology.
Ensuring equitable access to essential equipment is foundational, providing all

teachers and students with equal opportunities to leverage technology (Johnson
et al., 2016). The integration of technology into the pedagogical process faces
various challenges, encompassing training, administrative support, equipment
availability, and facilities (Johnson et al., 2016; Ng & Yunus, 2021; Romero et al.,
2019). Our framework prioritises continuous support for teachers and students,
access to necessary equipment, and ongoing evaluation as integral components
for sustaining and enhancing the promotion of technology. This approach aligns
with the findings of El-Hamamsy et al. (2023), García-Hernández et al. (2022).
As emphasised by Ertmer et al. (2012), one of the most commonly acknowledged

causes of technological unsustainability in the classroom is the absence of
adequate professional development and training. To promote and sustain
technology in the pedagogical process, it is imperative to provide the necessary
training and peer support, a factor acknowledged by Sánchez-Prieto et al. (2017)
as influential in shaping teachers’ attitudes toward technology and inclusivity.
However, inclusivity alone does not guarantee sustainability, as reinforced by

previous research (Shirrell & Spillane, 2020; Tikkanen et al., 2020). To address this,
we introduced a system of ongoing evaluation, acting as a feedback loop to
monitor user challenges and maintain technology’s sustainability. This approach
promotes ease of use, scalability by ensuring widespread access to technology in
every classroom, and serviceability by monitoring and evaluating technology
equipment regularly, which is supported by the findings of Hsu and Sharma
(2010) in their Triple-S framework.
In summary, our proposed framework not only surmounts initial barriers to
technology adoption but also establishes a continuously improving system of
technology integration in the pedagogical process. This comprehensive approach
ensures that technology remains a valuable and enduring tool for education,
directly addressing the question of how to guarantee adoption and ensure
technology integration’s long-term success in the pedagogical process.
5. Conclusion
The purpose of this study has been to conduct a comprehensive and systematic
review of how teachers and students perceive the role of technology in the
180
classroom, the key factors shaping teachers’ perceptions of technology in

education, and the barriers to technology adaptation in the pedagogical process;
it also provides a framework to sustain technology in the pedagogical process.
Following the use of the PRISMA approach for a systematic literature search, our
findings revealed that teachers and students perceive technology as a valuable
tool for enhancing the quality of learning and active participation within the
classroom setting. We identified the key factors shaping teachers’ perceptions of
technology in education and the barriers to technology adoption in the
pedagogical process, which are inadequate training, internet access and speed,
facilities, and technology resources.
Finally, we provided a framework for the sustainability of technology in the

pedagogical process. While the findings of this innovative systematic literature
review (SLR), employing PRISMA methodology are indeed noteworthy, it is
essential to recognise that this represents an initial exploration into teachers’ and
students’ perceptions of technology and the sustainable adoption framework in
the pedagogical process. It should be noted that the research findings of this
qualitative study are based on a small number of scholarly articles, only 41 in all.
Due to the exploratory nature of this study, more thorough empirical research
must be carried out in the future. Structured surveys, interviews, or focus groups
should be used to gather primary data from a larger and more diverse pool of
respondents. As such, it is critical to proceed cautiously with the study’s
conclusions and maintain a receptive and enquiring mindset for additional
research and validation.
6. Implications for Management Practices and Curriculum Planner

This model emphasises how the government, school administration, and other
relevant authorities play a major role in the effective integration and long-term
viability of technology in the pedagogical process. Curriculum planners and
school administrators must prioritise providing teachers with technology
integration training and support for the integration of technology. Understanding
the key factors that shape teachers’ perceptions of technology is vital. By investing
in training programmes and resources that address these factors, management
can ensure that educators are more comfortable and effective in using technology
for teaching, while also ensuring that resources and infrastructure are not
neglected. Based on the model barrier, this would ensure that technology is
accessible both for the teachers and students.
The framework provided to sustain technology in the pedagogical process can be
a valuable resource for curriculum planners. They should consider implementing
this framework to guarantee the long-term success of technology integration in
the curriculum. Subsequent research endeavours may explore the variations in
perceptions of technology and sustainable adoption frameworks within diverse
educational contexts, encompassing primary and secondary education, higher
education, and vocational training.
7. Suggestions for Future Research

Performing comprehensive research on how technology directly affects learning
outcomes is crucial and has great potential. Future research initiatives should
181
focus on conducting a comprehensive assessment of the effectiveness of

technological integration, taking into account aspects such as student
performance, involvement, and other relevant academic indicators. This can be
done by gathering primary data using techniques such as structured
questionnaires and interviews from a larger and more varied group of
respondents.
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187

Determinants of Intention to Use ChatGPT for

Professional Development among Omani EFL
Pre-service Teachers
Amal Mohammad Husein Alrishan
Faculty of Education, Humanities, and Social Sciences
Postgraduate Professional Diploma Department
Al Ain University, Al Ain, UAE
Abstract. The integration of ChatGPT within the workplace holds the

promise of enhancing professional communication, streamlining task
automation, and expediting access to information and assistance.
However, the ultimate success of this endeavour hinges on the proactive
adoption and utilisation of ChatGPT by professionals. This study
endeavours to illuminate the utilisation of ChatGPT for professional
development by pre-service teachers specialising in English as a Foreign
Language (EFL) in Oman. To this end, it employs an extended conceptual
framework rooted in the technology accceptance model (TAM),
incorporating critical exogenous factors such as instructor support,
personal innovativeness, and perceived learning value. Confirmatory
factor analysis (CFA) was employed to assess the construct validity
and reliability of the model's components. Utilising a cross-sectional
research design, a structured questionnaire was administered to a sample
comprising 280 EFL pre-service teachers in Oman. The structural model
elucidated that external factors—namely, instructor support, personal
innovativeness, and perceived learning value—exerted a statistically
significant influence on the EFL pre-service teachers' perceptions of the
utility and ease of use of ChatGPT. Moreover, it emerged that the
perceived utility and ease of use of ChatGPT were instrumental in
shaping the intention of Omani EFL pre-service teachers to embrace this
AI-powered tool for their professional development endeavours.
Collectively, the model effectively accounted for 63% of the variance in
the intention of EFL pre-service teachers in Oman to adopt ChatGPT for
their professional growth. These results have practical implications for
educators and institutions seeking to enhance the integration of
innovative technologies like ChatGPT in language education and
professional development programs.
Keywords: ChatGPT; EFL pre-service teachers; professional

development; structural equation modelling; technology acceptance
model (TAM)
©Author
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1. Introduction
The utilisation of artificial intelligence (AI) in educational operations has garnered
significant recent attention, becoming a focal point of extensive research. Across
various industries and enterprises, the recognition of AI's transformative
potential in redefining operational procedures, enhancing decision-making
capabilities and fostering organisational expansion has become increasingly
apparent. Professionals are actively assessing AI systems with a keen focus on
their purported ability to amplify productivity, optimise efficiency and furnish
precise and insightful analytical outputs. Artificial intelligence (AI) has
unquestionably emerged as a harbinger of transformation within the realm of
education, poised to profoundly reshape conventional teaching and learning
paradigms (Chen et al., 2022; Ifenthaler & Schumacher, 2022). In the wake of AI
innovations, Chatbots and language models, such as ChatGPT, have surfaced as
potent tools with the potential to revolutionise the educational landscape (Kuhail
et al., 2023). These AI-driven Chatbots engage in human-like conversations,
furnishing students with immediate support and feedback, thereby transcending
their initial role of administrative efficiency (Pillai et al., 2023).
The integration of ChatGPT within the workplace holds the promise of enhancing
professional communication, streamlining task automation and expediting access
to information and assistance. However, the ultimate success of this endeavour
hinges on the proactive adoption and utilisation of ChatGPT by professionals.
Beyond their administrative prowess, Chatbots have demonstrated a remarkable
capacity to tailor learning experiences to individual student needs, engendering
heightened student engagement, as underscored by empirical studies conducted
by Abbas et al. (2023) and Mijwil and Aljanabi (2023). This transformative
educational milieu is anchored by ChatGPT, a publicly accessible AI-powered
Chatbot that operates on the Generative Pre-Trained Transformer (GPT) 3.5
model. Notably, Open AI's introduction of GPT-4, partially integrated into
ChatGPT Plus, has endowed ChatGPT with the unique capability to process both
image and text inputs, enabling human-level performance across various
professional and academic benchmarks. The adaptive nature of ChatGPT holds
significant promise in rendering education more accessible, efficient and effective
on a global scale (Mijwil & Aljanabi, 2023)
2.1 ChatGPT in Education
The potential advantages of AI-based Chatbots in education have garnered
substantial attention, encompassing increased accessibility to information,
personalised assistance through conversation history recall, and the provision of
timely feedback that closely emulates human interaction (Al-Sharafi et al., 2022;
Hwang & Chang, 2021; Jeon, 2021; Lee & Yeo, 2022). However, amid these
benefits, concerns have arisen. ChatGPT can augment scientific writing skills and
deliver personalised learning experiences for healthcare students, while also
cautioning against potential pitfalls related to copyright, plagiarism and ethical
considerations in healthcare education. These nuanced concerns underscore the
imperative need for a comprehensive exploration of the multifaceted impact of
this technology (Sallam, 2023).
189
Nonetheless, despite early insights into the potential and challenges associated
with ChatGPT, it remains a relatively nascent technology, with limited research
elucidating its utilisation and the factors shaping the intention to use (IU)
ChatGPT for educational purposes, especially within the context of Omani
English as a Foreign Language (EFL) pre-service teachers (Lund & Wang, 2023;
Taecharungroj, 2023). To bridge this research lacuna and address the pressing
necessity to comprehend the drivers of the intention to use ChatGPT for
professional development among Omani EFL pre-service teachers, the present
study adopts the technology acceptance model (TAM) as its foundational
theoretical framework. TAM, a well-entrenched model in the domain of
technology adoption, elucidates how users' perceptions of the usefulness and ease
of use of technology significantly influence their acceptance and actual utilisation
of that technology (Davis, 1989). In consonance with TAM, the perceived
usefulness and perceived ease of use are pivotal in shaping users' intentions to
employ a technology, thereby impacting their subsequent actual utilisation of it.
However, it is imperative to acknowledge, as illuminated by Venkatesh (2012)

that the factors influencing the adoption of new information systems can vary
substantially contingent upon specific contextual and situational factors.
Consequently, this study augments the TAM framework by integrating two
pivotal moderating variables: "personal innovativeness" (a user characteristic)
and "information accuracy" (a contextual factor).
Personal innovativeness, as posited by previous research (Singh, 2023) serves as a

catalyst for creativity and innovation, rendering individuals exhibiting higher
levels of innovativeness more inclined to embrace novel technologies—a
disposition of paramount importance for the successful implementation of
innovation. Conversely, information accuracy, predicated upon the belief that
information is credible, believable, correct and precise, assumes a pivotal role in
shaping students' learning experiences. Accurate information, as evidenced in the
extant literature (Iranmanesh et al., 2012) empowers students to make informed
decisions, derive dependable conclusions, and navigate the learning process
efficaciously. Conversely, inaccurate information has the potential to sow
confusion and engender misinterpretation, thereby undermining the educational
enterprise.
This research endeavour strives to unveil the determinants influencing the

intention to use ChatGPT among Omani EFL pre-service teachers within the TAM
framework. By delving into these intricate facets, we aspire to offer a
comprehensive understanding of the factors propelling the adoption of ChatGPT
in the specific context of professional development among Omani EFL pre-service
teachers. The results of this study are anticipated to provide educational
institutions, policymakers and AI Chatbot developers with insightful information
that will ultimately increase the use of technology in education and help realise
its transformative potential.
2.2 Theoretical Framework

The technology acceptance model (TAM), formulated by Davis (1989), constitutes
the conceptual underpinning of this study. Widely acclaimed for its insights into
users' acceptance and utilisation of technology, TAM posits that perceived
190
usefulness (PU) and perceived ease of use (PEOU) are pivotal elements shaping
users' inclination to adopt and engage with technology. PU pertains to users'
confidence in the technology's potential to enhance their performance and
facilitate goal attainment, whereas PEOU gauges users' perception of the
technology's simplicity and user-friendliness. Earlier research (Alharbi & Drew,
2014; Elkaseh, Wong, & Fung, 2016; Venkatesh, & Bala, 2008) has established that
both PU and PEOU significantly influence users' attitudes and intentions towards
technology adoption. The selection of TAM as the theoretical foundation stems
from several considerations. Firstly, TAM's brevity and simplicity render it an
excellent choice (Drueke et al., 2021). Secondly, TAM has consistently proven its
applicability in m-learning contexts (Al-Emran et al., 2018), illustrating its
efficacy in assessing the acceptance of mobile learning (Khanh & Gim, 2014). TAM
remains the predominant model for scrutinising technology acceptance and
utilisation. Thirdly, despite its widespread application in technology adoption
research, its utilisation in the realm of artificial intelligence in education and
professional development within universities remains limited, accentuating the
need to bolster its explanatory capacity in this emerging context. The research
framework for this study is visually represented in the ensuing diagram,
integrating constructs including PU, PEOU, value learning, instructor assistance
and personal Innovativeness to investigate their collective influence on ChatGPT
intention to use (see Figure 1).
Figure 1: Hypothesised model of the research
2.3 Hypothesis Development

2.3.1 TAM Variables
TAM is a foundational framework for understanding the adoption of new
technology, renowned for its reliability and effectiveness. TAM's strength lies in
its simplicity, allowing for easy extensions and adaptations without complicating
191
its core structure. TAM comprises three fundamental constructs: PU, PEoU and
BI towards technology adoption, as initially proposed by Davis (1989).
PU reflects an individual's perception of how technology can enhance their

performance. PEoU assesses an individual's confidence in using technology
effortlessly and with minimal effort. Behavioural intention (BI) indicates an
individual's intent to incorporate technology into their activities. These constructs
have gained empirical support across a range of technology adoption studies
(Hung & Chou, 2015; Venkatesh & Davis,2000). TAM and its expansions stress
that PU and PEoU are the main factors influencing people's intentions to adopt
new technologies. Studies (Sun & Gao, 2020; Venkatesh et al., 2023) have
repeatedly demonstrated that people are more likely to adopt technology when
they see it as useful. Building on this well-established foundation, we formulate
the following hypotheses:
H1: Omani EFL pre-service teachers PU of ChatGPT positively predicts their

intention to adopt ChatGPT.
H2: Omani EFL pre-service teachers PEoU of ChatGPT positively predicts their
intention to adopt ChatGPT.
2.3.2. External variables

2.3.2.1 Instructor support:
Incorporating TAM, it is evident that users' readiness to embrace technology also
extends to the utilisation of ChatGPT in the professional development of pre-
service teachers. External influences, particularly social ones, can significantly
impact the adoption of this technology. Among these, the perceived support from
external sources, such as educators, peers, or influential figures in education,
holds a crucial position.
In the context of using ChatGPT for pre-service teachers' professional

development, the influence of educators' support is paramount. When educators
offer guidance, motivation and feedback to pre-service teachers using ChatGPT,
it can enhance their perception of the technology's advantages. Recent research
demonstrates a direct link between instructor support and learners' perceptions
of technology's value and ease of use. For instance, Sun and Gao (2020) found that
university students who received substantial encouragement and support from
their language instructors while using a mobile app for English learning had a
more positive perception of the app's utility and ease of use.
A substantial body of research highlights the role of instructor support in shaping

students' perceptions of technology usefulness. Studies (Venkatesh et al., 2023)
have shown that instructor support, in the form of guidance, encouragement and
assistance significantly enhances students' perceptions of technology's utility.
Mousa et al. (2020) indicate that, when instructors provide support, it facilitates
students' perception of technology as more user-friendly. Based on these
observations, we propose the following hypotheses:
H3: Instructor support positively predicts Omani EFL pre-service teachers' PU of

ChatGPT for their professional development.
192
H4: Instructor support positively predicts Omani EFL pre-service teachers' PEoU
2.3.2.2 Personal innovativeness:

Personal innovativeness, defined as an individual's eagerness to embrace
emerging information technologies (Al-Adwan et al., 2013) is linked to a proclivity
for exploring new technological advancements (Hew et al., 2019). Innovators play
a pivotal role in technology adoption and hold a special place in the competitive
landscape (Agarwal & Prasad, 1989).
Innovators readily adopt technology, even with limited or unfavourable

information, highlighting the significant role of personal innovativeness in
moderating adoption decisions (Agarwal & Prasad, 1989).
They exhibit a greater willingness to face challenges tied to new technology

adoption (Brusch & Rappel, 2020). Numerous studies support the connection
between personal innovativeness and key components of TAM, such as PU and
PEoU (Kabra et al., 2017; Ngubelanga & Duffett, 2021; Mazman, 2019; Senali et al.,
2023). Consequently, factors like PU and PEoU may have reduced influence on
their adoption decisions (Alkawsi, Ali, & Baashar, 2021)
Furthermore, individuals with high personal innovativeness are less influenced

by external factors (Cheng, 2014; Jianlin & Qi, 2010; Khazaei & Tareq 2021).
Innovators often disregard technological complexities and resource
considerations, driven by their desire to be early adopters (Sitar-Taut et al., 2021).
They are more inclined to embrace new technology, even when faced with
disruptions to their established behaviours, due to their positive attitude towards
innovation. This aligns with research findings (Agarwal,1989; Kabra et al., 2017)
emphasising that individuals with higher personal innovativeness are more
willing to adopt technology, even when information about it is less favourable or
limited. Consequently, they are more likely to perceive technology as useful. The
notion that personal innovativeness positively predicts perceived usefulness is
consistently supported in the literature with studies (Chen, Chen, & Lin, 2020;
Ifenthaler & Schumacher, 2022) that
underscore that individuals with personal innovativeness are more likely to

overlook factors like system complexity and resource availability when adopting
new technologies. This willingness to embrace challenges and novelties facilitates
a perception of technology as easy to use.
In light of these observations, we propose the following hypotheses:

H5: Personal innovativeness positively predicts Omani EFL pre-service teachers'
PU of ChatGPT for their professional development.
H6: Personal innovativeness positively predicts Omani EFL pre-service teachers'
PEoU of ChatGPT for their professional development.
193
2.3.2.3 Learning value:

Learning value refers to how users perceive the utility of a system (Sharif, Afshan,
& Qureshi, 2019). It is crucial in assessing ChatGPT's potential as an instructional
tool, especially in terms of time efficiency and its impact on learning (Durik et
al.,2015; Zwain,2019). The effectiveness of instructional tools directly affects
students' confidence and motivation (Ain, Kaur, & Waheed, 2016; Hong et al.,
2022). If learners don't see a tool as beneficial for their learning, it can diminish
their enthusiasm (Dajani & Hegleh, 2019).
Studies (Sharif et al., 2019; Zwain, 2019) consistently show that learners'
perception of technology's value significantly influences their attitudes and
intentions towards technology adoption. Studies have found a positive link
between learning values and the perceived usefulness of technology (Smutny &
Schreeiberova, 2020; Zacharis & Niikolopoulou, 2022) while Yin et al. (2022)
discovered a positive correlation between learning values and the perceived ease
of use of educational technology (Yin et al., 2021), thereby supporting these
findings and indicating that a higher perceived learning value is associated with
more favourable perceptions of technology's ease of use.
Chatbots have gained attention as interactive educational tools (Metheny,

McWhirter, & O’Neil, 2008). They provide relevant information, engage in open-
ended interactions and enhance perceived learning value (Nikou & Economides,
2017). Lee, Kozar, and Larsen (2003), Kline (2008), Black, Babin, and Anderson
(2014) and Hair et al. (2014)) all provide empirical support for the connection
between learning value and intention to use (IU). ChatGPT, as a Chatbot, can
enhance writing competencies by providing feedback and suggestions for
improvement (Yin, Yang, & Xiaobin, 2021) In light of this, we propose the
following hypotheses:
H7: Learning values positively predict Omani EFL pre-service teachers' PU of
H8: Learning values positively predict Omani EFL pre-service teachers' PEoU of
3. Methodology
3.1 Instrument
The current study adopts a quantitative research approach, employing a cross-
sectional design for data collection to examine relationships between variables.
The simultaneous collection of data on multiple variables affords the ability to
analyse correlations or associations among different factors within the population.
A structured questionnaire, comprising 29 items organised into six distinct
constructs was employed, as detailed in Appendix A. The questionnaire items
were derived from previous research but were suitably adapted to align with the
specific technological context and domain under examination.
The measurement of learning value was assessed using six items adapted by Sitar-
Taut and Mican (2021). An exemplar item reads as follows: "The utilisation of
ChatGPT enhances my knowledge and contributes to my professional success".
To evaluate instructors' support, four items from Metheny, McWhirter, and
O’Neil (2008) were utilised, including a sample item such as "My instructors
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actively encourage me to incorporate ChatGPT into my professional

development". Personal innovativeness was adapted from the Nikou and
Economides (2017), featuring sample items like “I am inclined to experiment with
novel information technology”. Perceived usefulness was appraised through six
items adapted from Davis (1989) incorporating sample items such as "Using
ChatGPT would enhance my professional development". Perceived ease of use
was assessed using five items from Davis (1989) with sample items like "Using
ChatGPT is straightforward for my professional development". Pre-service
teachers’ intention to adopt ChatGPT was assessed with four items adapted from
Lee, Kozar, and Larsen (2003) and Venkatesh and Bala (2008) illustrated by a
sample item: "I have the intention to employ ChatGPT to support my professional
development in the future".
In the survey, a five-point Likert scale was used with respondents indicating their
level of agreement or frequency with each statement that most accurately
conveyed their intention to use and perception. To establish the face validity of
the measurement items, input was solicited from English education professors
and academic researchers across various universities. Their assessments
appraised the clarity and length of each item.
Furthermore, to validate the questionnaire, all questions and items were

integrated into a validation template and disseminated to five experts in the field
of education. These experts were tasked with validating the alignment of the items
with the operational definitions of the constructs and providing feedback on item
clarity. Finally, the internal reliability of the research model was assessed using
Cronbach's alpha for the six constructs: The behaviour intention to use ChatGPT,
PU, PEoU, instructor’s support, personal innovativeness and learning values.
3.2 Research Context and Participants

This research was conducted at Al-Ain University, a prestigious academic
institution situated in the United Arab Emirates (UAE). The focus of our
investigation was the professional diploma in teaching, a comprehensive year-
long programme meticulously designed to provide advanced knowledge and
practical teaching skills tailored for diverse educational contexts. This programme
specifically caters to educators with undergraduate or postgraduate degrees who
aspire to acquire professional teaching qualifications. Its overarching goal is to
enhance the pedagogical competence of participants by equipping them with the
essential pedagogical strategies, instructional methodologies and educational
principles needed for excellence in their teaching roles.
The research sample consisted of 280 Omani postgraduate students pursuing the
Professional Diploma in Teaching with a specialisation in English as a Foreign
Language (EFL). These students were distributed across three academic
disciplines: Linguistics (N = 80), Translation (N = 73), and Arts (N = 127). The
gender composition of the sample included 40 male participants and 240 female
participants, all falling within the age range of 20 to 40 years. Our sampling
approach employed simple random sampling, wherein we compiled a
comprehensive list of English major students from the university's faculty
databases. Subsequently, we selected the required sample size of 280 participants
by randomly choosing matriculation numbers from this compiled list. It is worth
195
noting that this sample size of 280 participants was deemed sufficient to
accomplish the study's research objectives and facilitate the subsequent
confirmatory factor analysis (CFA) analysis (Hair et al., 2021).
3.3 Data Analysis

Descriptive analysis and data screening were conducted utilising SPSS version 26,
while structural equation modelling (SEM) was executed using AMOS version
26.0. Subsequently, CFA was employed to assess the initial measurement models,
ensuring their construct reliability, as well as confirming their convergent and
discriminant validity, in line with established methods (Byrne, 2013; Zogheib et
al., 2015). In the subsequent stage, the study's hypothesised model was evaluated
using the structural model within AMOS version 26 (Hair et al., 2021).
4. Results
4.1 Measurement Validation
In the current study, confirmatory factor analysis was employed to assess the
construct validity and reliability of the model's components. The CFA was
conducted on seven constructs: the behaviour intention to use ChatGPT, PU,
PEoU, instructor’s support, personal innovativeness and learning values, as
depicted in Figure 2. The primary objective of the CFA was to establish the
dimensions' reliability within the studied population.
Several iterations were made to refine the measurement model and address
problematic items with low loadings (IS4 and INV6), leading to their elimination.
After these adjustments, the final measurement model exhibited favourable
outcomes. The overall model fit was robust, demonstrated by the chi-square (X2)
value of 807.596, df = 335, and a p-value of 0.000. Additionally, RMSEA stood at
0.071, well below the acceptable threshold of .08 (Zogheib et al., 2015). Moreover,
the CFI recorded 0.941, and TLI was .934, both surpassing the recommended
benchmark of 0.90. These collective goodness-of-fit indicators affirm the excellent
alignment of the measurement model with the data (refer to Figure 2).
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Figure 2: Study measurement model
Note: (BI) behavioural intention, (PU) perceived usefulness, (PEOU) perceived ease of
use, (IS) instructors’ support, (PI) personal innovativeness.
The assessment of the measuring model for EFL Omani EFL pre-service teachers’
intention to use CHATGPT for their professional development revealed
satisfactory psychometric characteristics through the evaluation of its convergent
validity, discriminant validity and composite reliability. The loadings of the items,
illustrated in Figure 1, were determined to be acceptable, surpassing the
recommended threshold of 0.50. This observation indicates strong convergent
validity, supported by the fact that all items exhibited loadings above 0.50, while
the average variance exceeded 0.50, in accordance with the guidelines outlined by
Hair et al. (2021). Furthermore, the model's reliability is firmly established, as
indicated by the composite reliability (CR) values, all of which exceeded the
established threshold of 0.70, aligning with the references of Hair et al. (2008) and
Kline (2008) (refer to Table 1).
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Table 1: Convergent validity and reliability of the measurement constructs

Factor
Construct Item S.E. C.R. P CR AVE
loadings
Learning Values LV1 .763 0.944 0.772
LV2 .840 .075 15.364 ***
LV3 .882 .076 16.336 ***
LV4 .940 .081 17.729 ***
LV5 .955 .080 18.069 ***
Perceived Usefulness PU2 .876 0.966 0.825
PU6 .936 .047 24.545 ***
PU1 .891 .044 21.826 ***
PU4 .944 .043 25.086 ***
PU3 .863 .047 20.401 ***
PU5 .936 .047 24.517 ***
Perceived Ease of Use PEOU4 .924 0.951 0.795
PEOU3 .921 .036 27.188 ***
PEOU5 .803 .044 19.121 ***
PEOU1 .866 .040 22.779 ***
PEOU2 .936 .035 28.691 ***
Intention to Use BI1 .857 0.902 0.698
Chat GPT BI2 .802 .053 16.347 ***
BI3 .831 .063 17.324 ***
BI4 .851 .059 18.001 ***
Instructor’s Support IS3 .632 .063 11.760 *** 0.863 0.682
IS2 .939 .055 19.127 ***
IS1 .875
Personal Innovativeness INV3 .944 .083 14.982 *** 0.944 0.772
INV2 .794 .092 12.908 ***
INV1 .716
INV4 .771 .089 12.533 ***
INV5 .635 .088 10.288 ***
Table 2 presents the average variance extracted (AVE) values diagonally,

effectively showcasing divergent validity. Squared inter-factor correlation values,
which signify shared variance, are situated above the diagonal, while inter-factor
correlations are positioned below it. Notably, none of the inter-factor correlations
surpass the threshold of 0.8, offering robust evidence in favour of discriminant
validity, consistent with Kline (2008, 2021). Moreover, the presence of divergent
validity is distinctly observed, as each AVE factor exhibits a higher value
compared to its squared inter-correlations with all other factors. This observation
underscores the distinctiveness of the study's factors, revealing minimal overlap
and reinforcing their effective measurement of the intended constructs.
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Table 2: Correlation matrix and average variance extracted

Construct CR AVE PU PI IS LV BI PEOU
PU 0.966 0.825 0.908
PI 0.883 0.606 0.600 0.779
IS 0.863 0.682 0.563 0.374 0.826
LV 0.944 0.772 0.845 0.520 0.561 0.879
BI 0.902 0.698 0.767 0.585 0.558 0.785 0.836
PEOU 0.951 0.795 0.529 0.265 0.532 0.569 0.559 0.891
4.2 Evaluation of the Structural Model and Hypothesis Testing

The validation and reliability assessment of the measurement model were
performed, followed by the transformation of the model into a hypothesised
structural model, wherein hypothesised causal paths were introduced to replace
correlations between dimensions. Adhering to established best practices (Hair et
al., 2021), only the exogenous constructs were allowed to retain correlations to
address any potential covariance between dimensions. The results, based on 365
degrees of freedom, revealed a chi-square value of 846.918, a CMIN/df ratio of
2.498, a CFI of .937, and a TLI of .930. All these indices surpassed the
recommended threshold of .90, signifying their robustness. Additionally, RMSEA
value of .073 fell within the acceptable range of .08. These findings collectively
indicated strong consistency with the hypothesised model, affirming that the
structural model was a suitable fit for the data, as aligned with Kline (2023).
Figure 3: Study structural model
199
Figure 3 and Table 3 depict the outcomes of the finalised structural model,
presenting standardised path coefficients. The results highlight that 35% of the
variance in the EFL Omani EFL pre-service teachers’ intention to use CHATGPT
for their professional development can be elucidated by factors encompassing
learning values, PU, PEoU, BI to use, instructor’s support and personal
innovativeness.
As observed in Figure 3 and Table 3, the direct and significant influence of both
Omani EFL pre-service teachers’ PU (β = .668, p < 0.05) and PEoU (β = .213, p <
0.05) on their BI of ChatGPT tools. In turn, both Omani EFL pre-service teachers’
PU (β = .106, p < 0.05) and PEoU (β = .320, p < 0.05) are directly and significantly
influenced by their instructors’ support.
Moreover, Figure 3 unveils that Omani EFL pre-service teachers’ personal

innovativeness influences their PU (β = .212, p < 0.05); however, it does not
influence their PEoU (β = .070, p >0.05). Furthermore, learning values impact their
PU (β = .681, p < 0.05) and PEoU (β = .414, p < 0.05).
Table 3: The direct hypotheses

̅ C.R
Structural Path P-value Decision
(>.2) (>.196)
H1 PU → BI .668 11.471 0.000 Supported
H2 PEOU → BI .213 4.199 0.000 Supported
H3 IS → PU .106 2.537 0.011 Supported
H4 IS → PEOU .320 4.957 0.000 Supported
H5 PI → PU .212 4.999 0.000 Supported
H6 PI → PEOU .077 -1.266 0.206 Not Supported
H7 LV → PU .681 11.277 0.000 Supported
H8 LV → PEOU .414 6.028 0.000 Supported
5. Discussion
The discussion and implications section of this study presents a comprehensive
analysis of the extended technology acceptance model (TAM) applied to Omani
EFL pre-service teachers' intention to use ChatGPT for their professional
development. It is evident from the structural equation modelling (SEM) analysis
that the extended TAM model is robust and provides valuable insights into the
factors influencing their decision-making process.
The findings indicate that three external factors, namely personal innovativeness,
instructor support and learning value, significantly impact Omani EFL pre-service
teachers' intention to use ChatGPT for professional development. This highlights
the importance of considering these factors when assessing the technology
acceptance and decision-making processes among this specific group of
200
educators. Moreover, the study reveals that behavioural intention plays a crucial
role in shaping the actual usage of ChatGPT for professional development,
underscoring the significance of understanding individuals' motivations and
intentions.
Notably, the expanded TAM model accounts for a substantial portion, 63%, of the
variance in pre-service teachers’ behavioural intention. This outcome
demonstrates the model's effectiveness in explaining the factors driving Omani
EFL pre-service teachers' intention to adopt ChatGPT, thereby achieving the
primary research objective. The extended TAM model proves to be a valuable tool
for comprehensively elucidating the complex dynamics of technology acceptance
in this context.
Turning to the specific hypotheses tested, the results align with existing empirical
evidence in the realm of technology adoption. Hypothesis 1 and Hypothesis 2
confirm that Omani EFL pre-service teachers' perceptions of ChatGPT's
usefulness and ease of use positively influence their intention to use it for
professional development. These findings are consistent with prior studies
(Alharbi & Drew, 2014; Elkaseh et al., 2016; Zogheib et al., 2015) which
emphasised the universality of these factors in shaping technology acceptance.
The investigation also explores the impact of instructor support, personal

innovativeness and learning value on Omani EFL pre-service teachers' intention
to use ChatGPT. Hypotheses 3 and 4 establish a positive relationship between
instructor support and their perceptions of usefulness and ease of use, in line with
previous research (Mousa et al., 2020; Shodipe & Ohanu, 2020). This reaffirms the
pivotal role of instructors in facilitating technology adoption and highlights the
need for supportive educational environments.
Similarly, Hypotheses 5 and 6 demonstrate the positive influence of personal

innovativeness on Omani EFL pre-service teachers' perceptions of ChatGPT's
usefulness and ease of use, consistent with prior findings (Mazman, 2019;
Ngubelanga & Duffett, 2019; Rahman et al., 2017; Wang et al., 2020)). This
underscores the significance of individual characteristics in shaping technology
acceptance, emphasising the need for tailored interventions.
Lastly, Hypotheses 7 and 8 establish a positive relationship between learning

value and Omani EFL pre-service teachers' perceptions of usefulness and ease of
use, aligning with previous studies (Ain et al., 2016; Dajani & Hegleh, 2019;
Zacharis & Nikolopoulou,2022). This underscores the importance of the
educational value derived from ChatGPT in influencing their perceptions and,
subsequently, their intention to adopt it.
This study offers valuable insights into the factors that influence Omani EFL pre-
service teachers' intention to use ChatGPT for professional development. The
extended TAM model proves to be a robust framework for understanding
technology acceptance in this context. The findings affirm the significance of
personal innovativeness, instructor support and learning value, in addition to
perceptions of usefulness and ease of use, in shaping technology adoption
decisions. These results have practical implications for educators and institutions
201
seeking to enhance the integration of innovative technologies like ChatGPT in

language education and professional development programmes.
6. Conclusion
In conclusion, this study has successfully achieved its objectives by investigating
the factors influencing the intention of EFL pre-service teachers in Oman to utilise
ChatGPT for their professional development. The findings reveal compelling
insights into the determinants of technology adoption in a non-Western cultural
context. Contrary to perceived ease of use, the study highlights that pre-service
teachers' perceptions of ChatGPT's usefulness for professional development play
a more significant role in shaping their inclination to employ these resources.
Furthermore, the introduction of additional variables into the technology
acceptance model– namely, Instructor Support, Personal Innovativeness, and
Learning Value – directly influences the mediating variables of the model,
specifically perceived usefulness and ease of use. This research challenges the
prevailing assumption that many TAM theories exhibit cultural and social biases
favouring developed nations, emphasising the applicability of an extended TAM
framework within a developing country context.
These limitations provide valuable guidance for future research endeavours.

Firstly, it is advisable for future investigations to expand the research sample to
encompass EFL pre-service teachers in various geographical locations, thereby
enhancing the generalisability of the study's conclusions. Future research in this
domain may benefit from adopting a longitudinal approach, given the dynamic
and evolving nature of technology adoption. This approach becomes particularly
relevant as users progressively acclimate to ChatGPT. By implementing a
longitudinal strategy, researchers can explore novel determinants of usage and
assess changes in their relative significance over time. Additionally, this approach
can shed light on the evolving factors influencing adoption decisions.
Another avenue for investigation pertains to the influence of ChatGPT usage

duration on users' intentions and behaviours. This research may entail examining
potential disparities in users' perspectives, motivations and intentions regarding
the adoption of ChatGPT, categorised by their level of experience, such as novice,
intermediate and experienced users. Furthermore, future studies should
encompass an evaluation of how inaccuracies in ChatGPT's responses impact the
intentions of experienced users. Given the pivotal role that response accuracy
plays in shaping the user experience, understanding how discrepancies affect user
behaviour is crucial. Researchers can delve deeper into comprehending the
intricate interplay between user convenience and the tolerance for errors, thereby
elucidating the multifaceted elements that influence technology adoption and its
sustained usage. In addition, an exploration of ChatGPT's adoption dynamics in
educational contexts and broader applications can greatly benefit from this
research trajectory. By investigating these aspects, researchers can gain valuable
insights into the intricate processes governing the uptake of ChatGPT within
diverse environments.
202
7. Limitations
However, it is essential to acknowledge the inherent limitations of this study.
Firstly, the research scope is restricted to examining the factors influencing
ChatGPT adoption among EFL pre-service teachers in Oman. Notably, several
relevant variables, including motivation, social influence, experience and
instructor’s support, were deliberately omitted due to constraints related to time
and financial resources. Furthermore, the study's findings are specific to the
perceptions of EFL pre-service teachers at the university level in Oman.
Generalising these results to encompass EFL students in pre-university settings or
university students from diverse academic fields would be unwarranted due to
the deliberately focused study design. Additionally, the study's participants were
exclusively drawn from a single institution, Al-Ain University, located in the
United Arab Emirates. Therefore, caution must be exercised when attempting to
extrapolate the study's findings to all universities across the UAE.
8. Implications
The implications of this study span theoretical, methodological and practical
domains. First, this study offers substantial theoretical contributions by extending
the technology acceptance model to encompass three additional critical factors—
namely, instructor support, personal innovativeness, and learning value. This
augmentation significantly broadens the TAM's theoretical framework, focusing
on the core constructs of perceived utility and ease of use. The extended TAM
model, as unveiled through this research, not only effectively predicts the
intention to adopt ChatGPT among Omani EFL pre-service teachers but also
enriches our understanding of the nuanced decision-making processes
underlying technology adoption in educational contexts. This empirical
validation reinforces the significance of considering a multifaceted perspective
when studying technology acceptance, transcending the conventional boundaries
of the TAM.
Furthermore, this study engages in the theoretical exploration of cross-cultural

validation, a dimension heretofore underrepresented in technology adoption
research. While the TAM was initially validated in a Western cultural context, its
applicability in non-Western settings, exemplified here in Oman, underscores the
model's adaptability across diverse cultural landscapes. By establishing its
relevance in a Middle Eastern society, this research advances the TAM's
generalisability, emphasising the universality of technology acceptance
constructs. This cross-cultural validation not only augments the model's
theoretical robustness but also underscores the necessity of accounting for cultural
factors when assessing technology adoption dynamics.
Additionally, the study's theoretical contributions extend to a critical examination

of the TAM's foundational assumptions. By illuminating how instructor support,
personal innovativeness and learning value act as antecedents to core TAM
constructs (perceived ease of use, perceived usefulness and behavioural intent),
this research challenges and enriches our understanding of the TAM's conceptual
underpinnings. These additional variables collectively shape the intention to
adopt ChatGPT tools among Omani EFL pre-service teachers, implying that
technology acceptance is a multifaceted interplay of various dimensions.
203
Consequently, this nuanced perspective enhances the explanatory power of the

TAM and elucidates the intricate factors influencing the acceptance of ChatGPT
tools within an educational context.
Second, methodologically, this study makes a pivotal contribution by extending

the TAM model to incorporate additional variables. This methodological
innovation serves to enhance the model's comprehensiveness and utility for
assessing technology acceptance. The inclusion of instructor support, personal
innovativeness and learning value augments the model's capacity to capture the
multifaceted nature of technology adoption, thereby providing a refined
framework that can be applied to diverse educational settings.
Third, practically, this research holds significant implications for educational

stakeholders and policymakers alike. By shedding light on the adoption of
ChatGPT tools among Omani EFL pre-service teachers, this study raises
awareness regarding the potential benefits of integrating AI-driven tools into
traditional educational frameworks. Such integration has the potential to enhance
the professional development of educators and enrich the teaching and learning
experiences in Omani universities. Pre-service educators have the opportunity to
leverage ChatGPT as a valuable tool for pedagogical support. It can aid in creating
teaching materials, developing lesson plans and designing language-learning
activities tailored to meet the needs of Omani students, considering their linguistic
and cultural context.
This pioneering study contributes significantly to the theoretical, methodological

and practical dimensions of technology acceptance research. The extension of the
TAM model, cross-cultural validation and re-evaluation of its foundational
assumptions offer a richer and more comprehensive understanding of technology
adoption in the context of Omani EFL pre-service teachers. This research
underscores the adaptability of technology acceptance models across cultural
settings, reaffirms the importance of multifaceted perspectives in studying
technology acceptance and advocates for the informed integration of AI tools in
education. These contributions collectively advance the discourse on technology
acceptance within non-Western cultural contexts, providing valuable insights for
researchers, educators and policymakers. ChatGPT can be customised to produce
content that is context-specific, integrating Omani cultural references and
linguistic nuances. This customisation assists pre-service teachers in gaining a
more profound understanding of using English in the local context, effectively
addressing the challenges associated with cultural adaptation. ChatGPT can be
configured to incorporate content that fosters cultural sensitivity and
comprehension. This feature proves especially advantageous for pre-service
teachers navigating interactions with students from diverse linguistic and cultural
backgrounds. Pre-service educators can receive real-time feedback, enabling
ongoing learning and the resolution of specific language challenges they might
face. This immediate feedback mechanism supports continuous improvement in
their language proficiency.
204
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Appendix 1: Questionnaire
Intention to adopt ChatGPT:
1. I intend to use ChatGPT to support my professional development in the

future.
2. I will use ChatGPT for professional development in the near future.
3. I will use ChatGPT to help me achieve my professional development

goals.
4. I am likely to use ChatGPT regularly for professional development.
Perceived usefulness:
1. Using ChatGPT would allow me to accomplish learning tasks more

quickly.
2. Using ChatGPT would improve my professional development.
3. Using ChatGPT would increase my productivity in professional

development.
4. Using ChatGPT would enhance my effectiveness in professional

development.
5. Using ChatGPT would make work easier.
6. I find ChatGPT useful in my professional development.
Ease of use of ChatGPT:
1. ChatGPT is easy to use for my professional development.
2. I find it easy to navigate ChatGPT for professional development

purposes.
3. It is easy to access professional development materials through ChatGPT
4. ChatGPT is a convenient tool for professional development.
5. ChatGPT is a straightforward tool for professional development.
Personal Innovativeness
1. I like to experiment with new information technology
2. If I heard about a new information technology, I would look for ways to

experiment with it.
3. I am usually the first to try out new information technology.
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4. I enjoy exploring and adopting new information technologies even if

they are not widely known.
5. When a new information technology is introduced, I am eager to be an

early adopter and incorporate it into my professional development.
Teachers' support:
1. My lecturers encourage me to use ChatGPT for my professional

development.
2. My lecturers provide guidance on integrating ChatGPT into my

professional development.
3. My lecturers incorporate ChatGPT into their teaching practices to

enhance my professional development.
4. My lecturers assist me in effectively utilising ChatGPT for my

professional development.
Learning Value:
1. Using ChatGPT increases my knowledge and helps me to be successful

in my profession.
2. ChatGPT is a very effective educational tool and helps me to improve my

profession process.
3. ChatGPT saves my time in searching for materials.
4. ChatGPT helps me to achieve my learning goals.
5. I find ChatGPT to be a valuable resource for enhancing my professional

knowledge and skills.
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Integrating IT and Sustainability in Higher

Education Infrastructure: Impacts on Quality,
Innovation and Research
Qamrul Islam
Faculty of Business Studies (FBS), Arab Open University, Riyadh, Saudi Arabia
Syed Md Faisal Ali Khan*

Department of MIS, CBA, Jazan University, Saudi Arabia
Abstract. The present study explores the relationships between

information technology and sustainability in higher education
infrastructure, analysing their effects on education quality, innovation
and research outcomes. The study investigates the intricate relationships
among infrastructure enhancements, technological integration and
sustainability initiatives. The study thoroughly examines current
literature and a case study of Saudi institutions, highlighting the
transformative capacity of IT-enabled sustainability programmes. The
research involves conducting comprehensive interviews with faculty
members from six Saudi universities together with a quantitative analysis
utilising replies from 784 students and faculty members. The study uses
Structural Equation Modelling (SEM-PLS) to analyse the data. The results
indicate significant effects, both direct and indirect, as well as moderating
effects. These findings emphasise the positive associations between
infrastructure upgrades and their impact on sustainability, improvement
in education quality and increased innovation and research output. The
study’s implications have practical relevance for academic institutions
and policymakers. The social aspect underscores the significance of
higher education in shaping conscientious global individuals. This
research adds to the growing understanding of the multifaceted
connection between IT, sustainability and higher education
infrastructure. It provides useful insights for future academic and policy
efforts.
Keywords: ESG Integration; Higher Education Infrastructure;

Sustainability Practices; Saudi Vision 2030; Saudi Universities;
Technological Advancements
*
Corresponding author: Syed Md Faisal Ali Khan; dralisyed.faisal@gmail.com
©Authors
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Higher education is critical in the current era characterised by significant
technological progress, growing environmental consciousness, and global social
accountability (Abid et al., 2022). This study adopts an innovative strategy for
deconstructing the intricate connections among higher education, IT-enabled
infrastructure modifications, Environmental, Social and Governance (ESG) and
sustainability standards. This discourse examines the potential impact of
technological innovation on pedagogy, the transmission of values and the future
societal landscape. The significance of our work lies in the global necessity for
sustainable practices. In contemporary times, individuals, institutions and
governing bodies have come to acknowledge the imperative need for expeditious
action in addressing the most significant global challenges regarding the
environment, society and politics (Puppim de Oliveira, 2019). The challenges of
climate change, social justice and ethical governance are intricately linked (Böhm
et al., 2022). This study examines the global importance of incorporating ESG
concepts into the basic operations of higher education institutions, particularly
those in Saudi Arabia, through information technology. This study provides
valuable perspectives on the potential of information technology (IT) to improve
the educational experience, promote sustainable practices and support the critical
global objectives of addressing climate change and increasing social
responsibility. This study, characterised by its multidisciplinary methodology,
establishes a foundation for forthcoming empirical investigations and provides
insights for policy-making in education and the broader domain of sustainable
development.
Consequently, it represents a significant and beneficial addition to academia and
society. The present study directly aligns with the objectives of Saudi Vision 2030
by examining the potential of IT to improve the quality of education and promote
sustainable practices in higher education institutions. The statement above aligns
with the vision’s goals of advancing environmental sustainability, cultivating
innovation, and equipping Saudi youth with the necessary skills for the future
labour market (Khayati & Selim, 2019). This research sheds light on the
convergence of IT, sustainability and education, thereby contributing to achieving
the broader goals outlined in Saudi Vision 2030. It emphasises the pivotal role of
higher education in driving revolutionary change within the Kingdom.
This research employs an innovative methodology to deconstruct the intricate
connection between IT-enabled infrastructure adaptations, higher education and
the fundamental principles of ESG and sustainability codes. The discourse
examines not only the potential impact of technological advancements on
teaching methods, the transfer of values and the trajectory of society in the future
but also places these elements in the larger framework of worldwide obligations
to adopt sustainable practices.
1.1 The Aim of the Study

The study problem focuses on understanding the significant impacts of
infrastructure improvements, sustainability and the integration of IT in
institutions in Saudi Arabia. As we start this investigation, we aim to demonstrate
how enhancing an institution’s IT capabilities might encourage academics to
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adopt ESG ideas and sustainable practices. The interconnection between

technology, education, sustainability and social responsibility in our dynamic
environment prompts our investigation into these areas. The present inquiry has
produced a comprehensive analysis encompassing several study methodologies,
outcomes and subsequent recommendations, which are elaborated upon in the
following paragraphs. This study investigates and analyses the incorporation of
ESG principles and sustainable methodologies inside higher education
institutions. It specifically emphasises the significance of IT in facilitating the
successful integration of these concepts. This study examines the effects of IT-
enabled infrastructure upgrades on pedagogy, the transmission of values and the
broader societal context in higher education, focusing on the implications and
potential in Saudi Arabia. Furthermore, the study aims to ascertain the obstacles
and advantages linked to this amalgamation, considering favourable
consequences and possible disadvantages. The primary aim is to offer an analysis
and suggestions for higher education establishments, encompassing those in
Saudi Arabia, to proficiently use IT and sustainability principles to improve the
education standard and foster socially responsible behaviours.
2.1 The Integration of ESG Concepts and Sustainability Practices
During the first stage of our research, we investigate the incorporation of ESG
factors into academic frameworks and the implementation of sustainable
practices. The concept of “ESG principles” extends beyond mere financial success
and encompasses the domains of environmental stewardship, social
responsibility and effective governance. Incorporating these principles into higher
education institutions can facilitate the development of graduates with technical
skills and a comprehensive understanding of global perspectives. Sustainable
behaviours reinforce the underlying principles (Mujtaba & Mubarik, 2022).
Sustainability necessitates optimising resource utilisation, adherence to ethical
principles and a commitment to enhancing societal and environmental well-being
(Di Fabio, 2017). Integrating sustainability practices within educational curricula
can foster the development of conscientious and inventive problem-solving skills
among students (Claramita et al., 2019).
2.2 The Role of IT-Enabled Infrastructure Upgrades

Sustainability in education and ESG challenges have a variety of answers (Boffo,
R., 2020). Establishing IT-enabled infrastructure enhancements is necessary to
foster a culture that upholds these principles (Suhluli & Ali Khan, 2022). The
modernisation and expansion of the IT infrastructure in higher education are
essential for its transformative growth (Sneesl et al., 2022). Technology is pivotal
in disseminating ESG and sustainability concepts (Egorova et al., 2021). The use
of advanced digital learning platforms and expanded data analytics can
significantly influence the decision-making processes of educators, students, and
administrators (Hwang & Chang, 2023; Schmitt, 2023). The participatory learning
environment facilitated by technology enables students within a digitally
networked society to transcend their role as mere consumers of knowledge
(Cavanaugh et al., 2023). An educational framework that imparts factual
knowledge instils moral ideals, adapts to technological progress and proactively
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addresses societal issues propels us toward improvement. This discourse

examines the impact of IT on higher education, highlighting the synergistic
potential of environmental consciousness, social consciousness and technological
advancement in fostering future improvements.
2.3 Technological Advancements in Higher Education

Integrating IT has contributed to a significant paradigm shift in higher education,
fundamentally rearranging how knowledge is obtained, distributed and used
(Balkaya & Akkucuk, 2021). The foundations of this transformation are
collaborative online platforms, learning management systems, and digital
libraries, which transcend geographical limitations and herald in an age of remote
and adaptable study via digital learning platforms (Songkram et al., 2023). The
significance of IT-enabled education in expanding opportunities for a wide range
of students is emphasised in the literature. This is achieved by implementing
adaptive learning algorithms that utilise data analytics and personalise the
learning experience (Murtaza et al., 2022).
Online collaboration systems facilitate collaborative learning environments,
which is crucial for promoting peer-to-peer learning and research, facilitating
cross-cultural interactions and enhancing the educational experience (Nam, 2017).
The integration of IT infrastructure enables the effective monitoring, analysis, and
use of data in crucial educational elements such as curriculum development,
student support and institutional planning (Shahat Osman & Elragal, 2021). As
we shift our attention toward the convergence of technology and ethical concerns,
the incorporation of ESG principles into IT emerges as a central theme (Kalbouneh
et al., 2023). The significance of IT-enabled initiatives in advancing ESG awareness
and implementing optimal methodologies is underscored in this academic
discussion (Onyejegbu, 2023). The profound impact of cutting-edge technology
on universities’ environmental responsibility strategies is highlighted by
stakeholder-oriented governance and emerging technologies (Nazarko, 2017). In
university environments, using digital tools and data analytics for ESG reporting,
performance evaluation and environmental impact monitoring results in
improved waste management practices and decreased energy consumption (Liu
et al., 2023)(Alzoraiki et al., 2023).
Using digital technologies to integrate ESG concepts into virtual classrooms
expands the revolutionary capacity of IT in higher education (Dagnino et al.,
2015). IT facilitates student engagement with real-world sustainability issues by
using interactive simulations and gamified modules. It improves the
comprehension of the societal and environmental consequences (Senadheera et
al., 2022). Lecturers’ active engagement and specialised knowledge in
incorporating ESG factors are crucial for improving pedagogy and educational
achievements via collaborative endeavours (Zhutiaeva et al., 2023). Facilitating
faculty development by IT, which includes the provision of collaborative
platforms, training materials and information, is consistent with the overarching
goal of fostering ESG competencies (García-Hernández et al., 2023).
The realm of IT-enabled transformation in higher education is marked by many
approaches, methodologies and outcomes, as evidenced by the growing body of
literature (Huang, 2022). A diverse array of research methodologies, including
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mixed-method approaches and qualitative studies that explore the human

dimensions of IT adoption, collectively contribute to a comprehensive
comprehension of the complex and ever-changing nature of information
technology initiatives in educational environments (Žalėnienė & Pereira, 2021).
The positive effects of IT-enabled transformation on student achievement,
engagement and access to educational resources have been thoroughly examined
in the literature (Youssef et al., 2022). Recognising and addressing critical issues
such as the “digital divide” and data privacy concerns is paramount in the ever-
changing realm of IT integration in higher education. This intricate investigation
establishes IT as a fundamental element in transforming the trajectory of higher
education, wherein sustainability, inclusiveness and effectiveness converge
through the synthesis of technological advancements, pedagogical
improvements, and ethical considerations (Webb et al., 2021).
2.4 Recommendations for Sustaining IT Integration

Scholars and educational institutions have proposed many ways to ensure the
success of IT in higher education (Almaiah, Alhumaid, et al., 2022). The ideas
above include a wide range of topics, including increasing technological
accessibility, internet security, educator education and infrastructure funding.
ESG principles require ethical and socially responsible IT use (Saxena et al., 2023).
Technology should be used wisely and regulated. The literature on IT-enabled
higher education reform highlights the relationship between technology,
pedagogy, sustainability, and social responsibility (Williamson, 2018). This shows
how IT resources can promote ESG principles and sustainable practices in
academia (Clément et al., 2023). The various study methodologies, outcomes, and
recommendations show the ever-changing nature of IT-driven change, providing
valuable insights for educational institutions as they integrate IT while adhering
to ESG principles and sustainable practices (Liao et al., 2021).
215
2.5 Framework of Study
Figure 1: (Source Author) The Innovative Education Sustainability Model

2.5.1 Infrastructure Upgrades
Implementing infrastructure upgrades significantly influences higher education,
substantially impacting sustainability and improving educational quality,
innovation and research productivity. The significance of incorporating IT and
sustainability has been emphasised by numerous scholars (Al-Hazaima et al.,
2022). These scholars highlight the potential for positive outcomes that can be
generated by implementing intelligent campuses, energy-efficient technologies
and digital innovations (George & Schillebeeckx, 2022). Nevertheless, the
intricacy of this correlation is underscored by discussions concerning the possible
neglect of sustainability in energy-efficient infrastructure repairs (Carlander &
Thollander, 2023). Infrastructure modifications can enhance education quality,
encompassing modern laboratories, IT-equipped classrooms and online
collaborative tools (Kahng et al., 2019). Despite the advantages, apprehensions
regarding diminished student-teacher engagement and digital equity surface,
underscoring the necessity for a well-rounded strategy (Kuhn et al., 2023).
Infrastructure developments facilitate collaborative problem-solving, data-driven
decision-making and transdisciplinary research (Polin et al., 2023). On the
contrary, critics contend that in order to ensure both administrative efficiency and
academic innovation, policies and a shift in institutional culture are indispensable
(Bocken & Geradts, 2020). To facilitate the relationship between infrastructure
enhancements and research output, proponents emphasise the favourable
consequences of using contemporary tools, big data analytics, and collaboration
platforms (Balodis & Opmane, 2012; Xu et al., 2023). The nonlinear nature of this
relationship is emphasised by critics, who highlight the significance of funding, a
216
culture of research and interdisciplinary cooperation (Reeves & Lin, 2020). The
review proposes the following hypotheses:
H1: Infrastructure upgrades have a significant impact on sustainability impact.
H2: Infrastructure upgrades have a significant impact on education quality
enhancement.
H3: Infrastructure upgrades have a significant impact on innovation and research
output.
2.5.2 Mediating Effect: Technology Adoption and Utilisation, Sustainability Initiatives
Integration, Pedagogical Changes
The improvement of infrastructure outcomes is significantly influenced by
mediating variables, including adopting technology, integrating sustainability
initiatives, and pedagogical adjustments (SDG Resources for Educators - Industry,
Innovation and Infrastructure, n.d.). Nevertheless, incorporating sustainability
initiatives may encounter obstacles, as detractors argue that the effectiveness of
these variables could differ depending on the level of preparedness exhibited by
instructors and the demands placed upon them (Svetsky & Moravcik, 2019).
Integrating pedagogical changes as a mediator between university advancements
and the effects on sustainability (Shamir-Inbal & Blau, 2021), improvement in
education quality (Rodríguez-Abitia et al., 2020), and innovation and research
output demonstrates a sophisticated comprehension of the complex connections
inside higher education (Goodyear & Casey, 2015). Pedagogical changes, which
involve alterations in teaching procedures and educational approaches, play a
vital role as a fundamental connection. They serve as a conduit for translating
infrastructure changes into concrete results, bridging the gap between university
improvements and their favourable consequences for sustainability, enhanced
education quality and increased creativity and research productivity. This
mediation process proposes that the transformative capacity of university
upgrades is achieved and optimised through deliberate modifications in teaching
methods, emphasising the interrelatedness of infrastructure development and
educational progress in promoting comprehensive positive effects within the
university ecosystem (Pardo-Baldoví et al., 2023). The above review leads to the
derivation of the following hypotheses:
H4: University characteristics mediate the relationship between infrastructure
upgrades and sustainability impact.
upgrades and education quality enhancement.
upgrades and innovation and research output.
H7: Technology adoption and utilisation mediate the relationship between
infrastructure upgrades and sustainability impact.
infrastructure upgrades and education quality enhancement.
infrastructure upgrades and innovation and research output.
H10: Sustainability initiatives mediate the relationship between infrastructure
217

upgrades and education quality enhancement,
H13: Pedagogical changes mediate the relationship between infrastructure
2.5.3 Moderating Effect: University Characteristics

The impact of IT-enabled infrastructure enhancements is moderated by university
attributes such as size, location, and financial resources (Pang & Dou, 2023).
Although prestigious establishments may effectively employ improvements,
detractors contend that university characteristics should not be used as a passivity
pretext; they highlight the potential for substantial infrastructural transformations
at even the most modest institutions (Yang et al., 2018). The objectives of Saudi
Vision 2030 are effectively complemented by integrating IT-enabled sustainability
programmes in a case study that specifically examines Saudi universities. Saudi
academic establishments strive to develop graduates with technical proficiency
and a profound comprehension of sustainable practices and global outlooks
(Alabdulaziz, 2019). Integrating IT-enabled infrastructure enhancements has far-
reaching effects encompassing various aspects of society, including academic
frameworks, teaching methods and the broader sociocultural environment
(Almaiah, Ayouni, et al., 2022; Jomoah et al., 2013). Using IT for sustainability
reporting, performance evaluation and environmental impact monitoring, the
case study emphasises integrating ESG principles into higher education (Al-
Ghurbani et al., 2022; Khan et al., 2022). Promoting ESG competencies among
scholars is facilitated by committed faculty involvement and resources, which
underscore the interdependence of sustainability, technology and education
(Azmi et al., 2022). Nevertheless, there are ongoing obstacles, as critics argue that
modifications to energy-efficient infrastructure might fail to consider
sustainability issues (Almaiah, Alhumaid, et al., 2022).
In summary, the correlation between infrastructure enhancements and higher
education results is complex, encompassing various factors and situational
subtleties. The general literature delves into the worldwide ramifications,
whereas the Saudi case study offers a particular insight that underscores the
significance of harmonising infrastructure improvements with domestic
aspirations and objectives. On a global scale, additional research is imperative to
guide optimal infrastructure enhancements in higher education institutions as
ongoing debates and novel challenges emerge. The above review leads to the
derivation of the following hypotheses:
H16: University characteristics moderate the relationship between infrastructure
218

3. Methodology
The research methodology employed in this study is a vital framework that
directs the gathering, examination and understanding of data, specifically
focusing on incorporating IT-enabled sustainability initiatives at Saudi Arabian
universities. This section provides an account of the research design, methods
used for data collecting, and approaches applied for data analysis in this study.
3.1 Research Design
The present study used an exploratory research methodology to investigate and
acquire a deep understanding of the establishment of IT-enabled sustainability
initiatives in institutions in Saudi Arabia. The research used Structural Equation
Modelling-Partial Least Squares (SEM-PLS), a methodology particularly suitable
for examining complex interactions between variables. The analysis was
conducted using primary source quantitative data. The use of comprehensive
interviews and surveys conducted with faculty members and students enhanced
the exploratory aspect, aiming to gain valuable insights into their experiences,
perspectives and challenges regarding the integration of IT and sustainability
initiatives in the higher education sector of Saudi Arabia. The primary objective
of the research was to discover new viewpoints and thoroughly comprehend the
topic matter by the defining characteristics of exploratory research. The mixed
methods study allowed for a comprehensive assessment of the intricate
interactions being examined.
3.2 Instruments and Data Collection
The qualitative data for this study was collected using two separate methods:
secondary data analysis and in-depth interviews. The secondary data was
collected from diverse academic sources, including papers, scholarly publications,
institutional records and government documents. These sources provided
historical context and fundamental information on IT-enabled sustainability
projects in Saudi Arabian universities. The data selection process was led by its
alignment with the research objectives, including information on IT
infrastructure, sustainability programmes, academic papers related to
sustainability, and other relevant data points. In-depth interviews were
conducted with a purposively selected teaching and non-teaching faculty group
from six Saudi universities in various locations. Selection criteria included subject
matter competence, theoretical foundation shaping and university role
representation. Data saturation, where interviews proceeded until topic
saturation, determined the sampling size. Twenty academic members were
interviewed in-depth. A comprehensive sample strategy ensured diversity in
viewpoints and experiences on IT, sustainability and higher education results.
These interviews were tailored, using interview guide questions to obtain detailed
information about the participants’ experiences, attitudes and suggestions about
integrating IT-enabled sustainability. The interviews were conducted either face-
to-face or by video conferencing.
219
Quantitative data was collected from students and professors using a Google
Forms self-administered questionnaire and personal connections. The study
initially targeted 500 respondents using basic random sampling to avoid bias.
After comprehensive data cleaning, 383 completed questionnaires were
appropriate for the study. This method produced a robust and representative
dataset for assessing higher education IT-sustainability integration.
3.3 Ethical Considerations
The study stressed ethics to protect participants’ privacy. Participants were
informed of the study’s goals and were advised of their rights and full
confidentiality before interviews. The participants gave written informed consent,
confirming their participation and understanding of the requirements. Results
were presented using pseudonyms or codes to protect participant anonymity.
Strict data security standards protected audio, video and transcribed data. The
ethical approach emphasises responsible and ethical research (Refer appendix 4).
4. Data Analysis
The study used quantitative research methods, specifically applying Structural
Equation Modelling-Partial Least Squares (SEM-PLS) with the advanced software
Smart PLS4. The algorithmic functionalities of the Smart PLS4 method aid in
confirming the reliability and validity of the data. Smart PLS4 utilises
bootstrapping approaches to evaluate hypotheses and offer valuable insights into
the stability and reliability of the model estimates. This dual feature guarantees a
thorough evaluation of IT-enabled sustainability activities in Saudi Arabian
educational institutions, which aligns with the research objectives and enhances
the overall quality and reliability of the study.
4.1 Results and Discussion
Table 1 examines the research model’s reliability and validity using Cronbach’s
alpha, composite reliability (rho_a and rho_c), and Average Variance Extracted.
Cronbach’s alpha scores of 0.795 to 0.911 showed good internal consistency for all
constructs, confirming the measuring items’ reliability. Composite reliability
scores (rho_a and rho_c) from 0.798 to 0.913 confirmed the constructs’ internal
consistency, exceeding the required threshold of 0.7. Convergent validity was also
shown by Average Variance Extracted (AVE) values of 0.709–0.894, which
exceeded 0.5. These rigorous reliability and validity evaluations confirm the
accuracy and consistency of the research model’s constructs, bolstering the
study’s findings.
Table 1: Reliability and Validity Test
Cronbach’s Composite Composite AVE
alpha reliability reliability
(rho_a) (rho_c)
Education Quality Enhancement 0.826 0.827 0.920 0.852
Infrastructure Upgrades 0.795 0.798 0.880 0.709
Pedagogical Changes 0.805 0.824 0.883 0.716
Sustainability Impact 0.882 0.887 0.944 0.894
Sustainability Initiatives Integration 0.911 0.913 0.944 0.849
Technology Adoption and Utilisation 0.827 0.833 0.897 0.744
University Characteristics 0.860 0.865 0.915 0.781
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Table 2: Construct Discriminant Validity

Technology
Education Innovation Sustainability University
Infrastructur Pedagogical Sustainability Adoption
Quality and Research Initiatives Characteristic
e Upgrades Changes Impact and
Enhancement Output Integration s
Utilisation
Education Quality
0.923
Enhancement
Infrastructure
0.643 0.842
Upgrades
Innovation and
0.770 0.604 1
Research Output
Pedagogical
0.581 0.597 0.507 0.846
Changes
Sustainability
0.772 0.681 0.720 0.588 0.946
Impact
Sustainability
Initiatives 0.669 0.845 0.602 0.593 0.648 0.922
Integration
Technology
Adoption and 0.674 0.735 0.612 0.682 0.544 0.867 0.862
Utilisation
University
0.668 0.675 0.588 0.638 0.563 0.754 0.788 0.884
Characteristics
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Table 2 examines the research constructs’ discriminant validity by calculating

each construct’s square root of the AVE and the inter-construct correlations. The
correlations between constructs were, on average, less than the square root of the
AVE for each corresponding construct, as indicated by the correlation matrix. This
suggests that the discriminant validity of the constructs was satisfactory. In
particular, the correlations between each construct and the diagonal elements
representing the square root of the AVE were greater than those between other
constructs. This implies that the variance captured by the measures for each
construct was greater than the variance they shared with other constructs, thereby
providing support for the unique characteristics of each variable in the model. As
a result, the results indicate affirmative discriminant validity among the research
constructs, thereby bolstering the model’s credibility in differentiating latent
variables.
Table 3: Model Fit Statistics and Predictive Performance Metrics
R-square
Q²predict RMSE MAE
R-square adjusted
Education Quality
0.399 0.78 0.645
Enhancement 0.564 0.557
Innovation and Research
0.357 0.805 0.667
Output 0.448 0.439
Pedagogical Changes 0.356 0.354 0.351 0.811 0.657
Sustainability Impact 0.546 0.539 0.460 0.738 0.591
Sustainability Initiatives
0.713 0.538 0.444
Integration 0.715 0.714
Technology Adoption and
0.539 0.683 0.572
Utilisation 0.541 0.539
University Characteristics 0.456 0.455 0.453 0.744 0.590
The R-square and adjusted R-square values for every dimension in our research
model are presented in Table 3. These values offer valuable insights into the
explanatory capability and robustness of the model. The R-square values, which
represent the proportion of variance in the dependent variables that can be
accounted for by the independent variables, vary between 0.356 and 0.715. The
adjusted R-square provides a more conservative estimation of the model’s efficacy
by accounting for its complexity. Elevated R-square values, exemplified by the
Sustainability Initiatives Integration value of 0.715, indicate a more robust
capacity to explain the variability observed in the corresponding outcomes. The
findings of this study indicate that our model, which includes factors such as
university characteristics, innovation, pedagogical changes, sustainability impact,
and the integration of sustainability initiatives, enhances our understanding and
explains the observed phenomena. The observations of consistency across all
dimensions enhance the dependability of our results and emphasise the
significance of the variables included in elucidating the discrepancies in the
desired outcomes.
The metrics depicted in Table 3—Q²predict, Root Mean Square Error (RMSE), and
Mean Absolute Error (MAE)—provide a thorough assessment of the predictive
capabilities of our research model across multiple dimensions. The range of
Q²predict values (0.351-0.713) signifies the proportion of variance in the
222
dependent variables that can be accounted for by the model. This indicates the
model’s capability to generate accurate predictions. It is worth mentioning that
the Sustainability Initiatives Integration dimension exhibits a Q²predict value of
0.713, which indicates a high degree of predictive accuracy. The minimal
prediction errors indicated by the low RMSE and MAE values for all dimensions
(RMSE ranges from 0.538 to 0.811, MAE from 0.444 to 0.667) underscore the
accuracy of our model. The findings collectively validate the strength and
dependability of our predictive model in identifying and predicting outcomes
about the improvement of educational quality, innovation, pedagogical shifts, the
impact on sustainability, the integration of sustainability initiatives, the adoption
of technology and university attributes. For details, refer to Appendix 1.
223
Table 4: Hypothesis Testing
Direct Effect
Original Standard
sample Sample deviation T statistics P
(O) mean (M) (STDEV) (|O/STDEV|) values Remarks
H1 Infrastructure Upgrades -> Sustainability Impact 0.334 0.335 0.071 4.743 0.000 Supported
H2 Infrastructure Upgrades -> Education Quality Enhancement 0.449 0.452 0.064 6.987 0.000 Supported
H3 Infrastructure Upgrades -> Innovation and Research Output 0.321 0.322 0.067 4.759 0.000 Supported
Mediating Effect
Infrastructure Upgrades -> University Characteristics ->
H4 Sustainability Impact 0.074 0.076 0.039 1.888 0.059 Rejected
H5 Education Quality Enhancement 0.176 0.176 0.037 4.703 0.000 Supported
H6 Innovation and Research Output 0.127 0.129 0.036 3.575 0.000 Supported
Infrastructure Upgrades -> Technology Adoption and
H7 Utilisation -> Sustainability Impact -0.262 -0.26 0.063 4.154 0.000 Supported
H8 Utilisation -> Education Quality Enhancement 0.077 0.078 0.061 1.264 0.206 Rejected
H9 Utilisation -> Innovation and Research Output 0.142 0.141 0.065 2.182 0.029 Supported
Infrastructure Upgrades -> Sustainability Initiatives
H10 Integration -> Sustainability Impact 0.331 0.327 0.085 3.879 0.000 Supported
H11 Integration -> Education Quality Enhancement 0.114 0.115 0.078 1.453 0.146 Rejected
H12 Integration -> Innovation and Research Output 0.005 0.005 0.095 0.048 0.962 Rejected
Infrastructure Upgrades -> Pedagogical Changes ->
H13 Sustainability Impact 0.192 0.192 0.031 6.274 0.000 Supported
224

Moderating Effect
University Characteristics x Infrastructure Upgrades ->
H18 Sustainability Impact 0.012 0.013 0.020 0.621 0.535 Rejected
225
The study’s findings regarding direct, mediating and moderating effects are
detailed in Table 4. The findings indicate that there are statistically significant
positive correlations (T = 4.743, p < 0.001) between Infrastructure Upgrades and
Sustainability Impact, Education Quality Enhancement (T = 6.987, p < 0.001), and
Innovation and Research Output (T = 4.759, p < 0.001) among the direct effects
(H1, H2, H3) and supported the previous study (Balodis & Opmane, 2012).
Regarding the mediating effects, there is insufficient support for the hypothesis
that infrastructure upgrades influence sustainability impact via university
characteristics (H4) (T = 1.888, p = 0.059). However, the pathways that traverse
these obstacles via education quality improvement (H5) and research output and
innovation (H6) are supported (T = 4.703, p < 0.001 and T = 3.575, p < 0.001,
respectively), consequently strengthening the previous study (Pardo-Baldoví et
al., 2023). The paths leading to Sustainability Impact (H7) and Innovation and
Research Output (H9) are supported in the case of Technology Adoption and
Utilisation (T = 4.154, p < 0.001 and T = 2.182, p = 0.029, respectively). However,
the path leading to Education Quality Enhancement (H8) is not supported (T =
1.264, p = 0.206), whereas we can observe strong positive results when the direct
path is considered. The relationships between infrastructure upgrades and the
integration of sustainability initiatives that influence pedagogical changes (H13)
and sustainability impact (H10) are both supported (T = 3.879, p < 0.001 and T =
6.274, p < 0.001, respectively). However, there is no support for the relationships
between education quality enhancement (H11) and innovation and research
output (H12). In conclusion, the hypothesises that university characteristics and
infrastructure upgrades have moderating effects on innovation and research
output (H17) and education quality enhancement (H16) are supported (T = 5.946,
p < 0.001 and T = 2.002, p = 0.045, respectively). However, the hypothesised effect
of sustainability impact is not supported (T = 0.621, p = 0.535). The results
comprehensively comprehend the complex interconnections among university
attributes, infrastructure enhancements and critical outcome factors within higher
education. For details, refer to Appendix 2 and 3.
5. Conclusion
In conclusion, this study examined the essential combination of infrastructure
enhancements, sustainability and IT integration within universities in Saudi
Arabia. The problem statement centred on comprehending the consequential
effects of infrastructure enhancements on various dimensions, including research
output, sustainability, education quality and innovation, all within the framework
of Saudi Vision 2030. The study results indicate notable positive associations
between infrastructure upgrades and the following: sustainability impact,
improvement in education quality, innovation and research output. The
mediating effects suggest intricate connections between university characteristics,
infrastructure enhancements and educational outcomes. Furthermore, the
moderating effects further illustrate the contextual significance of university
attributes in influencing the consequences of infrastructure enhancements.
The research highlights the favourable impacts of IT-enabled sustainability
initiatives in Saudi higher education, such as integrating ESG principles.
Improvements to infrastructure are crucial in promoting innovation and
sustainability and enhancing educational quality. The intricate interrelationships
226
between factors, including Pedagogical Changes, Technology Adoption and

Utilisation and Sustainability Initiative Integration, highlight the multifaceted
nature of the existing relationships. Although specific contexts fail to support
particular hypotheses, the general results indicate that meticulously designed
infrastructure improvements positively contribute to the objectives of Saudi
Vision 2030 and wider sustainability goals. The results align with previous
investigations that have emphasised the paradigm-shifting capacity of IT in
academic institutions (Balkaya & Akkucuk, 2021).
The research’s main inferences are outlined as follows: university characteristics
must be regarded as moderating variables; IT-enabled sustainability programmes
have a positive impact on a variety of educational outcomes; and a comprehensive
strategy that combines technological advances with ESG principles is required.
The study has contributed to the advancement of scientific understanding by
offering empirical observations on the complex dynamics of infrastructure
enhancements in the context of higher education, specifically in Saudi Arabia.
Subsequent investigations are encouraged to expand upon these discoveries and
examine additional pathways toward achieving sustainable changes in higher
education.
5.1 Limitation of Study
This study’s focus on Saudi Arabian universities may limit its applicability to
other cultures and institutions. The cross-sectional study’s snapshot approach
makes establishing causal linkages and long-term changes difficult. The study’s
usefulness may also depend on technical progress. The research might need to
include other stakeholders because it focuses on academics and students. Despite
these limitations, the study sheds light on IT, sustainability and higher education
infrastructure, forming the foundation for future research and policy.
6. Implications of the Study

6.1 Practical Implications
The study results are pragmatic for policymakers and academic institutions
collectively. From a pragmatic standpoint, the results indicate that higher
education establishments may benefit from strategic investments in infrastructure
upgrades and sustainability initiatives facilitated by IT. Academic administrators
can use this information to facilitate resource allocation, focusing on the
significance of technological advancements in attaining sustainability objectives
and improving the quality of education. Furthermore, by integrating
sustainability themes and digital tools into curricula, educators can enhance the
learning experience by offering a more comprehensive and innovative approach
to education.
6.2 Social Implications
The study highlights the significance of higher education institutions as agents of
social change and proponents of sustainable practices as viewed through a social
lens. By incorporating ESG principles into academic frameworks, students are
equipped with technical knowledge and cultivate a profound comprehension of
worldwide viewpoints and conscientious conduct. This social aspect is consistent
with more extensive societal objectives, as defined in Saudi Vision 2030, which
underscores the critical role of education in propelling progress within society.
227
Policymakers may consider these findings as they devise approaches to

synchronise educational establishments with wider sociocultural and
environmental goals, thereby fostering a future characterised by sustainability
and social consciousness.
6.2.1 Future Avenues for Research
An Empirical Evaluation of the Impact of Sustainability
An empirical investigation could be done to evaluate the sustainability impact of
infrastructure upgrades in higher education institutions through rigorous studies.
This study could encompass the monitoring and measuring of alterations in
energy usage, carbon emissions, waste mitigation and additional sustainability
metrics after enhancements are made to the infrastructure. Surveys, energy audits
and sustainability reporting data would be considered significant sources of
empirical evidence.
The Impact of Education Quality on Student Outcomes
A empirical study could be conducted to investigate the impact of infrastructure
upgrades on the quality of education and student outcomes. It could use
quantifiable evaluations, such as standardised tests, graduation rates and student
satisfaction surveys to gauge the influence of technology-integrated educational
settings on academic achievement and comprehensive learning encounters.
Qualitative research could offer more profound insights into these changes’
impact on teaching and learning processes (Baglibel et al., 2018). In innovation
and research productivity, metrics play a crucial role in assessing and evaluating
the effectiveness and efficiency of these processes. The study could use
quantitative measures to assess the tangible effects of innovation and research
productivity from implementing infrastructure changes. This may entail the
examination of several factors, such as the extent of multidisciplinary
collaborations, the amount of research funds acquired, the number of patent
applications, and the number of academic publications.
Comparative studies could be used to evaluate whether institutions with superior
IT infrastructure demonstrate elevated innovation and research productivity
levels.
Acknowledgement
We want to thank Arab Open University and Jazan University, KSA, for their
valuable participation and significant contributions to this work. Both entities
have significantly contributed to the advancement of knowledge and innovation
within higher education by Saudi Arabia’s commitment to progress and
sustainability. I am grateful to the Arab Open University for funding this research
under project number AOURG-2023-019.
Funding Source
This research has been made feasible due to the generous backing of the Arab
Open University, Saudi Arabia, under project fund number AOURG-2023-019.
The financial support offered by the university has been crucial in facilitating the
execution of this extensive research on the incorporation of ESG principles and
sustainability initiatives in the enhancement of higher education infrastructure.
228
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232
Appendix 1
Measurement Model
233
Appendix 2
Structural Model
234
Appendix 3
Original Sample Standard
sample mean deviation T statistics P
(O) (M) (STDEV) (|O/STDEV|) values
Infrastructure Upgrades -> Education
Quality Enhancement 0.646 0.646 0.025 26.308 0.000
Infrastructure Upgrades ->
Innovation and Research Output 0.605 0.606 0.032 18.915 0.000
Pedagogical Changes 0.597 0.598 0.035 16.922 0.000
Sustainability Initiatives Integration 0.845 0.846 0.014 62.151 0.000
Technology Adoption and Utilisation 0.735 0.736 0.026 27.901 0.000
Infrastructure Upgrades -> University
Characteristics 0.675 0.677 0.029 22.975 0.000
Pedagogical Changes -> Education
Pedagogical Changes -> Innovation
and Research Output 0.079 0.079 0.05 1.566 0.117
Pedagogical Changes ->
Sustainability Initiatives Integration -
> Education Quality Enhancement 0.134 0.136 0.092 1.460 0.144
> Innovation and Research Output 0.005 0.006 0.112 0.048 0.962
> Sustainability Impact 0.391 0.387 0.099 3.947 0.000
Technology Adoption and Utilisation
-> Education Quality Enhancement 0.105 0.105 0.082 1.281 0.200
-> Innovation and Research Output 0.193 0.191 0.087 2.230 0.026
-> Sustainability Impact -0.356 -0.354 0.087 4.114 0.000
University Characteristics ->
Education Quality Enhancement 0.260 0.261 0.054 4.846 0.000
University Characteristics x
Infrastructure Upgrades -> Education
235
Appendix 4
Questionnaire
Dear Participants,
We are surveying "Integrating IT and Sustainability in Higher Education Infrastructure:

Impacts on Quality, Innovation, and Research." Designed to gather insights from
participants, it focuses on various aspects such as infrastructure upgrades, technology
adoption, sustainability integration, and more. Our research aims to delve into the
dynamic relationships between Information Technology (IT) and sustainability within the
framework of higher education infrastructure. Participants, whether students or faculty
members are encouraged to share their perceptions and experiences, contributing
valuable information to understand the intricate connections between information
technology and sustainability in higher education. The questionnaire emphasizes
confidentiality, assuring participants that their responses are secure and anonymous and
will be used exclusively for research purposes.
Name:
Age:
Occupation:
Gender:
Student:
Faculty:
Program Enrolled in:
Semester:
Name of University:
Technological Exposure:
How much has your university invested in upgrading its IT infrastructure in the past year?
How satisfied are you with the current state of IT infrastructure at your university?
In your opinion, how has the recent infrastructure upgrade positively affected your academic
experience?
How frequently do you use technology tools and applications for your academic activities?
To what extent has integrating technology enhanced your ability to collaborate with peers on
academic projects?
In your opinion, how has technology adoption positively impacted the overall learning
environment at your university?
Are you aware of any sustainability initiatives integrated into the academic curriculum at your
university?
How do you perceive the effectiveness of these sustainability initiatives in promoting
environmental awareness among students?
In your opinion, what additional sustainability measures could be integrated into the
university's practices?
Have you noticed any recent pedagogical changes in how courses are delivered at your
university?
How do you feel these pedagogical changes have influenced your learning experience?
What specific pedagogical approaches have contributed most to improving the quality of
education at your university?
In your view, how has the university's focus on sustainability positively impacted the local
community?
To what extent do you believe the sustainability efforts at your university contribute to your
commitment to environmental responsibility?
236
How satisfied are you with the overall quality of education your university provides?
In your opinion, what specific aspects of the education system at your university could be
improved to enhance overall quality?
To what extent do you think the university encourages and supports innovation among
students and faculty?
237

Received Sep 14, 2023; Revised Dec 15, 2023; Accepted Dec 18, 2023
Enhancing English Verbal Communication Skills

through Virtual Reality: A Study on
Engagement, Motivation, and Autonomy among
English as a Second Language Learners
Kumutha Raman
Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia
INTI International University Nilai, 71800 Nilai, Malaysia
Harwati Hashim
Bangi, Malaysia
Hanita Hanim Ismail

Abstract. Technological innovations make enormous transformations in

the education paradigm. Virtual Reality (VR) is a ubiquitous technology
that provides ample opportunities for educators to expand English as a
Second Language (ESL) learners’ language learning. This paper looks at
ESL learners’ level of engagement, motivation, and autonomous
learning in developing their English verbal communication skills
through VR-integrated lessons. It also explores the relationship between
learners’ engagement, motivation, and autonomous learning in VR-
based lessons. 166 high school senior students were purposively chosen
for this mixed-method study. Findings from the survey, which was
analysed in SPSS, revealed that the participants perceived a high level of
engagement (M=4.55), motivation (M=4.36), and autonomous learning
(M=3.90). Meanwhile, the correlation analysis indicated that there is a
strong relationship between learners’ engagement, motivation, and
autonomous learning. The observation report stated that samples
displayed a very positive attitude towards learning through VR to
develop their communication skills. Additionally, the reports from the
focus group discussions which were analysed thematically highlighted
that VR provides real-life experience, VR improves memory retention,
VR is engaging, and VR helps improve one’s communication skills. The
findings implied that integrating VR into education is a promising tool
for educators to enhance ESL learners' verbal communication skills and
boost digital literacy while preparing learners for a technologically
advanced world. In conclusion, this study validates that VR assists
©Authors
238
educators in developing ESL learners’ verbal communication skills.

Nevertheless, a comprehensive analysis is needed to explore more how
far learners could develop their English communication skills through
VR-based lessons.
Keywords: English as a Second Language (ESL) learners; verbal

communication skill; virtual reality; engagement; motivation; and
autonomy
1. Introduction
The advancement and dependence on technology have transformed every
aspect of life today. In particular, the advent of technology has resulted in
remarkable impacts in the education realm (Hawkridge, 2022). These emerging
technologies have given a new dimension to the teaching and learning process
in both classroom learning (Avelino & Ismail, 2021) and distance learning
(Sadeghi, 2019). In line with current trends, Virtual Reality (VR) is omnipresent
as it expands learners’ learning beyond the actual classroom experience
(Kamińska et al., 2019). Virtual Reality is a technological innovation that
simulates life experiences and builds thoughts using computers and various
accessories, promoting communication among individuals, machines, and other
entities (Bardi, 2019). This ubiquitous technology has been widely used in
classrooms, especially in language classrooms (Parmaxi, 2020; Yaccob et al.,
2022). In English language teaching and learning, VR is an asset as teachers can
situate students within the virtual situation, giving them the possibility of
experiencing real-life interaction in which the target language can be developed
(Andujar & Buchner, 2019; Ismail & Hashim, 2020)
Mastering a target language requires more practice and experience. In the ESL
context, mastering a second language is still tough and challenging as learners
possess a lack of confidence in using the language (Aziz & Kashinathan, 2021).
Although learners have adequate exposure to the English language in this
period, they still feel unconfident in communicating fluently as they lack
practice in real-life situations. On the other hand, the teaching materials used by
educators are inadequate for ESL learners to acquire the language effectively
and later authentically apply it in real-world communicative situations (Ali
Alghamdi et al., 2019). Studies have also revealed that language teachers
emphasise memorising vocabulary items, grammatical rules, and structures of
the target language (Ali Alghamdi et al., 2019). Nevertheless, they are unable to
emphasise teaching how to use and connect these language forms with their
actual meaning and when to apply them successfully in real-life situations.
Consequently, these practices have neither aided teachers in achieving their
ultimate goal nor enabled learners to communicate in the target language in
situations beyond the classroom context.
Hence, meaningful methods and authentic materials are greatly accentuated to

make language learning more useful and applicable in current real-life
communicative situations (Toro et al., 2019). Although the integration of
authentic materials can develop learners’ language accuracy as well as fluency
239
(Alobaid, 2020; Hashim, 2018; Toro et al., 2019), they must be appropriate to the
current development of students’ environment and context. Furthermore, these
methods are designed to not only enhance engagement but also foster
motivation and autonomy in learners by ensuring a more effective and impactful
acquisition of communication skills.
Apparently, today’s learners, the Z generation, prefer digitalised materials

compared to conventional textbooks (Chicioreanu & Amza, 2018; Hashim, 2018).
In this case, VR technology plays a crucial role in ESL teaching and learning by
providing learners with opportunities to communicate in authentic situations
(Flores, 2022; Hurrell & Baker, 2020). Although materials are prepared to cater to
the learners, their engagement in learning is of utmost importance as it increases
students’ autonomy learning and enhances student motivation (Berli, 2021;
Martin & Sadaf, 2018). Hence, the adoption of immersive technology which
caters to learners’ needs allows them to stimulate their motivation and foster
self-directed learning besides keeping learners engaged (Ferrer et al., 2020;
Makri et al., 2021; Sally Wu & Alan Hung, 2022).
Despite numerous studies (Al-Amri et al., 2020; Calvert & Abadia, 2020;
Dhimolea et al., 2022; Di Natale et al., 2020; Halabi, 2020; Huang et al., 2021; Liu
et al., 2020; Zhang, 2022) on learners’ engagement and motivation in VR lessons,
to date there has been no empirical study on high school ESL learners’
engagement, motivation, and autonomous learning in developing their verbal
communication skills through VR. Therefore, this study explored ESL learners’
engagement levels in enhancing communication skills through VR. Additionally,
it explored learners’ level of motivation and autonomy in developing
communication skills through VR. The study also investigated the relationship
between learners’ engagement, motivation, and autonomous learning through
VR. Hence, the research questions of this study are:
1. What are the levels of engagement experienced by ESL learners in the
process of enhancing communication skills through Virtual Reality (VR)
integration?
2. How do ESL learners perceive their motivation levels when engaging in
activities aimed at developing communication skills through VR?
3. To what extent do ESL learners exhibit autonomy in the process of
developing their communication skills within a Virtual Reality environment?
4. What is the relationship between ESL learners' engagement, motivation, and
autonomous learning in the context of VR-enhanced communication skills
development?
Significance of the study

The study has a potential to bring about positive transformation in the field of
language education, especially for ESL learners by utilising VR technology. The
results of the study contribute to both theoretical and practical benefits.
Theoretical benefits:
The study contributes to the theoretical framework of language learning and
educational technology, particularly in the field of VR. The results justify how
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VR can positively influence ESL learners’ engagement, motivation, and

autonomous learning; it enriches the perspective of innovative pedagogical
approaches. Additionally, by exploring the relationships between engagement,
motivation and autonomous learning through VR experience, the study
provides theoretical potential for understanding how immersive technologies
influence language acquisition and verbal communication skills development.
Practical benefits:
The findings of the study practically benefits educators, curriculum designers
and policymakers. The positive correlation between high engagement,
motivation and autonomous learning in the VR-enhanced language learning
environment supports the integration of such technologies as it can be an
effective strategy for enhancing communication skills among ESL learners. The
detailed insights into participants’ experiences with VR provide guidance for
educators to integrate VR tools into language teaching and the learning process.
In sum, the findings of the study are theoretically significant as it contributes to

our understanding of the use of VR in language learning while considering the
learners’ engagement, motivation, and autonomy. Meanwhile, the findings are
practically significant as they offer actionable insights for educators and
stakeholders to optimise the integration of VR in ESL activities for the learners.
English as a Second Language (ESL) learners encounter multiple challenges in
developing their English verbal communication skills (Aziz & Kashinathan,
2021). Virtual Reality is an emerging technological tool that provides ESL
learners with excellent opportunities to effectively develop their verbal
communication skills. Previous literature contributes a comprehensive
understanding of the use of VR in fostering ESL learners’ engagement,
motivation, and autonomy in developing their English verbal communication
skills.
The importance of English Verbal Communication Skills for ESL learners

It is undeniable that English is seen as a global language, and its importance has
tremendously increased the number of English as a Second Language (ESL)
learners in finding ways to enhance their verbal communication skills. Effective
verbal communication is essential in various aspects of one’s life, particularly in
education, employment, and social interaction (McGunagle & Zizka, 2020).
Therefore, ESL learners are urged to develop verbal communication skills to
fully partake in academic and social life. An extensive body of research has
proven that strong verbal communication skills can lead to better academic
achievement, job opportunities and enhanced social integration (Crisianita &
Mandasari, 2022; Majid et al., 2019; McGunagle & Zizka, 2020; Rao, 2019;
Salendab & Laguda, 2023). However, it is crucial to cultivate engagement,
motivation, and autonomy among language learners to learn the language
effectively. As VR technology becomes more accessible, ESL learners obtain
tremendous opportunities to practise and develop their English verbal
communication skills in a realistic and immersive environment.
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Virtual Reality is a Potential Tool for Developing English Verbal Communication Skills
VR technology has been gaining more attention these recent years for its
potential benefits to users. Recent studies have proven that VR is a promising
tool for developing ESL learners' English verbal communication skills. As VR
provides immersive and interactive environments, learners find it helpful for
them to practise and engage in real-life communication scenarios (Riches et al.,
2023). Research by Rendi (2023) highlights that learners can enhance their
fluency, accuracy, pronunciation and, most importantly, confidence in
communicating in English through simulations and role-play activities. Several
studies also highlight the positive impact of VR on learners’ attitudes towards
effective communication (Ebadi & Ebadijalal, 2022; Gruber, 2023; Kim et al.,
2021; Shorey et al., 2020). Also, studies reveal that VR offers a more enjoyable,
safe, fun, and unique learning experience, which makes learners more interested
in language learning (Chen & Kent, 2020; Huang et al., 2021; Peixoto et al, 2019).
These findings imply that integrating VR into language learning activities can
enhance learners’ English verbal communication skills tremendously.
ESL Learners’ Engagement, Motivation and Autonomy in the Development of Verbal

Communication Skills through VR
Previous studies investigated the impact of VR technology on ESL learners’
engagement, motivation, and autonomy in developing their English verbal
communication skills. The findings are in favour as learners are engaged and
motivated throughout the intervention (Chen et al., 2021; Lan, 2020). The
researchers emphasised that learners actively participated in language learning
activities because of the interactive and immersive learning experience. This
finding is consistent with other studies (Chen & Hwang, 2022; Chen & Kent,
2020; Hiver et al., 2020) that ESL learners are highly engaged and motivated in
VR simulations, providing them with opportunities to practise real-life
conversations in a supportive setting. Moreover, Lan (2020), Shadiev and Yang
(2020) and Qiu et al. (2023) agree that the immersive nature of VR allows
learners to actively engage and practise in the authentic language learning
environment. Thus, these findings suggest that incorporating VR technology
into ESL classrooms can be a significant approach to bring about an increased
engagement and motivation of learners in developing their English verbal
communication skills.
Furthermore, research carried out by Lan (2020), Nicolaidou et al. (2023) and
Parmaxi (2023) emphasised learners’ autonomy in VR-integrated language
learning activities. The participants revealed that VR allows them to take control
of their learning process, and the most significant impact was that they could
explore various language learning situations independently. Research by Alfadil
(2020) and Chen and Hsu (2020) also revealed that VR simulations allow learners
to practise English conversations, boosting confidence and autonomy in
developing their verbal communication skills. Additionally, several studies
agree that VR results in higher autonomy and self-directed learning levels
among learners as the technology helps learners overcome their fear of making
mistakes (Alwafi et al., 2022; Lawrence & Ahmed, 2023; Mynard, 2019). Thus,
these findings imply that learners can be more autonomous and increase their
242
willingness to engage in English conversations, leading to enhanced verbal

communication skills.
Thus, the literature review suggests that, while there is extensive descriptive
research, particularly systematic reviews focused on the effectiveness of VR
technology in the development of verbal communication skills among ESL
learners, there is still a scarcity of experimental research that may provide
detailed data on the effectiveness of VR in developing English verbal
communication skills. Furthermore, the existing studies highlighted the
importance of motivation, engagement, and autonomy in language learning
generally; however, they do not specifically address the use of VR in developing
English verbal communication skills. Therefore, the research gap in this study
focuses on the need for more empirical research investigating the effectiveness
of VR in developing ESL learners’ English verbal communication skills and the
relationship between ESL learners’ motivation, engagement, and autonomy in
VR-integrated language learning.
Conceptual Framework
Figure 1: Conceptual Framework
The conceptual framework (Figure 1) outlines the factors and relationships

involved in integrating VR technology to develop ESL learners’ communication
skills. It focuses on the impact of VR on ESL learners’ engagement, motivation,
and autonomous learning, which influence the development of their English
verbal communication skills (Albiladi & Alshareef, 2019).
The framework begins with the remarkable transformation resulting in

promising technological innovations in education. VR is widely accepted and
practised in the education paradigm as one of the ubiquitous technologies,
particularly in language learning (Parmaxi, 2023). The core element of the
framework is integrating VR technology into ESL learners’ language learning.
243
This integration provides ample opportunities for educators to initiate

immersive and engaging learning experiences. Engagement, motivation, and
autonomous learning are three key factors underpinning language learning
success (Albiladi & Alshareef, 2019; Wang et al., 2021). Engaged learners are
actively involved in the learning process, while motivation drives their
willingness to participate and persist in their language learning independently
(Mercer, 2019). Meanwhile, autonomous learning allows learners to take control
of their learning and make decisions regarding their learning directions
(Mashrabovna, 2022; Zainuddin et al., 2019).
Hence, the study investigates the ESL learners’ perceived engagement,

motivation, and autonomous learning levels in VR-integrated classrooms. These
factors influence the learners’ attitudes and participation in language learning.
The framework hypothesises a strong relationship between ESL learners’
engagement, motivation, and autonomous learning in VR-integrated lessons.
High levels of engagement and motivation are believed to result in autonomous
learning (Alamer & Al Khateeb, 2023; Wang et al., 2021). Thus, it can be
concluded that the factors are interrelated in the context of ESL learners using
VR technology. Overall, the conceptual framework emphasises the effectiveness
of VR technology in the ESL learners’ language learning process. The learners’
increased engagement, motivation and autonomous learning will eventually
lead to enhanced English verbal communication skills.
3. Method
The research questions and objectives outlined in this study were
comprehensively addressed through a well-structured methodological
approach. The following sub-sections namely Research Design, Research
Samples, Research Instrument, Data Collection Procedure and Data Analysis
help shape the robustness and validity of the research findings.
Research Design
This study employed a mixed-method approach which is a research strategy that
combines both quantitative and qualitative methods to gain a more
comprehensive understanding of the research questions (Creswell, 1999). Each
design employed meets a specific purpose in gathering rich data on ESL
learners’ engagement, motivation, and autonomous learning in the context of
verbal communication skills development through Virtual Reality.
A survey was used to collect the quantitative data from the participants
regarding their perceived engagement, motivation, and autonomy in enhancing
their verbal communication skills through VR. By employing a survey, this
study obtained experimental insights into the perceived levels of engagement,
motivation, and autonomous learning. Moreover, it allowed for easy comparison
and statistical analysis to understand the broad patterns within the participants.
The survey questions were designed based on previous references related to
perceived engagement, motivation, and autonomy as well as communication
skills enhancement.
244
Next, participant observation was used to capture qualitative data on

participants’ attitudes, reactions, and responses during VR enhanced
communication activities. This approach helped with thorough observation and
documentation of the participants' behaviours in the VR-integrated learning.
Besides providing a more in-depth understanding of how learners engage with
VR technology, it also allowed the researcher to capture the participants’
reactions towards different aspects of the VR experience.
Finally, a focus group discussion method was carried out to obtain the
participants’ insights and in-depth perspectives on the use of VR technology to
develop their communication skills. By engaging the participants in group
discussion, collective insights on VR experiences and their adaptation towards
the technology were explored. Their shared experience and various viewpoints
generated rich qualitative data that complement the quantitative findings from
the survey.
In sum, the mix-method approach employed in this study enhances the overall
validity and reliability of the study by triangulating data from multiple sources
and methodologies.
Research Samples
As the aim of the study is to describe a particular context in depth, a purposive
sampling method was employed. By intentionally selecting participants who
were highly relevant to the research focus, the study had a detailed exploration
of ESL learners’ engagement, motivation, and autonomous learning in the
context of verbal communication skills development through VR. As the
participants possessed specific characteristics related to the context, they
provided the most relevant and insightful information for the research
questions.
Thus, the purposive sampling for this study involved the intentional selection of
166 high school students out of a total population of 3158. These participants had
the same age range (18 years old) and were studying the same level (Senior 3).
The selected participants consisted of both male and female students with
Chinese as their first language. Meanwhile, English was their second language
and was only used during English lessons and other English medium subjects
such as Science and Mathematics.
To further justify the chosen sample, participants were identified through their
average oral proficiency, as assessed by the national oral assessment (Sijil
Pelajaran Malaysia Oral Test). This ensured that the selected participants had a
common baseline in language proficiency. Additionally, the chosen participants
shared a commonality in having prior experience handling VR headsets, adding
a valuable dimension to their participation in VR-integrated verbal
communication skills learning.
245
Research Instruments
The research instruments employed to collect data for this study are a survey
form (5-point Likert scale), a structured observation sheet and a focus group
discussion.
The survey included three components: perceived engagement, perceived

motivation, and perceived autonomy learning (refer to Appendices for detailed
items). The respondents' perceived level of engagement and motivation levels
were gauged from high to low; meanwhile, the independent learning was
gauged from very independent to highly dependent. Next, the researcher
created the observation grid to observe participants based on five criteria,
namely adherence to instructions, displayed behaviour and engagement during
the VR experience, communication behaviour, involvement in communication
and participants’ actions after VR experience (Refer to the Appendices for the
detailed observation grid).
In additions, this study used mobile phones, Google Earth VR (arvr.google.com),

and VR goggles. In order to save time and secure a reliable tool to be utilised in
the study, the well-prepared Google Earth VR application was chosen to arrange
virtual field trips during the lessons. The virtual field trips were focused on
expeditions aligned with the school syllabus: Arts and Culture (Figure 2 and
Figure 3 provide a visual context of the expeditions related to arts and culture).
As for the focus group discussion, a semi-structured interview was carried out
(refer to the appendices for the interview questions).
Source: Google Earth VR (arvr.google.com)

Figure 2: Festival of Lights (Screenshot)
Source: Google Earth VR (arvr.google.com)

Figure 3: Food served during the festival (Screenshot)
246
Validity and Reliability

Both quantitative and qualitative instruments employed in this study were
validated through content and face validity. Experts from the technology-
enhanced language learning reviewed both observation grid and focus group
discussion interview questions. They ensured that the instruments covered all
relevant aspects of the construct. Additionally, the employment of a mixed-
method approach allowed the triangulation of findings from both qualitative
and quantitative data, enhancing the overall validity of the study.
The reliability of the survey instrument was checked through internal

consistency. Based on the survey on perceived engagement, motivation and
autonomous learning, the internal consistency measured by Cronbach’s alpha
was found to be 0.73. It suggested a moderate to satisfactory level of internal
consistency for the survey items. The coefficient identified that the degrees to
which participants’ responses across the items being measured (perceived
engagement, motivation and autonomous) were correlated.
Data Collection Procedure

The study was carried out class by class. Each class had a different schedule.
First, the participants from the first class were briefed on the purpose of the
study, and the instructions were made clear. The participants were assigned in
pairs and given a specific place in the classroom. Each participant was asked to
communicate with each other while going on a virtual tour. For example, they
needed to initiate questions such as “What do you see now?” “Which place is
this?” “Isn’t it beautiful?” “What are they doing?” and some other questions that
helped them prompt and answer the questions.
After the briefing, the participants searched the sites for the visit on their mobile
phones and fixed them on their VR goggles. Then, they started exploring the
sites, and as instructed, they initiated the conversations. The researcher observed
the participants’ behaviour and completed the observation grid (refer to the
appendices for the observation grid). The researcher and an assistant teacher
monitored the participants and assisted them whenever they needed help. Upon
completion of the task, each participant was given a survey form.
The researcher then divided the participants into five to eight groups and
conducted a focus group discussion. Participants shared their experiences, and
the discussion was recorded. The researcher also took note of each participant’s
responses. These procedures were repeated for the other three classes.
Data Analysis
The analysis was carried out distinguishingly for qualitative and quantitative
data. SPSS, the computer software for statistical analysis, was employed to
analyse the quantitative data, where means of scores, standard deviation and
correlations were figured out. Meanwhile, the observation report and focus
group discussion data were coded thematically.
247
4. Findings
Survey Results on Perceived Level of Engagement, Motivation, and Autonomy
The quantitative data obtained from the survey were analysed using descriptive
statistics, specifically mean values and standard deviations, to measure the
perceived levels of engagement, motivation, and autonomy among ESL
students.
In total, 166 survey forms obtained from 66 male and 100 female respondents
were analysed. As the objective of the study was to look at the level of
engagement, motivation, and autonomy among ESL students in enhancing
communication skills through VR, the result was captured through descriptive
statistics, mainly by mean and standard deviations. The interpretation of the
mean score was referred to the revised SLEQ (1.00 to 2.33 is low, 2.34 to 3.66 is
average, and 3.67 to 5.00 is high).
The results (Table 1) revealed that participants perceived a high level of

engagement with total mean values of 4.55 and standard deviations of 0.60. In
terms of motivation, participants displayed a high level of motivation with mean
values of 4.36 and standard deviations of 0.61. The result of autonomous
learning indicates that participants perceived a high level of autonomous
learning. This can be seen from the total mean values of 3.90 with 0.72 standard
deviations.
Table 1: Descriptive Statistics of Perceived Level of Learners’ Engagement, Motivation

and Autonomy
N Mean Std. Deviation Level
Engagement 166 4.55 0.60 High
Motivation 166 4.36 0.61 High
Autonomy 166 3.90 0.72 High
Qualitative Analysis of Observation Results on Participants’ Attitude towards

the Use of VR Goggles, their Reactions towards VR Experience, and their
Involvement in Communication
The observation results that displayed respondents’ attitudes towards the use of
VR goggles and their reactions during VR experiences describe valuable
qualitative insights. The inclusion of specific examples from the participants not
only enriched the qualitative analysis but also offered a deeper understanding of
the observed scenarios. The observations highlighted participants’ positive
attitude and their varied communication behaviours during the tour.
Positive Attitude of the Respondents

The positive attitude displayed by the participants during the VR experience
depicted their active participation and enthusiasm. The participants adhered to
the instructions and cooperated well throughout the session. First, all the
participants followed the instructions given by the teacher. The total number of
166 participants had their turns as scheduled. Although they had minimal
248
trouble in equipping themselves with VR goggles, all of them displayed a

positive attitude while engaging in virtual tours; they viewed the sites all
around, making small movements. As they explored the sites by moving
around, they tried to enhance their experience by touching and feeling the
virtual objects. Those gestures exhibited participants’ high level of engagement
and interaction in the virtual world.
Participants also displayed positive feelings and emotions while using VR

technology for virtual tours; they displayed a spectrum of emotions which
included joy, happiness, surprise, enjoyment, amazement, and gratification,
highlighting the enriching nature of their virtual experiences. These expressions
not only mirrored their engagement but also emphasised the immersive and
emotionally impactful aspects of VR technology in the context of language
learning.
Thus, the positive attitude as well as positive emotions displayed throughout the
sessions showcased participants’ active physical engagement. This contributes to
the broader understanding of the effectiveness of VR-enhanced language
learning experiences for ESL students.
Participants’ Communication Behaviours

The communication behaviours displayed by the participants during the Virtual
Reality tour were diverse and reflective of varying levels of language
engagement. The majority of participants opted to articulate their observations
in English, employing a range of common adjectives such as "beautiful", "wow",
"nice", "unique", and "colorful". This demonstrated a proactive effort to express
their impressions and emotions in the target language, contributing to an
enriched and descriptive exchange.
Notably, some participants chose to use the Chinese language to describe the
virtual sites. They appeared to be comfortable as they described the aspects in
the virtual environment. The influence of their language background or
proficiency level hindered them from using English to describe or initiate the
communication with their peers. Nevertheless, participants who communicated
in Chinese attempted to use English to describe the things using simple words
and phrases prior to the reminders by the instructor.
Furthermore, the communication behaviours involved active listening as

participants engaged in meaningful sharing sessions about their virtual
surroundings. The use of adjectives and descriptive phrases (“It’s beautiful…,
Wow…, …nice..., it’s unique…, colourful”) demonstrated participants’ behaviour
in comprehending the immersive experience collaboratively. However, there
were a few students who had poor communication where only strings of words
were used, such as “Yes…”, “Uhmm…”, “Right, I also saw that….”, “It’s great…”
and some other common words. This shows challenges faced by ESL learners in
expressing detailed thoughts during the VR tour.
249
Hence, the varied communication behaviours displayed by the participants

contributes to a greater understanding of how ESL learners navigate and utilise
language in immersive learning environments, ranging from expressive and
descriptive communication to limited verbal exchanges due to the influence of
language background.
Qualitative Analysis of Focus Group Discussion on Participants’ Insights

about their Engagement in VR Experience and their Communication Skills
Development
The discussion carried out in groups provided the researcher with participants’
insights on their use of VR in developing their communication skills. Most of
their responses were constructive. They expressed their positive feelings about
using VR for going around places. The thematic analysis of the focus group
discussion captured four key themes; the real-life experience provided by VR,
improved memory retention, the engaging nature of VR and the use of VR in
communication.
VR Gives Real-life Experience

Most of the participants stated they had real-life experiences as VR brought
them to sites, they had never previously been to or felt. The immersive
experience allowed them to enjoy the tour and learn things enthusiastically.
Some of the statements by the participants, such as “It’s exciting to have an
expedition this way! It’s a real tour”; “I agree, it brought me to the place I felt like it’s
real”; and “I felt the situation, it was real, I wish I could see more like this” indicated
that the VR tool gave the participants real-life experiences.
VR Improves Memory Retention

The majority of the participants could describe the situations they went through
on the VR tour. They could vividly express the things around them and the sites
they viewed. This shows that participants improved their memory retention as
they could n remember things better even after the lesson. For instance,
statements like “I still remember I saw many colorful lights on the wall, floor…”; “The
art was amazing; it has some unique sketches”; and “I turned at the back and I saw a
dark room and suddenly it was lit up…” are evidence that the VR tool helped
improve the participants’ memory retention.
VR is Engaging
The virtual world allowed most of the participants to engage in lessons more
enthusiastically. Participants’ statements such as “It kept me focused throughout the
lesson”; “The 3D environments are very interesting. It makes me pay more attention on
my tour”; and “This is actually a memorable learning because I can feel the magic of
being present at the place” revealed that the interactive 3D environments aroused
their interest and attention throughout the lesson. They felt they were
completely engaged in the tour and attentive to the teacher’s instructions, unlike
the usual classroom. The participants also felt that this to be a memorable
learning.
250
Communication through VR
The majority of the participants had positive feedback to the second interview
question (What do you think about using VR?) They felt it was a great way of
inducing communication skills among the different types of learners. In
particular, the participants mentioned the passive students who had to open
their minds and express their views during the lesson. It seemed the shy and
unconfident students grabbed the opportunity to articulate their thoughts by
describing the sites and things they saw. A few participants felt they had
inadequate experience and practice in communicating through VR tours. They
preferred real-life situations that allowed them to express their ideas and
thoughts more clearly. Some of the participants’ direct quotes are as follows: “I
didn’t expect my partner to give me some response during the tour as he’s always quiet
and very reluctant to talk. But he managed to give me some responses in this lesson”; “I
feel that I’m quite shy and passive. But, after having this lesson, I feel like I got some
confidence to communicate with my friend in English, especially whenever he asked me
questions like ‘What do you see now? What is it like?’ and so on. This way, I can express
my ideas without feeling shy instead of having to stand up in the classroom and answer
the teacher’s questions” and “I don’t think I can develop my English communication
skills through VR as I prefer more practice in real life”.
The Relationship among Respondents’ Engagement, Motivation and Autonomy

in Developing their Communication Skills through VR
Further analysis was conducted to investigate the relationship between the three
variables (engagement, motivation, and autonomous learning). Referring to
Table 2, the correlation analysis with the covariance measurement shows
significant relationships between the key variables in the study.
First, there is a strong positive correlation between engagement and motivation

(r=.595, p<.001) with the covariance value (.358). It reflects that while ESL
learners display higher level of engagement in VR-based language learning,
their motivation to participate in the lesson and learn the language also
increases.
Similar to that, a strong positive correlation exists between motivation and

autonomy (r=.501, p<.001) with the covariance value (.186), showing that
motivated learners are more likely to engage in autonomous learning activities.
In addition, there is also a positive correlation between engagement and
autonomy (r=.430, p<.001) with the covariance (.223), indicating that learners
actively engaged in VR activities are more likely to perceive higher levels of
autonomy in their learning.
This concludes that there is a higher connection between ESL learners’

engagement, motivation, and autonomy in their learning of language with the
aid of VR technology. Notably, the covariance values between engagement and
motivation, engagement and autonomy, and motivation and autonomy further
justify the positive relationships between the variables.
251
Table 2: Correlation between learners’ perceived engagement, perceived motivation

and perceived autonomous learning
Engagement Motivation Autonomy
Engagement Pearson Correlation 1 .595** .430**
Sig. (2-tailed) .000 .000
Sum of Squares and Cross- 59.114 36.108 30.771
products
Covariance .358 .219 .186
N 166 166 166
Motivation Pearson Correlation .595** 1 .501**
Sig. (2-tailed) .000 .000
products
N 166 166 166
Autonomy Pearson Correlation .430** .501** 1
Sig. (2-tailed) .000 .000
products
N 166 166 166
**. Correlation is significant at the 0.01 level (2-tailed).
5. Discussion
Survey Results on Perceived Level of Engagement, Motivation, and Autonomy
The primary aim of this study is to investigate ESL learners’ level of
engagement, motivation, and autonomous learning in developing their English
communication skills through VR-integrated lessons. The findings indicated that
VR has played a huge role in engaging students in language learning,
particularly in developing their communication skills. The survey results
indicated that participants perceived a high level of engagement and motivation
during their virtual tour. Notably, previous studies carried out by Di Natale et
al. (2020), Mahmoud et al. (2020), Bodzin et al. (2021), Huang et al. (2021), and
Wang, Grant, and Grist (2021) captured the similar novelty effect, which is that
immersive environments promote higher engagement and motivation among
the learners. Participants also perceived autonomous learning, allowing them to
learn more independently in VR-based learning. Moreover, the participants'
perceived engagement influences motivation and autonomous learning (García
et al., 2019; Geng et al., 2019; Zainuddin, 2020). This was proven in this study as
the correlation findings emphasise the strong relationship between engagement,
motivation and autonomy in the context of VR-enhanced language learning
among ESL students. This concludes that complete engagement in lessons
increases one’s motivation to learn more, resulting in self-autonomous learning.
252
Observation and Focus Group Discussion on Participants’ Insights about their

Engagement in VR Experience and their Communication Skills Development
The observation and focus group findings implied that participants were
positive about using VR technology during language learning. A positive
attitude towards learning will increase students’ engagement and motivation
(Liu, 2021; Nur et al., 2022). This study proved that the use of VR technology in
developing students’ verbal communication skills is a significant success as it
allows students to communicate as well as express their feelings and thoughts
freely. Although a few participants labelled themselves shy and passive, they
could, on average, still engage in the VR environment and communicate with
their peers. This shows the clear ability of VR tools to capture students’ attention
and engagement. In sum, VR provides new opportunities for learners to
immerse in various contexts more freely with increased motivation and
engagement (Chicioreanu & Amza, 2018; Lund & Wang, 2019).
Integration of Qualitative and Quantitative Data

Notably, there is a strong connection between the survey results and the
qualitative insights. The participants’ perceived high engagement, motivation
and autonomy are highly connected with their positive attitudes and active
participation during the VR experience. As the learners find the VR learning
experience is interesting and compelling, they develop favourable attitudes
towards the learning process. Moreover, high engagement allows learners to
actively participate and engage with the learning content during the VR
experience. Learners’ high motivation in their language learning goals fosters
positive attitudes that enable them to engage in communication confidently as
they see the practical applications of language skills within the VR environment.
Learners’ high level of autonomy also contributes to positive attitudes and active
participation as it helps them understand and improve their language skills
through more receptive feedback provided within the VR environment.
6. Conclusion
In conclusion, effective communication skills are crucial in employability of high
school students. The adoption of VR technology in ESL classrooms is one of the
greatest initiatives of educators to enhance learners’ communication proficiency.
This study emphasises learners’ engagement, motivation, and autonomous
learning in the process of elevating their communication skills through VR-
based language activities. Thus, the findings of the study claim that learners’
increased engagement subsequently influences their motivation and
autonomous learning to a higher level. Additionally, the study also highlights
that there is a robust and strong positive relationship between learners’
engagement, motivation, and autonomous learning in the context of VR-based
language learning.
The practical implication suggests that VR can be a promising tool for educators
to develop ESL learners' verbal communication skills, as integrating VR into the
language learning can be a practical way to foster learners’ engagement,
motivation, and autonomous learning. Moreover, adequate training, guidance
and resources to educators will result in significant language learning outcomes.
253
Most importantly, this study contributes to the development of the curriculum

by highlighting the benefits of VR for ESL learners. The findings can convince
the curriculum developers and policymakers to ponder the use of VR-
incorporated activities and resources in the preparation of effective language
teaching and learning outcomes.
Meanwhile, social implications suggest that, with the capitalisation of VR

technology, learners from diverse backgrounds can get to experience more
accessible language learning opportunities, which may eventually diminish
educational inequalities. Next, ESL learners’ digital literacy is boosted as
learners are prepared for the technologically advanced world by empowering
them to utilise technology more effectively in various aspects of life. Finally, ESL
learners get to enhance their English verbal communication skills through VR-
based activities; they tend to accelerate their cross-cultural communication and
understanding. This helps to promote global connections and cooperation.
Limitation and Recommendation

The study was conducted with a relatively small sample size of 166 high school
senior students. This may limit the generalisability of the findings to a broader
ESL learner population. Although this study employed a small scale of samples,
detailed insights from samples could not be captured. An interview session with
each sample could have provided rich data for this study. Due to the number of
samples (N=166), the interview session was unplanned.
Furthermore, the study could not capture the long-term effectiveness of VR-
integrated lessons involving ESL learners’ language learning. In terms of
contextual factors, the study did not account for criteria such as learners’ prior
experience with VR technology and their English language proficiency levels,
which could have influenced the results.
Thus, to address the limitation, future research could focus on expanding the
sample size by including a more diverse range of ESL learners from various
educational levels and backgrounds. In addition, future studies should explore
learners’ experiences through a detailed interview and observation with a larger
sample, which would enhance the depth of understanding as well as producing
context-specific insights that quantitative data might not capture. Moreover, a
more comprehensive analysis of learners’ achievement in enhancing their
English verbal communication skills with the assistance of VR technology would
add more significant evidence to the respective literature. Further studies may
examine how far learners could develop their English verbal communication
skills through VR-based lessons.
254
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Appendices
Form 1: Survey form
Aspects Levels
Very high Very low
Perceived engagement 5 4 3 2 1
I was engaged and involved in the lesson.
Perceived motivation 5 4 3 2 1
I got motivated to see the sites and talk
about it to my friend.
Perceived autonomous learning 5 4 3 2 1
I explored and learnt on my own without
seeking help from my friend or teacher.
Form 2: Observation Grid
Observation Description Records

Criteria
Adherence to Were all participants able to follow
Instructions the instructions provided for the
VR-integrated language lessons?
How well did participants adhere to
their scheduled turns during the VR
tours?
Were there any challenges faced by
participants in equipping
themselves with VR goggles?
Participants’ overall adherence to
instructions
(1 - low adherence and 5 - high
adherence)
Attitude and Describe the overall attitude
Engagement displayed by participants during
the VR tours.
To what extent did participants
display positive emotions and
expressions (e.g., joy, happiness,
surprise)?
Did participants actively engage
with the virtual environment by
looking around, making
movements, and attempting to
touch virtual objects?
Participants’ overall level of
engagement.
(1 - low engagement 5 - high
engagement)
Communication Describe the language used by
260
Behaviour participants to communicate during

the VR tours.
Were common adjectives used in
English to describe virtual scenes?
Were there examples where
participants used the Chinese
language to describe the virtual
environment?
How responsive were participants
to reminders about using English
for communication?
Participants’ overall communication
behaviour.
(1 - poor communication and 5 -
excellent communication)
Involvement in Describe how participants
Communication communicated with their peers
during the VR tour.
Were there signs of active listening
during the VR communication
activities?
Participants’ overall involvement in
communication.
(1 - low involvement and 5 - high
involvement)
Participant Did participant reflect on the real-
life experiences provided by VR?
Did participants display that they
can remember the VR content and
share it with other peers?
Did participants share the impact of
VR on communication skills
development with the teacher or
peers?
Form 3: Interview Questions (Focus Group Discussion)
Perceived Engagement
1. Can you describe your overall experience with the virtual reality (VR) tours?
2. Did VR experience help you in developing your communication skills?
3. How did you feel about the immersive nature of VR? Did the experience keep
you focused during the lessons?
Perceived Motivation:
1. Did you feel happy or sad during the VR integrated lessons?

2. Did VR experience motivate you to communicate in English?
3. Can you share specific examples of the VR tours that motivated you to actively
participate in communication activities?
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4. Do you feel motivated to learn the language through VR?
Perceived Autonomy:
1. In what ways did the VR environment allow you to learn independently?

2. Can you share examples of how you felt more in control of your learning during
the VR-integrated lessons?
Other supporting questions:
1. Can you share specific details or moments from the VR tours that you vividly
remember?
2. How did these experiences enhance your understanding of the language
content?
3. How did these experiences improve your memory related to the content?
4. How do you think these experiences contribute to your language learning?
5. Do you think your attitude towards learning is important? Why?
6. In that case, did your positive/negative attitudes influence your development of
communication skills?
7. Were there specific communication activities or interactions during the VR tours
that you can think of now?
8. Did you use English or Chinese when you explained the experience with your
peer?
9. If Chinese, what made you communicate in Chinese? Why didn’t you
communicate in English?
10. Do you consider yourself shy (passive) or expressive (active)?
11. How did the VR experience influence your confidence?
12. Do you believe the VR environment provided a supportive platform for
expressing ideas compared to traditional classroom settings?
262

Teacher Information Literacy for Inclusive Early

Childhood Education (ECE) to Provide Literacy
and Numeracy for Special Needs Children in
Central Java-Indonesia
Neneng Tasu’ah , Diana , Sugiariyanti and Tias Martika

Universitas Negeri Semarang
Jawa Tengah, Indonesia
Abstract. Digital teaching emphasises information literacy as one of the

competencies critically required in the education community. It marks the
starting point of information management to acquire comprehension and
achieve learning objectives, as an attempt to support individual abilities
in facing any challenges. The increasing number of special needs children
at inclusive schools challenges teachers to provide the best education
services. Teachers are urged to learn in diverse ways to acquire skills in
handling special needs children in their classrooms. This study used a
mixed methods approach, using quantitative data to present participants’
demographic data and observation on literacy-numeracy skills of special
needs children and qualitative data on the teachers’ information literacy
for facilitating literacy-numeracy activities for special needs children in
inclusive classrooms. This study purposively selected 20 Early Childhood
Education teachers from five regions in Central Java who were
experienced in handling inclusive classrooms. The data were collected
through interviews, observations and documentation studies.
Meanwhile, the data analysis interpreted all aspects that correlated to
each other. The findings confirmed that teachers with information literacy
on special needs children could facilitate play-based activities for literacy-
numeracy skill learning. Teachers used the outcome of this information
literacy to manage learning, starting from identifying the learning needs,
designing learning programmes, implementing programmes, to
conducting evaluations. Therefore, teachers urgently require necessary
training that supports their information literacy in managing classroom
learning, especially for special needs children.
Keywords: Early childhood education teachers; information literacy;

learning management; special needs children
©Authors
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1. Introduction
Literacy is interpreted as thinking skills that use sources of knowledge in print,
visual, digital and auditory forms (Setyanta, 2020). Literacy skills are needed in
all aspects of human life, including education which requires a range of complex
understanding and thinking skills for both educators and students. The success of
the educational process is determined by the literacy competencies of the learners
(Anggraeni & Rola, 2018). Information literacy skill supports lifelong learning as
an essential ability to cope with an environment laden with information. Its
comprehensive foundations are fostered at schools, not only for librarians but also
for teachers who control the learning process (Mahardhini & Sanny Rahmawati,
2021). This idea considers the role of teachers as information sources for children
during the classroom-based learning process in Early Childhood Education (ECE)
institutions, especially in Indonesia.
Teachers who handle inclusive classes are required to demonstrate good

information literacy skills to improve educational services for special needs
children in their classes. Teachers in inclusive education services with information
literacy can design play-based activities that nurture the basic abilities of special
needs children to prepare them for education at higher levels. However, ECE
educators may face challenges in providing activities that contain suitable
elements to reflect the developmental stages and needs of respective children.
Teachers should have information literacy to enhance the quality of learning, yet
technological skills still appear to be an issue among ECE educators.
Teachers with information literacy skills will positively contribute to the conduct
of their learning designs (Fatmawati & Safitri, 2020; Haerudin, 2018; Ningsih et
al., 2022). Teachers demonstrate their fundamental proficiency and expertise in
learning management, especially in inclusive classrooms. They can optimally use
information literacy in various ways to help children with certain obstacles,
disorders and limitations to develop their potential (Education Alberta, 2019).
This notion is supported by Selvi (2010) stating that teachers must enhance their
knowledge of instructional skills and management to support their teaching
practice development and exploration, thus reaffirming their obligations as
educators to reinforce their knowledge capacities and teaching skills and create a
meaningful learning process for students (Jurmang, 2014). Teachers require
information literacy skills to improve their knowledge in managing learning (
Kurnianingsih, et al., 2017; Sanches, 2018). They are mandated to have this ability,
considering the diverse classroom conditions and characteristics that every child
demonstrates.
Diana et al. ( 2020) found that 80 per cent of 138 preschool teachers who served in
inclusive classes in Central Java had yet to attend training related to inclusive
education and programmes. This figure illustrates a low level of information
literacy in inclusive education, especially regarding knowledge and learning
management.
The overview leads to the question, “Do teachers who serve in inclusive
classrooms have adequate information literacy skills to facilitate special needs
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children during their learning process, especially for developing children’s

literacy and numeracy skills?”. This study explores information literacy among
teachers in facilitating learning activities, especially in developing literacy and
numeracy skills for special needs children distributed in five regions in Central
Java. The findings of this study will provide the basis for further research in
improving teachers’ competencies in managing inclusive education and
developing best practices, especially for inclusive classrooms.
2.1 Information Literacy
As a concept, information literacy has emerged since the early 1970s. The term
was used for the first time by Paul Zarevski in 1974 (Tatkovic et al., 2006). An
information-literate person has learned how to learn, how to find needed
information and specific knowledge, and how to use it.
The education community recognises the twenty-first century as the “century of

knowledge” or “knowledge society”. Therefore, digital teaching requires
information literacy as a core skill (Trujillo-Torres et al., 2020, p. 49; United
Nations ECLAC, 2021). This skill includes a set of abilities to find, retrieve,
analyse, and use information that will enable students to search, filter, apply,
write, fluently complete research, and grow as true lifelong learners (Grizzle et
al., 2013, p. 47).
Information literacy is an important skill for an individual to know where to

obtain, access and assess the best and most usable information based on its
accuracy, appropriateness, and effectiveness (Association of College & Research
Libraries, 2000).
2.1.1. Information literacy model

Ojaranta (2019) describes four information literacy models:
A. Kuhlthau’s information-seeking process
This approach has been broadly implemented and acknowledged as a process
approach that describes how to properly search for information amidst secure
learning activities. Kuhlthau’s information search process (ISP) model consists of
initiation, selection, exploration, formulation, collection and presentation. This
model highlights the first four phases as the planning phase.
B. Association of College and Research Libraries (ACRL’s) information literacy

competence standards
American Library Association through the ACRL’s Division explained that
individuals with information skills should be able to analyse essential information
efficiently and effectively; access information and understand the ethical codes of
information usage; provide critical responses to the information and sources of
information; transform knowledge-based information; and understand the
application of the stored information for various purposes in the economic, legal
and social contexts.
265
C. Christine Bruce’s seven faces of information literacy

Compared to the other models, Bruce’s seven faces of information literacy
emphasise several methods to develop information literacy skills. This model
requires several elements, including technology, computer literacy and media
literacy (Heng et al., 2018). It consists of the use of technology as a source of
information and communication; the search for information sources; the
execution of an information process; the control of the literacy process during the
execution stage; the construction of new knowledge; the extension of knowledge
to offer learners with new insights; and the prudent use of information.
D. Online reading comprehension

Leu, Jr. et al. (2005) presented a new literacy model that describes online reading
comprehension as a problem-based inquiry process across diverse online
information sources that requires several recursive reading practices; including
the identification of important questions; the search for information; the
evaluation of critical information; the synthesis of information; and the
communication of information.
2.1.2. Information literacy skills of Early Childhood Education teachers

Specific skills in information literacy include a) information navigation, search
and screening, b) information evaluation, and c) information retention and
retrieval. Chang (2012) divided information literacy into information perception,
selection, use and evaluation.
a. Information perception includes a fundamental introduction to hardware
equipment, software systems, internet resources, information security and
computer information ethics regulations.
b. Information selection demonstrates the use of information from appropriate
sources, data classification, and resource-searching methods, including
recognising and understanding requests for personal information and
effectively stating information problems.
c. Information use shows the comprehension of the content of collected data, the
analysis and organisation of data into useful information, the accurate
application of information for effective and creative decision-making, the
organisation and combination of new knowledge with previous knowledge,
and knowledge transformation into business tasks.
d. Information evaluation critically analyses and evaluates the collected
information by evaluating and modifying personal conditions during
information search and use, scrutinising the adequacy of the collected
information, and measuring the information’s effectiveness and efficiency for
problem-solving.
2.2 Pre-literacy and Pre-numeracy Skills in Children

Early childhood marks the development of the informal numeracy stage, where
children should be able to count numbers and recognise the nature of objects.
Numeracy is an activity in counting and identifying the number of objects. Early
childhood requires an understanding of writing and reading information in
written numerical forms (Wahyuni, 2022). Numeracy skill marks the recognition
and application of mathematical concepts in daily life. They involve the ability to
understand numbers; count and solve numerical problems; measure and estimate
266
numbers; sequence and notice numerical patterns; and add and subtract numbers
(Yuliantina, 2022).
Pre-literacy and pre-numeracy skills mark an important first step in literacy and
numeracy development skills that refer to the basic skills and understanding that
children should have before actually mastering reading, writing and calculating
skills. Pre-literacy skills are the foundational skills underlying the ability to read
and write. It involves understanding language, phonics and alphabetical symbols.
Some key aspects of pre-literacy skills include:
a. Phonemic awareness: the ability to understand and manipulate the sounds in
spoken language. This involves recognising the different sounds in language.
b. Word awareness: the ability to understand that words consist of sounds and
are divisible into smaller parts.
c. Vocabulary awareness: the ability to recognise commonly used words and to
understand what they mean.
d. Syntactic awareness: the ability to understand sentence structure and how
words are organised in language.
e. Listening and speaking skills: the ability to understand and communicate
through spoken language.
Pre-numeracy ability is the basic skill to prepare the understanding of formal

maths concepts. It involves recognising numbers, shapes, sizes and basic
mathematical relationships. Some key aspects of pre-numeracy skills include
(Wardhani et al., 2021):
a. Number recognition: the ability to recognise numbers and understand what
each number means.
b. Comparison and contrast: the ability to understand concepts, such as bigger
than, smaller than, more than and less than.
c. Shapes and colours: the ability to recognise geometric shapes and colour
differences.
d. Patterns: the ability to understand simple patterns in sequences of numbers or
objects.
e. Early measurement skills: the basic understanding of size and comparison.
Pre-literacy and pre-numeracy skills must be adjusted for special needs children
to the level of their respective developmental achievements. Some of those
children who are cognitively and linguistically unconstrained will potentially
master the above abilities, yet some children with cognitive and language barriers
require specific timelines and strategies during the learning process.
For this reason, this research explores teacher literacy in developing pre-literacy
and pre-numeracy skills for early childhood with special needs.
3. Methodology
This study used a mixed method of quantitative and qualitative models
with an exploratory sequential design. The quantitative data consisted of
teacher demographics, which were obtained from interviews and
observations regarding their proficiency in executing literacy and
267
numeracy learning for special needs children. Meanwhile, the qualitative

data covered the teachers’ information literacy skills related to managing
learning for inclusive classrooms, which were collected through the
interviews.
3.1 Population and Sampling
This research was conducted in five regions in Central Java, including
Semarang City, Solo City, Jepara Regency, Kendal Regency and Wonosobo
Regency. Due to the limited number of inclusive institutions in the five regions,
only two institutions were selected from each region. This research involved a
total of 20 teacher respondents who served in inclusive classrooms. Table 1
displays the distribution of respondents in the five regions:
Table 1. Distribution of respondents in five regions in Central Java

No. Region Number of
Teachers
1 Surakarta City
a. TK AL Firdaus 2
b. Smart Preschool 2
2 Jepara Regency
a. PAUD Semai 2
b. PAUD Matahari 2
3 Semarang City
a. PAUD Labschool 2
b. TK Talenta 2
4 Wonosobo Regency
a. TK Universal 2
b. TK AGAPE
5 Tegal Regency
a. TK Bisa Inklusi 2
b. TK Tarbiyatul Athfal 2
Total 20
3.2 Data Collection

The data were collected through interviews, observations and documentation
studies from both primary and secondary data sources. The interview and
observation sessions used guidelines related to teacher information literacy,
including classroom management, teaching strategies and evaluation and
monitoring, especially literacy and numeracy skill development activities for
special needs children. Primary data included teachers who served in inclusive
classrooms, in addition to play-based activities that contained literacy and
numeracy elements. Meanwhile, the secondary data included learning
instruments planned by teachers who served in inclusive classrooms.
3.3 Data Analysis

Data analysis was performed during the collection process and followed by the
interpretation of all aspects to understand the relationship among variables. The
data were analysed through reduction, presentation, conclusion and clarification
of validity using source triangulation.
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4. Results
Information literacy is an important achievement that helps an individual
determine how to obtain the most valuable information, how to access it and how
to assess its accuracy, appropriateness and effectiveness (Ranaweera, 2008;
Sanchez-Ruiz & Blanco, 2018). Information literacy is a skill in digital teaching
competencies (Stopar & Bartol, 2019; Haleem et al., 2022; Wijayati et al., 2023). The
presence of this skill in the education community is critical and is considered as
the starting point of information treatment to achieve knowledge and respond to
the prevailing challenges of the rapidly evolving digital age and information-
driven society. Teachers’ ability to access and process information for designing
materials and improving the learning quality is becoming increasingly important.
The increasing number of special needs children in schools challenges teachers to
provide the best education services, in which they are required to learn various
methods in dealing with special needs children.
The results of this study describe the information literacy of ECE teachers who
served in inclusive classrooms. A complete description of the demographic data
among the teachers is detailed in Table 2.
4.1 Teacher Respondents by Age

Table 2 presents the demographic data of teachers’ ages.
Table 2. Teacher respondents by age
Age (Years) Frequency

21-30 2
31-40 7
41-50 8
51-60 3
Total 20
Most of the respondents consisted of kindergarten teachers aged 41-50 years and
the lowest number of respondents were those aged 51-60 years. Younger teachers
have a greater ability to process and use information than older teachers due to
their familiarity and adaptability to newer technologies and changing educational
methodologies. As a consequence, they will more quickly adapt and modify the
information during the implementation process. Education should empower
people, in this case, teachers, to turn information into new knowledge (Yunus,
2021). Teachers face challenges to help students understand and recognise the
term ‘information overload’ (Saadillah et al., 2023).
4.2 Characteristics based on academic backgrounds

Figure 1 reflects the characteristics of teacher respondents based on their
educational backgrounds.
269
Other
disciplines Undergraduate
40% program of ECE
50%
Undergraduate
program of
Psychology
10%
Undergraduate program of ECE
Undergraduate program of Psychology
Other disciplines
Figure 1. Respondents based on their academic backgrounds
From a total of 20 teacher respondents that were involved in this study through
purposive sampling from the five regions in Central Java, most of them had an
educational background of an undergraduate degree in ECE with a total of ten
respondents, followed by psychology with a total of two teachers, and other
majors with a total of eight teachers, including those from family science, civic
education, economic education and guidance and counselling. The teachers’
educational backgrounds impact their basic knowledge related to children’s
development and needs, especially in identifying special needs children and
providing relevant services for them.
4.3 Characteristics based on experience in teaching special needs children

Table 3 shows the characteristics of teacher respondents with experience in
teaching special needs children:
Table 3. Teacher respondents based on experience in teaching special needs children

Duration (Years) Frequency
1-8 10
9-16 7
17-24 3
Total 20
The majority of respondents had experience in teaching special needs children for
1-8 years with a total of 10 teachers, followed by 9-16 years with a total of seven
respondents, and 17-24 years with a total of three teachers. Based on the collected
data, all respondents had experience in teaching special needs children.
Teachers’ ability to process information offers them knowledge in implementing

the information they receive. Information literacy related to special needs children
will equip teachers with an understanding of who special needs children are, what
270
characteristics may arise among them, and how to handle them during the
learning process. Twenty-first-century teachers see information literacy as a
crucial tool in teaching (Rosidin, 2021). This competence allows them to organise,
retrieve and determine practical strategies for developing the learning process.
The following descriptions present the results of research regarding information
literacy among teacher respondents who served in inclusive classrooms.
4.4 Finding Information

Experience in teaching children with special needs provides both opportunities
and challenges for teachers in identifying, designing and implementing learning
programmes and conducting evaluations.
Teachers attempt to find information related to the development of literacy and

numeracy skills of special needs children, including performing initial
identification through observation and screening at the time of enrolment,
observing during lessons, conducting psychological test analysis and collecting
necessary information from parents. The initial identification evaluates the
children’s abilities to determine their needs for classroom-based learning.
We conduct observations and initial diagnostic assessments to determine
the children’s abilities, communicate with parents, as well as collaborate
with psychologists, growth experts and specialised doctors to review the
diagnoses.-KMS
Our school, in particular, assigns a coordinator who will share

information about handling special needs children. We also perform
several workshops every few months by inviting an expert.-MF
In addition, teachers obtain information about the needs of special needs children
from various sources. Teachers collect their references from school workshops,
teacher training, expert-led discussions (including therapists, psychologists and
other experts), and information from the principals of colleagues.
4.5 Selecting Information

Following the information collection related to the children’s conditions, teachers
should accept them and confirm the diagnoses with an expert. Teachers identify
the children and provide solutions to deal with their problems. Teachers should
also develop necessary approaches to better understand the children, as the basis
for providing the facilities that they need during the learning process.
It is our responsibility if there is a child with a special condition. We need

to talk to him. If he starts to call us, it is our opportunity to extract
necessary information about him by persuading him to talk about his
home environment. We must be familiar with the children in the very first
place, then we can understand their subconsciousness. The
implementation of this strategy offers an easier introduction to literacy
and numeracy- YZ.
Teachers provide play-based facilities relevant to literacy and numeracy skills

which are also given to regular children with an adjustment to the levels of
difficulty based on the abilities of special needs children. Teachers provide a
271
special space to allow special needs children to learn and avoid distraction. This
statement is confirmed by the results of an interview with one of the teachers.
Children’s play activities are adjusted to the diagnoses that have been
compiled in the Individual Learning Plan by referring to their physical
and psychological conditions. So, every child receives different
treatments.-LM
Teachers’ ability to select information refers to their strategies in facilitating the

students’ needs based on their characteristics, personal barriers and disorders,
which are analysed during the previous identification attempt (Kartini & Aprilia,
2022). To optimise play activities for children with disabilities in inclusive ECE,
teachers should perform initial assessments, modify teaching plans, and tailor
activities for special needs children to allow them to play properly and improve
their abilities (Diana et al., 2022; McGowan et al., 2023; Movahedazarhouligh,
2018).
4.6 Creating Information and Communicating Information

Individual lesson planning for special needs children and regular children in each
school is different. Although not all schools have lesson plans, the levels of
learning outcomes are still adjusted to the children’s abilities. Schools that offer
lesson plans should consult with the inclusive classroom coordinator and
homeroom teacher. These lesson plans should be designed by teachers who teach
in inclusive classrooms.
We share the lesson plans in common, yet the implementations are
designed with some adjustments to the different levels of play activities
for numeracy and literacy skills based on the conditions of every special
needs child.-JF
Play activities for developing literacy and numeracy for special needs children
have yet to be specifically designed. However, the variety and frequency of play
are adjusted to the requirements of individual special needs children. Meanwhile,
the learning model remains the same for regular children.
Play activities to improve literacy and numeracy skills of special needs
children are not designed specifically or separately, rather by providing a
variety of plays that can facilitate both special needs children and other
regular children at different levels of difficulty.-MS
They share learning models in common. However, it requires more

intensive supervision to handle special needs children. Assistant teachers
are assigned to classes with special needs children who often experience
temper tantrums.-D
Referring to the findings, some teachers have designed play activities to develop
children’s pre-literacy and pre-numeracy skills through individual learning plans.
However, others only differentiate the play activities based on the abilities of
special needs children in using the same learning facilities. A similar condition
was highlighted by Chasanatun & Afifah (2008), stating that early literacy
learning through play activities was hindered by various problems in its
application. Learning to read, write, and count (calistung) should be performed
through an approach appropriate to the children’s developmental stage.
272
Therefore, those activities are not given to kindergarten children. The context of
calistung for kindergarten students should represent the holistic framework of
children’s development, which is implemented through a play approach and
adjusted to the children’s developmental tasks. Creating an environment rich in
literacy will further encourage children’s readiness to embark on calistung
activities. Meanwhile, the play approach as the principle of early childhood
learning is also applied in teaching calistung for kindergarten, as an attempt to
develop children’s psychological and physical aspects (Ranti et al., 2016).
4.7 Evaluating Information and Using Information

Evaluation of children’s literacy and numeracy skills is performed by teachers
through daily observations to assess the development of literacy and numeracy
skills in special needs children, in addition to the use of regular reports. The forms
of assessment can consist of checklists, anecdotes and performance results.
The teacher gives the parents daily reports regarding their children’s
activities.-A
If the stimulation of literacy and numeracy in children is not optimal, teachers

conduct self-reflection and research and consult with the inclusive classroom
coordinator to modify and communicate the new approach to the parents, as a
strategy to support children’s activities.
Reflecting on what is good and what is still lacking can serve as an
improvement to the literacy and numeracy activities that I provide in my
classes. I also collect feedback from colleagues and parents before
executing the next plans based on the prevailing needs.-KMS
The information evaluation process in this study shows that teachers evaluate the
design and implementation of learning activities in developing literacy and
numeracy skills for special needs children. Based on the results, teachers have
produced evaluations based on their daily observations of the achievement of
children’s development. In addition, teachers reflect on the development activities
based on personal evaluations and inputs from colleagues and parents for their
education service improvement.
This research provides an overview of special needs children who were involved
in learning activities where the research was conducted. These highlights inform
the participation of special needs children and the achievements of their pre-
literacy and pre-numeracy skills during learning in inclusive classrooms. The data
were collected through observations and interviews with teachers on items of pre-
literacy and pre-numeracy ability indicators that were not displayed during the
research.
4.8 Demographic Data of the Student Respondents

A total of 10 ECE institutions located in five regions in Central Java had special
needs children with different disorders. Table 4 displays the demographic data of
the aforementioned special needs children.
273
Table 4. Demographic data of student respondents

No. Disorders Frequency
1 Speech Delay 2
2 Hearing-impaired 5
3 ADHD 5
4 Cerebral Palsy 1
5 Down Syndrome 1
6 Autism 6
7 Slow Learner 1
Total 21
The majority of special needs children in this study had autism with a total of six
children, hearing impairment and ADHD with a total of five children respectively,
speech delay with a total of two children, in addition to cerebral palsy, down
syndrome and slow learner with a total of one child respectively.
4.9 Literacy and Numeracy Skills of Special Needs Children

Numeracy literacy in children has several indicators, consisting of
communication, relationships, reasoning and presentation. The following data
present the literacy and numeracy scores of 21 special needs children.
Table 5. Pre-literacy and pre-numeracy skills

Indicator Min. Score Max. Score Average
Communication 30 80 54
Relationships 20 80 53
Reasoning 25 80 51
Presentation 20 80 52
Total score 30 78 53
The average score of literacy and numeracy skills of special needs children is 53.
Communication had the highest average score, followed by relationship,
presentation and reasoning as the indicator with the lowest score.
Teachers use various methods to foster communication skills in special needs

children, such as using concrete media, pictures and symbols and body language.
Meanwhile, children connect objects by manipulating artefacts. Teachers can use
various activities to reinforce presentation skills and help children to understand
simple concepts of cause and effect to encourage reasoning skills. These activities
will allow teachers to generate concepts for developing the children’s abilities.
5. Discussion
Teachers’ knowledge, skills and attitudes in performing their duties to improve
learning quality are the results of the information literacy they acquire. Teaching
special needs children is a challenge for professionals due to the uniqueness of
every child in the classroom. This situation generates the need for specialised
training that integrates a variety of skills in pedagogy, knowledge, attitudes,
social service and subject content knowledge (Mumpuniarti, 2017). It has led to
the introduction of various pedagogical strategies to support the learning process
and enhance the children’s literacy and numeracy skills. One of the most well-
274
known learning models in teaching special needs children is the Universal

Learning Design (McGuire-Schwartz & Arndt, 2007). In the instructional design
process, the UDL framework proactively designs lessons that incorporate
inclusive options and strategies to encourage every learner in the classroom (Rao,
2021). However, not all teachers can design quality learning to serve special needs
children in inclusive classrooms.
Teachers’ backgrounds also influence their basic knowledge regarding the

development and characteristics of early childhood, especially special needs
children (Purwanta, 2010; Suharsiwi, 2017). Teachers’ involvement with special
needs children will boost their ability to recognise the children’s characteristics
and influence their attitudes towards inclusive education (Fellianti & Billah, 2017).
Teachers’ teaching experience with special needs children will improve their
professional skills in facilitating learning for children in inclusive classrooms
(Wiranti, 2021).
The ACRL has issued a framework to measure the levels of information literacy.
The framework is designed for all information literacy actors and consists of five
indicators, including searching for information, selecting information,
communicating information, evaluating information and using information
(Terral, 2013). This research explored teachers’ information literacy skills using
these five indicators in managing learning for special needs children in inclusive
classrooms and found that it is necessary to strengthen teachers’ information
literacy, considering that they are held to be the information centre to support
children in early childhood.
Teaching experience is a substantial factor that affects teachers’ professionalism,

especially teaching competence. Experiences outside the classroom activities
greatly encourage innovations for generating learning scenarios and advancing
teachers’ ability to professionally plan and manage learning (Sahalessy et al., 2022;
Subekti et al., 2019).
6. Conclusion and Implications

Information literacy is a complex process experienced by an individual. Teachers
who teach early childhood programmes, especially inclusive classrooms, should
be equipped with information literacy to strengthen knowledge and skills in
providing services for special needs children. They should receive practical
training in managing learning and organising inclusive education both for special
needs children and regular children. Several institutions have yet to explicitly
offer specific plans through information search for developing lesson plans and
improving children’s literacy and numeracy skills instead of analysing suitable
programmes for children with the adjustment of learning outcomes based on their
abilities. Schools that provide individualised learning plans assign assistant
teachers to handle special needs students. They are responsible for designing
learning activities based on the consultation with the inclusive classroom
coordinator and homeroom teacher. As part of the evaluation, where the
development of literacy and numeracy in children is not optimal, teachers will
conduct self-reflection, search for information online, consult with the inclusive
275
classroom coordinator, remodify the learning plans and communicate with

parents to support children’s activities.
Teachers' information literacy in improving literacy and numeracy skills for

special needs children should be reinforced, considering the urgency of both skills
for special needs children. Special needs children should be equipped with
literacy and numeracy, as part of their fundamental abilities to understand and
master reading, writing and counting skills with the adjustment to their
developmental achievements. Special needs children in an inclusive environment
need instructional information to support their information literacy (Zagona et al.,
2021). Teachers in inclusive classrooms must have extensive knowledge, skills and
creativity to manage and facilitate children’s needs (Rashid & Ghani, 2023). This
research contributes to providing an overview of information literacy for ECE
teachers who teach inclusive classes in developing literacy and numeracy skills
that have not been widely researched, especially in Indonesia.
7. Limitations and Recommendations

The limited number of ECE units that provide services for special needs children
in the Central Java regions led to the inclusion of a minimum number of teacher
respondents in this study. Therefore, it is necessary to disseminate the research to
other institutions, in an attempt to promote information literacy skills for teachers
to allow them to better facilitate special needs children. Strong information
literacy for teachers can have a positive impact on the learning process. To achieve
inclusive literacy teaching, literacy development must be targeted to meet the
different needs of every student instead of only stimulating personal interest and
motivation.
This study only qualitatively explored teachers’ information literacy in providing

services for special needs children in inclusive classrooms, so it has not
quantitatively measured the information literacy of teachers. Future researchers
could quantitatively research the information literacy skills of teachers more
broadly.
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279

Devising Online Writing Services: An

Exploration of an Academic Writing Class
Yulia Hapsari*
Universitas Brawijaya
Malang, Indonesia
Hamamah Hamamah , Ive Emaliana ,

Putu Dian Danayanti Degeng and Lydia Kusumahwati
Universitas Brawijaya
Malang, Indonesia
Abstract. As a part of a longitudinal study on the development of a web-

based integrated writing service (WISSE), this article explores the most
needed technological services in assisting students in their academic
writing. This is a response to the widely available yet unintegrated online
applications that have the potential to assist students’ writing. This study
involved four students, four teachers, and two stakeholders of academic
writing classes at a prominent university in Indonesia. The Nominal
Group Technique (NGT) was applied to explore beneficial features that
could be embedded in the WISSE by taking into account the problems,
solutions, and roles of online applications in academic writing. The
collected field notes from the NGT were then analyzed using thematic
analysis. The results revealed that the most needed online applications to
feature in the WISSE are those that assist students during the outlining
process, check for grammatical accuracy, and communicate ideas through
face-to-face conferences with teachers. The demand for these features
stem from the necessity of teacher feedback, especially in ensuring the
coherence and validity of their ideas which is especially crucial for
students since the online applications are considered lacking in providing
such feedback. These findings suggest improvements in how and at
which stage(s) feedback is provided throughout the WISSE learning
process. The results of this study focally emphasize the importance of
teachers’ presence to provide human-based feedback to cater to students’
critical thinking through the use of online writing assistants.
Keywords: academic writing; online applications; feedback; NGT; WISSE
1. Introduction
*
Corresponding author: Yulia Hapsari; hapsari.yulia@ub.ac.id
©Authors
280
When it comes to academic writing, challenges such as generating interesting

topics, idea organization, vocabulary, and careful grammar control are apparent
(Abdulkareem, 2013; Ahlstrom, 2017; Bowen & Thomas, 2020; Xie, 2020)
especially among Indonesian English as a Foreign Language (EFL) learners
(Nurkamto et al., 2022; Sudirman et al., 2020; Toba et al., 2019). The issues are
further intensified due to the high enrolment of students in English as a Foreign
Language (EFL) classes in many educational institutions in Asia and Africa
(Clarence et al., 2014; Degeng et al., 2022). Fortunately, the progress of technology
has introduced online applications like Quillbot, Grammarly, Padlet, and several
automated writing assessment (AWE) systems that offer beneficial services to
help students deal with academic writing difficulties. Various research has
elucidated the benefits of online applications in facilitating students' academic
writing. Fitria (2021) examined the effectiveness of Quillbot as a paraphrasing tool
in assisting students in preventing plagiarism, whereas Jayavalan and Razali
(2018) investigated the utility of Grammarly in sentence construction. Jong and
Kim Hua (2021) demonstrated the efficacy of Padlet as a tool for evaluating
students' writing proficiency. The studies conducted by Dwigustini et al. (2021),
Hadi et al. (2021), Lestari (2017), and Rosyada and Sundari (2021) have also shown
evidence of the beneficial effects of online platforms such as Google Classroom,
mobile assisted language learning (MALL), Canva, and Padlet on students'
proficiency in academic writing.
The online applications, however, operate as separate services that require their
users to switch from one page to another to work on a single academic writing
manuscript. This may limit the capacity to which these services can assist in the
learning process. Strobl et al. (2019) pointed out that standalone AWE applications
tend to be imbalanced in the types of learning tools they offer. To balance out their
learning needs, students often pay subscriptions for several online tools. Many
AWE programs require paid subscriptions on a monthly or yearly basis even
though these programs may only be needed for short-term use. This situation
makes AWE tools even more difficult to access since students must subscribe to
various online applications in order to fully benefit from AWE services. This also
affects students' self-efficacy as mentioned in Zhai & Ma's (2022) research.
Currently, the teacher’s and peer’s presence remains crucial to balance the
students’ learning progression with their utilization of new technologies designed
to assist in academic writing. Tusino et al. (2021) found that students in an
Indonesian hybrid academic writing class needed direct or indirect language
feedback for vocabulary and grammitcal errors, and also wanted teachers to
provide clear input, motivate them throughout their progression in their writing,
and offer helpful feedback. Thus, the students showed interest and were more
engaged when given assignments to do in pairs or small groups due to the need
for feedback. Additionally, the students pointed out that online feedback and
corrections from peers and teachers could improve their writing abilities. Even
though students' writing abilities could be improved through feedback and
correction using online AWE tools as shown in several studies (Li, 2021; Samosir
& Daulay, 2023; Saricaoglu & Bilki, 2021; Waer, 2021), Li (2021) emphasized that
281
the role of the teacher to monitor students’ writing through feedback is still
imperative.
Although there is great potential for online applications in helping students

overcome problems in academic writing such as grammatical accuracy
(Saricaoglu and Bilki, 2021; Waer, 2021), efficiency and corrective feedback
(Samosir & Daulay, 2023), increased critical thinking awareness (AlMarwani,
2020), and independent learning (Zhai and Ma, 2022), it would be more beneficial
and effective if all of the AWE applications could be accessed through one website.
This could enable students to make better use of the applications and at the same
time improve the teacher’s ability to monitor the student’s progression in their
academic writing skills. Driven by this motive, a web-based writing service called
Writing Integrated Assessment (henceforth, WISSE) started to be developed in
2020 (Degeng et al., 2022; Hamamah et al., 2020) mainly to provide appropriate
feedback responding to students’ difficulties in writing within large academic
writing classes. The WISSE is expected to provide a one-stop service for
improving and monitoring students’ academic writing progression in academic
writing classes by reducing information attenuation and loss, improving system
management efficiency (Zi-Chun, 2011), providing access to comprehensive
services, information, and resources that helps individuals achieve their goals
(Inge, 2006), and increasing retention and satisfaction of students by facilitating
engagement and collaboration (Buultjens and Robinson, 2011).
A prototype of WISSE has already been initiated (Degeng et al., 2022) and
evaluated (Hamamah et al., 2023). This prototype is designed based on the process
writing principles and integrates the already available digital writing assistance
application into one web page. However, the result of WISSE’s user trials
indicated that more distinctive features should be added. Most potential users for
WISSE are students who were born in the digital era. The problems pertinent to
their academic writing are reportedly novel. Among them are insufficient writing
skills and unequal access to AWE services (Strobl et al., 2019; Toba et al., 2019).
The integration of digital writing tools for academic writing is believed to have
the potential to solve academic writing problems as it facilitates feedback
provision and students’ access to generate ideas in writing (Jokhio et al., 2020;
Toba et al., 2019) and enhances students' critical thinking (AlMarwani, 2020).
The challenges of generating engaging themes, structuring ideas, utilizing

terminology effectively, and maintaining meticulous control over grammar are
readily apparent in English academic writing classes (Abdulkareem, 2013;
Ahlstrom, 2017; Bowen & Thomas, 2020; Xie, 2020). This issue is made more
difficult by the absence of individualized feedback and monitoring of student
development, which is hindered by large class sizes (Clarence et al., 2014; Degeng
et al., 2022). Meanwhile, there are online programs that possess the capacity to
address academic writing difficulties. Studies have shown that students often
cope with their academic writing challenges using AWE (Li, 2021; Samosir &
Daulay, 2023; Saricaoglu & Bilki, 2021; Waer, 2021). However, none of the
previous studies have developed an integrated web-based academic writing
assistance program based on the needs of learners and teachers. To address these
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challenges, the author began to outline the development of WISSE, a

comprehensive academic writing website designed to assist teachers in providing
feedback and monitoring student advancement by incorporating tools that
facilitate academic writing (Degeng et al., 2022; Hamamah et al., 2023). To this
end, it is important to examine which services warrant particular attention in the
context of WISSE.
Explorations on students’ challenges in academic writing along with the solutions

and the use of digital writing assistance tools were the foci of this study which
aims to explore potential features needed to refine and improve WISSE. To
achieve the objectives of this research, four research questions were formulated:
a. What are students’ challenges in academic writing?
b. What are the students’ strategies to deal with challenges in academic
writing?
c. What are students’ experiences in using online services to deal with their
challenges in academic writing?
d. What online services in a web-based writing platform are needed to
adequately accommodate the needs and expectations of students?
2. Material and Research Method

A nominal group technique (NGT) under a qualitative approach was employed
in this study to determine the most needed online applications to be embedded in
the WISSE. The NGT was utilized due to its attributes which are suitable for
addressing decision-making processes of specific challenges Lintangsari et al.
(2022). Following Srivastava et al.'s (2019) work, NGTs are believed to encourage
integrative and comprehensive thinking to find solutions to challenges through
small group discussion. The sample for this study comprised eleven participants
selected through convenient sampling based on voluntary participation. The
participants included five students from both graduate and undergraduate
programs, four teachers from academic writing classes, as well as two
stakeholders who were the Dean and the Head of the English Language
Department at a prominent university in Indonesia. The graduate and
undergraduate students appeared to have similar problems in academic writing.
The stakeholders were in charge of curriculum design that the teachers
implemented at the selected faculty. Thus, the sample of this study was
considered enough to meet the criteria to answer the research question. All
participants engaged in the NGT process to investigate challenges, strategies for
coping with these challenges, experiences, and needs related to the use of online
writing assistance applications aimed at enhancing students’ academic writing.
The data collection procedure of NGT was conducted in five stages. The five
stages which involved a combination of individual and group work to generate
immediate action planning (as shown in Figure 1) were put forward. First, the
participants were required to provide written responses to some questions via
Google Forms. This step was intended to encourage participants to share their
thoughts on the given topics without any debate or clarifications, as noted by
Lintangsari et al. (2022) who referred to this stage as "silent idea generation." The
second stage was the exploration stage where participants engaged in a face-to-
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face discussion to clarify their responses to the topics introduced in the Google
Forms. The questions were related to the processes of academic writing in English.
For example, students responded to questions such as “What are the challenges
you often face while composing English academic writing?”, “How do you
usually overcome the challenges?” and other related questions. The discussion
was led by a facilitator assisted by a notetaker. During this stage, the facilitator
read out the results from the Google Forms to further explore each participant's
arguments.
The next stage was the clarification stage which allowed for a more in-depth
discussion among the participants, taking into account each participant's
arguments and minimizing certain participants’ domination of the discussion.
This resulted in a list of responses that summarized the NGT discussions. The
fourth stage involved the participants voting for the best responses for each topic
and then ranking them based on the voting result. Finally, the facilitator tallied
the votes, and the final group decision was presented to the participants as a
consensus. This process promotes participants' ownership of the results and
reduces potential researcher bias in data analysis. The ranked items also serve as
an actionable list for researchers (Chapple & Murphy, 1996) to improve the WISSE
website. The total duration for the five stages was three hours. Based on the
aforementioned activities, the data were collected in the form of field notes. The
field notes were then analyzed using thematic analysis. The process of qualitative
data analysis was based on Creswell (2012) that consists of (1) preparing the data,
(2) reading through all the data, (3) coding the data based on certain events that
appeared in the data, (4) creating themes based on the existing codes, and (5)
interrelating themes to conclude.
Figure 1: Data Collection Procedure
3. Results
Employing thematic analysis, the results of this research are presented under four
themes: 1) challenges in academic writing, 2) strategies used to cope with the
challenges, 3) experiences of using online applications for academic writing, and
4) the most needed online applications and features for WISSE.
3.1 Challenges in Academic Writing

From the initial stage of the NGT that generated ideas from participants related to
difficulties in academic writing, strategies used to cope with the difficulties as well
as experiences in employing online applications in academic writing, various
challenges were identified. Five priority issues (Table 1) were agreed upon by all
participants after the exploration, clarification, voting, and ranking stages.
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Table 1: Challenges in Academic Writing

Challenges in academic writing The most crucial challenges
Participants
class in the academic writing class
Students Grammar Large number of students
Coherence Coherence
Idea organization Validity of ideas
Plagiarism Grammar
Vocabulary Plagiarism
Lecturers Grammar
Plagiarism
Coherence
Provision of detailed feedback
A large number of students
Stakeholders A large number of students
Monitoring students’ progression
Coherence
Grammar
Plagiarism
The issue of large language class sizes has been a common problem in EFL
contexts (Jokhio et al., 2020). Participants in this study agreed that this situation
led to many other challenges they faced in academic writing. As reducing the
number of students inside a classroom seems impossible, the participants agree
that the use of online applications can be of help to a certain extent. Thus, they
focused on finding ways of how the online applications help them to deal with
their challenges such as incoherent ideas, issues related to the validity of their
arguments, grammar control, and plagiarism.
Initially, in sharing the challenges they encountered in academic writing, the

students revealed that they had never been confident with their grammatical
accuracy in writing as they believed that English grammar is complicated and
confusing. Thus, they found that Grammarly is a very beneficial online
application to help them cope with grammatical issues in their writing. On the
other hand, the teachers had a different perspective. Although they
acknowledged that Grammarly is beneficial not only for students but also for
themselves, the teachers are worried that the students are highly dependent on
the application and neglect their grammar learning. The students’ grammar
control also becomes a concern to the stakeholders who are also English teachers.
They shared similar apprehension with the teachers about the use of Grammarly.
However, the stakeholders appeared optimistic that careful monitoring of
students’ progression would help students be more aware of the importance of
their grammar learning.
Then, issues about plagiarism emerged in the discussion. The students admitted
that plagiarism issues in their academic writing stem from their difficulties in
finding and citing related references, especially when writing argumentative
essays. Their lack of reading about related topics in their writing and limited
access to reputable journals had made them heavily rely on Google Scholar. While
having barely enough knowledge about selecting qualified articles, this Google
Scholar search led them to pick up any seemingly related previous studies,
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regardless of the validity or trustworthiness of the ideas. This process ended up

in assorted and ostensibly related ideas. When the students then compose these
ideas in their papers, the result is often incoherent writing.
Having similar concerns about students’ lack of coherence and plagiarism issues
in their writing, the teachers reflected on their inability to intensively
communicate students’ challenges, find the root of the challenges, and provide
the students with detailed feedback in their classes which have large number of
students. The NGT was an eye-opener for the lecturers to find better strategies for
dealing with the students’ challenges as it suggested that the teachers could equip
students with knowledge and considerations of how to utilize online applications
to overcome writing difficulties. In addition, blended learning in which students’
works, feedback, and revisions could be recorded and traced in a certain Learning
Management System such as Google Classroom to monitor student’s progressions
could also be employed. This reflection parallels the concerns of the stakeholders
who pointed out that monitoring students’ progression would be challenging for
the lecturers due to large class sizes in the faculty and their heavy workload. The
final significant finding was that, when the participants were asked to rank the
challenges in academic writing based on their importance, they agreed that the
large class size is the core problem while issues on coherence, validity of ideas,
grammar control, and plagiarism are ranked second, third, fourth, and fifth
respectively. Since reducing the number of the students seems to be impossible
due to major implications on management and financial aspects, effective
feedback and continuous monitoring on students’ progression are strongly urged
to address the challenges.
3.2 Strategies used to Cope with the Academic Writing Challenges

In the discussion throughout the exploration and clarification stages of the NGT,
it was revealed that the students utilized a multi-step process to address their
writing-related obstacles. They begin by reviewing their own work as expressed
by Student 1:
“I usually use thesaurus and Cambridge Dictionary to look for words and
their synonyms... But sometimes I myself am still doubtful of the words
there.”
Seeking models from reading texts was the next step, as mentioned by Student 2:
“Like our habit of reading... articles written in English... we can
understand what sentences or words or vocabulary there that can be used
in a certain context.”
Finally, they got feedback from lecturers or other experts, as described by Student
4:
“For peer review, we ask for our own friends, but sometimes we are still
doubtful of their opinions... with experts we can take their opinions into
consideration more.”
The students’ statements reflect the important role of feedback in improving their
writing. To aid in their writing process, students also rely on various online tools.
They utilize Grammarly and Google Docs for grammar and usage corrections, as
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well as Quillbolt for paraphrasing and plagiarism checks. Student 5 also mentions
using ProQuest to access articles with translations, stating, "I usually use
ProQuest... to translate difficult words." These insights into the participants'
strategies demonstrate their resourcefulness in employing a combination of
reviewing their own work, peer collaboration, online tools, and reading materials
to overcome challenges in academic writing.
From the teachers’ point of view, using specific assessment rubrics, employing
online applications and peer discussions to generate feedback, and providing
more collaborative writing activities help lecturers in providing feedback to the
large number of students in their academic writing classes. Before the NGT, the
teachers held the assumption that communicating a specific assessment rubric
would clarify to the students the criteria of a good academic manuscript and that
using online applications and peers to generate feedback would provide students
with ample input to improve the quality of their manuscript. Thus, more
collaborative writing activities were suggested. However, the NGT revealed that
these efforts overlooked the students’ other challenges such as issues on students’
insufficient knowledge in finding qualified references, lack of coherence in their
writing and plagiarism issues. Table 2 provides a summary of how students,
teachers, and stakeholders tried to cope with challenges in academic writing, and
how they all came to agree that familiarizing students with writing organization,
guiding students in finding qualified reference, and blending the use of online
applications to generate feedback and human-source are the most crucial
strategies to cope with academic writing challenges. The strategies can be
demonstrated by providing students with a template of the PEEL (Point,
Elaborate, Example, Link) structure. Then, the students were provided with
sources from reputable journals such as Scopus, Taylor and Francis, Web of
Science, etc. to navigate students' citation. After that, students were asked to check
their own composition using available online application such as Grammarly to
ensure their grammar control.
Table 2: Strategies to Cope with Academic Writing Challenges

Strategies to cope with
The most crucial strategies to cope
Participants academic writing
with academic writing Challenges
Challenges
Students Getting various sources Familiarizing students with writing
(self, peer, teacher, and organization
online applications) to Guiding students in finding qualified
generate feedback references
Reading more sample Blending the use of online applications
articles to generate feedback and human
Lecturers Using specific assessment sources to cross-check the validity of
rubrics the feedback
Using online applications
and peer to generate
feedback
Providing more
collaborative writing
activities
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Stakeholders More practice and

feedback
Smaller class sizes
Use of online applications
Customized LMS for
academic writing to
monitor students’
progression
The stakeholders were aware of the challenges arising from the large number of
students in academic writing classes. Even though they conceded that efforts to
reduce the number of students in each class are a significant problem, they also
acknowledged that some situations such as the limited number of classrooms and
available teachers left them with no choice but to maintain the large class sizes.
As a workaround to this issue, they urged the teacher to promote students’
autonomous learning by providing the students with more practice and feedback
and maximizing the use of online applications. By providing students with
feedback and maximizing the use of online applications, teachers could help
gradually increase students' self-regulation and autonomous learning skills.
However, to maintain good monitoring of students’ progression, the stakeholders
also encouraged the lecturers to develop a learning management system (LMS)
that enables them to perform their jobs more efficiently.
3.3 Experiences of Using Online Applications for Academic Writing

Summarizing the NGT discussion, Table 3 presents the participants’ experiences
of using online applications for academic writing. Looking at the data from Table
3, it can be observed that the students' and teachers’ experiences with online
applications for academic writing showed that online applications used to check
grammar and spelling are the most beneficial applications for handling the
students’ challenges in academic writing. In addition, online applications that
help with translation, paraphrasing, and plagiarism checks were also considered
useful for both students and teachers of academic writing. Further discussions
during the NGT revealed that although online applications such as Grammarly,
Quillbot, and Turnitin were proven to be beneficial in helping students perform
independent checking, the participants in this study agreed that depending on the
feedback generated by online applications was not enough to produce a high-
quality academic composition.
Table 3: Participants' Experiences of Using Online Applications for Academic Writing

The most crucial roles of online
Roles of online applications for
Participants applications for academic
academic writing
writing
Students Checking grammar and spelling Helping independent checking
Translating
Paraphrasing excerpts from Notes:

articles
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Lecturers Checking plagiarism Online applications cannot help

with the organization of ideas.
Checking grammar and spelling Therefore, the teacher’s role is
mostly needed in helping
Stakeholders Helping teachers to provide students validate their ideas,
feedback for students in a way organize their ideas for a
that does not neglect students’ coherent composition, and re-
improvement in academic check the feedback generated by
writing skills, especially their online applications.
critical thinking.
The stakeholders pointed out that despite the benefit of online applications to
provide more time-effective feedback for students, teachers should be alert of
potential hindrance on students’ critical thinking as the online applications
provide instant help. This notion is in line with the students’ and teachers’
expectations that the teacher’s presence should be of the most importance to help
students validate their ideas, organize the ideas for a coherent composition, and
re-check the feedback generated by online applications.
While students acknowledge the role of online applications in improving their

writing, they emphasize that the language produced by online applications may
not precisely convey their intended meaning. They recognize the importance of
human intelligence in ensuring coherence in writing. Online applications are
deemed useful for independent checking of grammar, spelling, and word
structure. However, students find these applications lacking in terms of
organizing ideas. Thus, it is not surprising when the participants bring up the
importance of human generated feedback acquired from their teachers and peers.
Despite these limitations, students appreciate online applications like Quillbolt
for their paraphrasing feature, which assists them in decoding English sentences.
However, teachers should raise students’ awareness that reviewing and cross-
checking the results of the paraphrased sentences needs human input.
Student 1 aptly captures this sentiment, stating, "AI-based applications are accurate
and fast, with an extensive vocabulary, but lacks the human touch... online applications
can result in robotic sentences." This viewpoint is in line with the findings of Gayed
et al. (2022), who highlight that relying solely on online methods may have a
limited positive impact on language learning or writing skills.
Student 2 echoes this sentiment, emphasizing that online applications like

QuillBot may produce sentences that lack “the human touch” and fail to
accurately represent the writer's intended ideas. Student 3 further supports this
viewpoint, noting that while online applications help check minor issues, they fall
short of refining the text and improving its quality.
Student 4 emphasizes the noticeable differences between texts produced by robots

and those written by humans, highlighting the robotic and overly formal nature
of online-generated content. This observation aligns with Park's (2019) research,
which reveals limitations in AI-based English Grammar Checker programs in
detecting common grammatical issues and providing accurate feedback.
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The students' realizations of the limitations of online applications compared to

human intelligence reflects their understanding of the importance of feedback and
critical thinking skills. It also aligns with Su-Yeon Park et al. (2021), who
emphasize the potential social problems that can arise from blind reliance on AI
applications and the need for individuals to be aware of the associated risks.
Overall, the students' experiences and perspectives underscore the need for a
balanced approach, leveraging both online tools and human intelligence to
achieve more proficient and detailed academic writing in English.
3.4 Most Needed Online Applications and Features for WISSE

The participants expressed appreciation for online applications in their academic
writing endeavors, but they also identified certain limitations. When asked about
their expectations for a centralized website to support online academic writing,
they provided invaluable suggestions. Table 4 summarizes the most needed
online applications and features for WISSE.
Table 4: Most Needed Online Applications and Features for WISSE

Most needed online
Participants Most needed features for WISSE
applications for WISSE
Students Application for outlining Features that enable both one-on-

(facilitating the organization of one and group conferences
Lecturers ideas, writing flow, and between students and teachers for
providing guiding questions for further discussions related to
Stakeholders brainstorming) feedback given through WISSE
Automatic grammar and Restricted access to manuscripts so

spelling check that the feedback given is private;
and cannot be accessed by other
students
Private messaging for one-on-one

communication
The participants emphasized the need for assistance with outlining to help them
organize their ideas, establish a writing flow, and provide guiding questions for
brainstorming. They acknowledged the importance of pre-writing and
highlighted how an outline contributes to sentence coherence. The students also
emphasized the significance of automatic grammar and spelling checks, and they
desired a centralized language service within the website. Despite the students’
emphasis on online peer review, the demand for incorporating human-generated
features post-review suggests a continued need for human intervention.
Additionally, the students expressed the importance of conference services, which
would enable them to engage in discussions with other users and receive input
and suggestions for improving their manuscripts.
Student 4 articulated the need for a comprehensive website, stating, "A one-stop
website for academic writing should have a grammar checker, spelling checker, plagiarism
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checker, and a translator tool. Additionally, a conference feature would be valuable for
discussing papers with other users and receiving input and suggestions for improving
manuscripts."
Student 2 echoed this sentiment, emphasizing the importance of grammar and

spelling checks, as well as a feature that assesses the coherence and flow of ideas
in writing. They also emphasized the necessity of a discussion feature for
engaging with lecturers and peers.
Student 1 highlighted the significance of a simplified template or outline in the

pre-writing process, noting that organization plays a crucial role in writing. They
emphasized that a template, combined with guidance from lecturers, would aid
in revising ideas before refining the text. They also highlighted the importance of
drafting to develop critical thinking skills and the ability to construct sentences
and deliver coherent statements. Templates, according to Student 1, assist
students in selecting ideas and make it easier for lecturers to guide the
organization of their work. Student 3 further emphasized the value of a template,
suggesting that it should include specific questions that students can answer to
structure their ideas effectively.
The students' suggestions align with the importance of providing comprehensive

and user-friendly resources for academic writing support. A centralized website
incorporating the desired features would enhance students' writing process,
promote effective organization of ideas, and facilitate collaborative discussions.
Overall, the students' feedback highlights their expectations for a centralized
website that offers essential services such as outlining, grammar and spelling
checks, and conference capabilities. Integrating these features into a user-friendly
platform would contribute to an improved academic writing experience for
students.
The survey not only aimed to understand the resources used to support their
academic writing but also sought their opinions on the features they would like
to see in an academic writing evaluation website designed to provide feedback.
The participants expressed concerns about the security of their writing when
uploading it onto an application, fearing that it may be plagiarized by other users.
The participants suggested implementing terms and conditions to protect user
data from misuse and ensuring that access to manuscripts is restricted solely for
feedback purposes as a possible solution. This approach would alleviate their
worries and provide users a greater sense of security about their works not being
plagiarized.
The participants also emphasized the importance of having access to a writing

assistant for private discussions. They believe that having someone readily
available to address any concerns or issues with their papers would be highly
beneficial. Student 2 highlighted the significance of a contact person with a fast
response time, stating, "In my experience, a contact person with fast response is a
favorite feature for many website visitors. If we have problems with our paper, a certain
contact person can resolve it right away." This feature would enhance the user
experience and contribute to a more personalized and effective revision process.
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Moreover, the participants expressed their desire for an interactive discussion

page where users can comment on and discuss articles. Student 3 emphasized the
value of input from both lecturers and peers, stating, "On the discussion page, you
don't have to wait long, as anyone can give their input to our manuscript. If other experts
have the same expertise, they can be very helpful to assist us in our writing process." The
interactive nature of this feature could facilitate collaboration and provide
valuable insights from multiple perspectives.
Student 1 raised a valid concern regarding restricted access, suggesting that the
system should allow limited access to the paper for a certain period to avoid
unauthorized users accessing it. This approach could serve to strike a balance
between getting peer and lecturer review from a variety of individuals and
ensuring the security of the manuscript.
Additionally, Student 4 highlighted the importance of setting a deadline for

comments on the paper. By establishing a timeframe, students can better manage
their time and avoid unnecessary revisions. This feature could provide structure
and efficiency to the feedback process.
While security issues have been an on-going problem in online educational

platforms, the students expressed a need for a secure platform that allows
restricted access to manuscripts for feedback, includes a contact person for private
discussions, and provides an interactive discussion page.
Implementing these features would address their concerns, enhance the quality
of feedback, and foster collaboration among users. In summary, the student's
feedback highlights their expectations for an academic writing evaluation website
that ensures the security of their work, provides a contact person for personalized
discussions, and offers an interactive platform for engaging in meaningful
discussions. Incorporating these features into the website would create an
environment conducive to effective feedback and collaboration, ultimately
benefiting the students' academic writing process.
4. Discussion
The NGT results revealed that the primary challenges in academic writing are
related to the large class sizes, feedback provision, monitoring of students’
progression, coherence in writing, grammar control, and plagiarism. These
challenges are similar to those identified in previous studies by Cennetkuşu (2017)
and Ilham et al. (2020). Grammar has been a long-standing issue in writing (Al
Mubarak, 2017; Alharbi, 2019; Andrews et al., 2006; Ebadi & Rahimi, 2017, 2019;
Lynch & Anderson, 2013; Suthiwartnarueput & Wasanasomsithi, 2012; Omar,
2019), studies by Al Mubarak (2017) and Alharbi (2019) indicate that imprecise
use of nouns, pronouns, articles, prepositions, subject-verb agreement, and
sentence structure are some of the most common issues among ESL and EFL
students. Participants in this study reported similar challenges, including
confusion with irregular plural nouns and subject-verb agreement due to the
absence of verb changes in the Indonesian language. These findings align with
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two widely discussed hypotheses about the acquisition mechanism of regular and
irregular past-tense verbs in English: The Single Mechanism Storage Theory
(SMST) proposed by Rumelhart and McClelland, and the Word-and-Rules Theory
(WRT) put forth by Steven Pinker. The acquisition of English irregular verbs by
adult EFL learners demonstrates a tendency towards regularization, which
provides support for both the Single Mechanism Storage Theory and the Word-
and-Rules Theory (Juan, 2011).
Regarding the issue of large class sizes leading to challenges in monitoring

students’ progression as well as feedback provision issues, participants in this
research admitted that they have tried to get feedback for their writing using
various strategies such as by doing self-regulatory checking, generating feedback
from online applications and their peers. As for issues related to coherence,
grammar, and plagiarism, the participants revealed that aside from using online
applications such as Grammarly, Quillbot, and Turnitin, they also have tried to
read more sample articles, use specific scoring rubrics, and work collaboratively
with peers. Further, participants’ experience of using online applications for self-
regulated checking is beneficial, especially for information literacy, as highlighted
by Prihandoko (2021). However, the participants also indicated that currently
available online applications fall short in assisting them with idea organization
and coherence. Studies by Shang (2022) and Al-Badi (2015) have also noted the
limitations of online peer feedback and other factors such as L1 interference and
cultural differences to students' problems with coherence in writing. Therefore,
teacher feedback is essential to clarify any confusion and address issues that may
arise from L1 interference or cultural differences.
Unlike previous studies that highlight the benefits of online applications in

assisting students’ academic writing (Lestari, 2017; Jayavalan and Razali, 2018;
Fitria, 202; Jong and Kim Hua, 2021; Dwigustini et. al., 2021; Hadi et. al., 2021; and
Rosyada and Sundari, 2021), participants in this research considered written
corrective feedback from teachers as one of the most important components of
academic writing for EFL students. The participants were also concerned with the
accuracy of peer feedback. Only a few studies have highlighted similar issues by
emphasizing the importance of oral corrective feedback in grammar, lexis, and
phonological accuracy, as well as the motivational impact of teachers' feedback
on students' self-correction (Shang 2022; Wirantaka, 2022; Syakira and Nur, 2022).
Based on the previously mentioned details, the participants of this study,

suggested that WISSE should have additional features to help with the outlining
process of their manuscripts. Furthermore, the participants also proposed the
inclusion of discussion rooms on WISSE to support the monitoring and feedback
provision on the organization of ideas generated from the outlining process. They
suggested that these discussion rooms should allow for both public discussions
among website users and private discussions between individual students and
their feedback providers. This is significant to the learning process, as
implementing the online interactive peer-review, peer-learning strategy may not
only boost students' knowledge and abilities but also greatly improve their critical
thinking tendencies and reflective thinking skills (Lin et al., 2021). However, the
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disadvantages of public discussion concerning an academic paper should also be

addressed. Discussing certain academic arguments in public may put some
pressure on students who feel a lack of expertise on the subject they are
researching which may potentially lead to unintended consequences such as
harsh judgment by others, or even attracting hostile comments.
The challenges that students face in academic writing are common and similar to
those found in previous studies. The participants in this study implemented
various strategies to overcome these difficulties, including seeking feedback from
multiple sources and utilizing online applications. However, they have identified
the need for additional support in idea organization and coherence. To address
this need, they recommend that the web-based integrated online application for
academic writing, WISSE, should include features that enable them to work on
their manuscript's outlining process.
In contrast to Cheng et al.'s (2015) study, the present study revealed that the
students' metacognitive thinking was evident as they were open to discussions
with classmates and professors. It is also claimed that metacognitive feedback
messages have a role in the increasing writing performance of students. This
finding was consistent with Chen and Tsai’s (2009) finding that meta-cognitive
feedback has a favorable effect on learning in the setting of peer evaluation.
Furthermore, for mature learners such as master's degree students, Chen and Tsai
(2009) argue that obtaining metacognitive feedback is more beneficial to the
learners' writing performance. Furthermore, through public and private
discussions on the interactive online writing assessment website, positive
affective feedback may be beneficial for improving participation in peer
evaluation activities and could encourage individuals to more consistently
reassess their work. These findings appear to contest those from previous research
that found cognitive feedback (e.g., direct correction) to be more beneficial in
improving students' writing skills rather than affective feedback (e.g., praising
comments) and metacognitive feedback (e.g., reflecting comments) (e.g., Cheng et
al., 2015).
Additionally, the participants propose including discussion rooms on the

application to facilitate both open and private discussions among the users. They
also suggest the addition of feedback providers to promote communicative
language learning and improve students’ writing skills. This is supported by Lin
et al. (2021), who, based on their analysis of the peer-review content, found that
students using the online interactive peer-review approach were significantly
better able to address specific needs of their peers in improving their writing than
students who did not use the interactive online peer-review approach.
The online interactive peer-review approach seeks to facilitate assessees (students

who get feedback from their peers) in expressing their perspectives and enable
assessors (students who provide feedback for their peers) to determine the
accuracy and helpfulness of their ratings and comments for assessees. During the
interaction, both assessors and assessees have the chance to reflect, which
subsequently enhances the accuracy of ratings and remarks and improves their
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learning efficacy and analytical thinking. This opportunity for both the assessors
and assessees to reflect on their comments makes the online peer-review approach
different from the traditional peer-review approach. In the traditional peer-review
method, assessors and assessees have a one-way interaction and assessors cannot
receive any feedback from assessees. Thus, assessors are not able reflect on their
own feedback. The reflection opportunity enhances the quality of ratings and
comments and boosts students’ learning effectiveness and critical thinking. These
recommendations have the potential to enhance the features of WISSE. The main
goal of this application is to help enhance the quality of academic writing in
English in the Indonesian context.
5. Conclusion
The increasing number of online applications designed to assist in academic
writing presents both advantages and disadvantages for academic writing classes
with a large number of students. These online applications can help students in
getting feedback on their writing in terms of grammatical accuracy and similarity
check. The online applications also help teachers check students' work and
provide feedback, thus increasing effectiveness in teacher assessment. On the
other hand, the available online applications work separately, requiring their
users to purchase subscriptions and move from one application to another,
leading many students to be hesitant in using these services. Moreover, the
convenience provided by online applications can create a reliance on these
services and impede the development of students’ critical thinking skills. With
this in mind, WISSE was created as a one-stop website that allows academic
writing teachers to facilitate and monitor students' progression effectively by
integrating the available online applications to provide feedback and at the same
time encourage students critical thinking. In this study, explorations of the needs
of the students, teachers, and stakeholders of academic writing classes in a
prominent university in Indonesia through NGT indicated the urgency of
accommodating not only feedback generated from the online applications but
more importantly feedback generated from teachers and peers. Relying solely on
online applications is insufficient for enhancing students’ academic writing
proficiency. The involvement of teachers and peers greatly assists students,
particularly in the areas of organizing their thoughts, finding qualified references,
and ensuring the coherence of their writing. Nevertheless, due to the restricted
sample size in this study, the findings cannot be generalized. It is strongly
recommended that further studies be conducted. Security issues attached to the
online applications also leave room for further research implementing a more
diverse range research methodologies and a larger number of participants.
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299

The Impact of MoodleCloud on Faculty and

Graduate Students’ User-Independence
Engagement in a State University in the
Philippines
Julie Rose Mendoza , Rosario G. Catapang
and John Michael Aquino*
Laguna State Polytechnic University
Sta. Cruz, Laguna, Philippines
Abstract. The study explores the impact of using MoodleCloud as a

Learning Management System on Learning Engagement, as faculty and
graduate students perceive it. The researchers determined the degree of
user-independence engagement, focusing on the socio-cognitive factors:
personal, behaviour and environment. It also explores MoodleCloud’s
impact in the online classroom regarding learnability, user-friendliness
and user-satisfaction. Exploring its impact will add to the knowledge
about its use and unlock its potential to improve student outcomes in
hybrid or online settings. This study employed a correlational research
design and used random sampling in choosing the respondents. The total
respondents were 398 graduate students and 42 faculty members.
Educational technology experts knowledgeable of various learning
management systems validated the survey questions. The results
revealed that MoodleCloud generally encourages user-independence
engagement on socio-cognitive factors: 3.75 for faculty and 3.71 for
students in personal factors, a mean of 3.71 for faculty and 3.70 for
students in behavioural factors, and a mean of 3.68 for faculty and 3.63
for students in environmental factors based on the respondents’
perception with highly acceptable concluding remarks. The analysed data
reveals that users’ level of usability in terms of learnability is 3.63 for
faculty and 3.72 for students, while the level of usability in terms of user-
friendliness is 3.56 for faculty and 3.50 for students. The level of usability
in terms of user-satisfaction is 3.68 for faculty and 3.74 for students. The
respondents show good attitudes regarding personalising their
educational experiences, maintaining motivation and interacting with the
platform. The MoodleCloud environment’s performance, reliability,
collaboration and adaptability are typically viewed favourably by faculty
and students. The results show that MoodleCloud promotes efficient
knowledge and skill acquisition. Likewise, the respondents who use
*
Corresponding author: John Michael Aquino, johnmichael.aquino@lspu.edu.ph
©Authors
300
MoodleCloud report that it is a user-friendly platform with good

navigation, clarity, visual appeal and accessibility. Regarding user-
satisfaction and its impact on the educational process, the results show
that it has generally positive reviews of MoodleCloud.
Keywords: MoodleCloud usability; learning engagement; learning

management system; graduate students; faculty
1. Introduction
It was observed when the pandemic hit in 2020 that various delivery modes were
created to provide continuity of learning. One mode was online delivery, which
required access to the internet and ICT. Educators used different platforms to
continue their teaching, and in maintaining a proper and organised teaching and
learning experience, Learning Management Systems (LMSs) were used. ICT
during the pandemic has changed the educational landscape by providing a
means to communicate with students and for educational continuity (Aguelo &
Aquino, 2023). This scenario has broken the limits of traditional teaching and
learning and has bridged the distance between learning and learners. After the
pandemic, LMSs no longer simply provide continuity but are tools to enrich
learning and improve learning practices (Al-Hunaiyyan et al., 2020). This is where
technology and LMSs come into play.
Faculty members need to develop teaching designs to enhance student learning

and engagement every term. It was observed in the university under study that
greater clarity was needed on engagement, especially independent engagement
(Aquino,2023). Before this observation, a study found that student engagement in
their respective fields of study had declined in terms of participating in class
activities (Wester et al., 2021). Their study examined engagement in behavioural,
cognitive and emotional constructs. Among the three, they found no significant
change in behavioural engagement, but the decrease in class activity participation
was noticeable despite this. This study also focused on engagement and socio-
cognitive factors: personal, behaviour and environment.
Technology has revolutionised how education is provided to people worldwide

(Turnbull et al., 2020). A diversity of methods is available when developing e-
learning material with an LMS (Suartama et al., 2019); a well-constructed interface
can significantly impact how engaged and satisfied students are with an LMS
(Chigeza & Halbert, 2014). Students are more likely to interact with the topic if
they can easily navigate and access the course materials, forums for discussion,
quizzes and assignments. Schools have adapted to the available technology that
they can use in teaching due to changes in how services are delivered in the field
of education, the MoodleCloud LMS being one of them. It is a simple but attractive
user interface in which simple system navigation is a vital usability component.
MoodleCloud can be used to manage courses, especially uploading content and
allocating resources, and directly impacts how much time and effort educators
devote to course administration. Moodle is user-friendly and efficient for
overseeing courses, boosting student engagement by ensuring concise and
organised course content (Prasetya & Raharjo, 2023). MoodleCloud features were
301
identified as pertinent and successful factors for enhancing the students’ listening
abilities (Dewi et al., 2019).
Moreover, using Moodle creates a rich learning experience for learners by

incorporating and arranging various resources and activities into engaging online
courses. It is user-friendly, and there is ease of integration, easy access, blended
learning features, appropriate assessment and testing and easy access to reporting
and tracking. With Moodle as the LMS, faculty and students have complete
ownership and control of the system (Simanullang & Rajagukguk, 2020). Faculty
members can submit various content types using MoodleCloud, including text,
images, videos, documents, quizzes and assignments (Estacio & Raga, 2017).
Delivering a rich and varied learning experience depends on this flexibility in
content management.
When compared to Moodle and Google Classroom, it is notable that

MoodleCloud does not require downloading a mobile application or software. It
is an actual website with the well-known and valuable features of Moodle. Despite
all these advantages of MoodleCloud, nothing can be perfect, so it has flaws, one
of which is its capacity to cater for many users. It can only cater for small to
medium schools regarding the student population. Another disadvantage is its
customisation because it includes programming languages and coding, which is
not fundamental knowledge for faculty members trying to develop a
MoodleCloud LMS.
The developers of MoodleCloud adopted a user-centred design strategy to

construct an LMS that meets the university’s requirements and preferences. It
highlights the significance of incorporating users (students and faculty) at every
stage of the process (Eggers et al., 2023). Furthermore, accessible educational
technology is crucial because it promotes a more inclusive learning environment,
affecting engagement (Roddy et al., 2017).
In this study, the instructor participants personalised their LMS using

MoodleCloud. They used Moodle’s features to upload materials, quickly view
student submissions and give timely feedback. On the other hand, students used
it to view the uploaded learning materials and submit their assignments. It was
intended to be used as an LMS but is more personalised and appeared more like
learning material to the students than an LMS.
As the institution adapts to the ever-changing educational landscape,

MoodleCloud serves as an avenue of teaching and learning in graduate studies,
which serves as an LMS and as a foundation for a reliable e-learning platform as
long as it complies with standards and best practices recommended by expert
educational and corporate stakeholders (Ivanovic et al., 2013). Thus, the
researchers aimed to assess the relationship between MoodleCloud as an LMS and
Graduate Studies and Applied Research (GSAR) students’ learning engagement.
Furthermore, determining the relationship between MoodleCloud usage and

independent engagement will allow opportunities to identify areas to be
302
improved, considering their socio-cognitive factors, so it can better support user-

independent engagement. A positive relationship will encourage using it to a
greater extent and will be a factor for decision-making in the budget allocation of
the university.
Theoretical Framework
The Social Constructivist Pedagogy Theory (SCPT) is the foundation for this
study. Aligned with contemporary learning approaches in a Philippine state
university, the integration of twenty-first-century skills involves adapting
teaching methods to incorporate technology. As such, MoodleCloud was used as
an avenue of learning and teaching in graduate studies. SCPT emphasises
teaching as an art that involves integrating, adapting and ensuring accessibility,
fostering independent learning and pacing in graduate studies amidst the new
teaching delivery norms. The researchers aim to explore the extent of
MoodleCloud's usability within classroom settings, considering factors like
learnability, user-friendliness and user satisfaction. This investigation will
consider the level of user engagement and socio-cognitive aspects across personal
behaviour and the learning environment. Furthermore, it aims to identify the
usability level of MoodleCloud in terms of user-friendliness, satisfaction and
learnability. This may also increase the desire to provide high-quality educational
services by implementing twenty-first-century technology integration techniques
into the teaching process.
2. Research Objectives
This research was explicitly intended to address the following objectives: (1)
determine the degree of user-independence engagement in terms of their socio-
cognitive factors in (a) personal, (b) behaviour, and (c) environment; (2) explore
the level of usability of MoodleCloud in the classroom setting in terms of (a)
learnability; (2) user-friendliness; and (c) user-satisfaction; and (3) identify the
level of significance relationship of students’ engagement to the MoodleCloud
usability.
The study used a quantitative correlational research design employing a survey-
descriptive questionnaire to get students’ perceptions of the use and usability of
the MoodleCloud LMS in a graduate school in one of the universities in the
Philippines. It was used to establish the correlation between variables and was
considered the most suitable approach before conducting extensive investigations
to explore causation, ensuring a foundation and certainty for the study. Chen and
Tian-Jun (2021) stated that quantitative research design was used to draw
inferences that can be applied to the entire population from the information
obtained from a sample.
Moreover, a random sampling technique was used in choosing the respondents.
Bhardwaj (2019) indicates that a random sampling technique ensures equal
opportunities for respondents to be selected for the study. Three hundred ninety-
eight (398) students were picked from 450 graduate students through random
sampling, along with the 42 faculty members of GSAR, to ensure that every
graduate student and faculty member in this study had an equal chance of being
selected to participate in the survey. The Microsoft Excel software was used to
303
randomise the selection using the =RAND function. A representative sample was
obtained using this technique, improving the generalisability of the study’s
findings to a broader group of faculty members and graduate students.
The survey questionnaire was distributed via Google Forms to the participants,
faculty, and graduate students enrolled in the GSAR across all programmes to get
their perception of one state university in the Philippines. The survey included
pre-written questions and response choices covering various topics related to
participants’ MoodleCloud experience. The survey questionnaire consists of six
parts: user-independence in terms of (1) personal (5 items), (2) behaviour (5 items),
(3) environment (5 items); level of usability in terms of (4) learnability (5 items),
(5) user-friendliness (5 items), and (6) user-satisfaction (5 items). The
questionnaire developed by the researchers was validated by field specialists
competent in LMSs or education technology. Their feedback ensured that the
questions were precise and pertinent and woukd measure the intended
parameters (Boateng et al., 2018).
Additionally, there was a pilot testing period for the questionnaire, during which
a smaller sample of participants who were representative of the target
demographic answered the questions. Before the survey was conducted, the
results of this pilot test were used to detect any potential problems with the
questions or the survey procedure, enabling any necessary revisions or
adjustments (Sorra et al., 2022). The study intended to gather trustworthy data
and provide a thorough insight into how respondents view and use the
MoodleCloud LMS in a graduate school by using these research procedures and
techniques. The use of weighted mean, standard deviation and Pearson-r
correlation enhanced the statistical rigour of the conclusions of the study.
The data was analysed using Pearson-r correlation on a four-point scale,

eliminating the presence of outliers. Microsoft Excel software was used to process
the raw data for statistical analysis.
4. Presentation of Findings and Discussion

This section presents the study’s findings along with a discussion based on the
findings. This section outlines the research objective of the researchers, which was
to examine how learnable, user-friendly, and satisfying MoodleCloud is in a
classroom setting while accounting for user-independence participation and
socio-cognitive aspects: behaviour, environment and personal characteristics.
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Table 1. User-Independence Engagement and Socio-Cognitive Factors in terms of

Personal Characteristics
FACULTY STUDENTS
Statements
Weighted Standard Weighted Standard
Mean Deviation Mean Deviation
I can easily navigate and obtain
the readings and assignments 3.77 0.44 3.68 0.52
for my learning.
I have the capacity to
independently handle my
3.72 0.46 3.72 0.48
learning activities and deadlines
which leads to better results.
I take part in the forums and
conversations for the courses on 3.74 0.42 3.76 0.42
Moodle Cloud.
My comprehension of the course
material has been positively
impacted by my interactions 3.77 0.42 3.72 0.44
with others through Moodle
Cloud.
I contend that the lectures and
group work on Moodle Cloud
have improved my ability to 3.76 0.49 3.77 0.42
think critically and solve
problems.
Overall Mean 3.75 3.73
Table 1 elicits the level of user-independence engagement and socio-cognitive

attributes on MoodleCloud, as rated by both faculty and students, which are
presented with their weighted means and standard deviations. The data’s
consequences for each claim and contrast the viewpoints of faculty and students
are presented. High weighted mean ratings for professors and students—3.77 for
faculty and 3.68 for students- indicate they both find it very simple to explore
MoodleCloud and find the needed readings and assignments. These beliefs are
critical in influencing performance and engagement in online learning settings
(Chiu et al., 2021). There is agreement about their capacity for independent
learning, further supported by the low standard deviations—0.44 for faculty and
0.52 for students highlighting the significance of collaboration and social
interaction in online learning is consistent regarding involvement in discussions
and collaborative features on MoodleCloud (Cheung & Vogel, 2013; Nguyen et
al., 2016). Meanwhile, faculty and students’ high mean scores (3.72) demonstrate
their confidence in handling their educational tasks and deadlines using
MoodleCloud. The low standard deviations suggest that faculty (0.46) and
students (0.48) agree more about students’ ability to learn independently.
Concerning their participation in discussions and dialogues related to their
courses on MoodleCloud, faculty and students both have high mean scores (3.74
for faculty and 3.76 for students). It demonstrates a keen interest in the platform’s
collaborative features. The low standard deviations (0.42 for faculty and students)
imply that participation levels within each category are stable. Engaging in online
forums regularly improves learning outcomes and creates a sense of community
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(Chawla, 2020). Additionally, the social constructivist theory of learning is

supported by the high mean scores of the respondents, indicating the beneficial
effects of interactions on understanding course topics (Wiederhold, 2020).
The effect of interactions on understanding revealed a high mean score (3.77 for
faculty and 3.72 for students), showing that faculty and students believe that
connections to others through MoodleCloud positively enhance their
understanding of course materials. The standard deviations (0.42 for faculty and
0.44 for students) indicate a fair agreement among each group. Additionally, self-
efficacy views are shown by the high mean scores that respondents shared when
asked how confident they felt about using MoodleCloud to handle educational
assignments (Farmer et al., 2022). Meanwhile, the effect on problem-solving and
critical thinking shows that mean scores (3.76 for faculty and 3.77 for students)
demonstrate that both professors and students feel that lectures and group
projects on MoodleCloud have significantly benefited their critical thinking and
problem-solving skills. The low standard deviations (0.49 for faculty and 0.42)
show broad agreement about this influence in each group.
The practical implementation of LMS depends on their usability and simplicity

(Rodrigues, 2023). This favourable opinion shows that MoodleCloud’s interface
and design are simple and intuitive, facilitating efficient navigation. The overall
mean analysis reveals that the mean for faculty (3.75) is marginally higher than
for students (3.73). It implies that faculty generally have a higher positive opinion
of MoodleCloud regarding user-independence engagement and socio-cognitive
characteristics. Critical thinking and comprehension are improved through
interactions with faculty and classmates (Hajhosseini et al., 2016). This interaction
seems to be well facilitated by MoodleCloud. However, MoodleCloud is typically
seen favourably by both groups as a tool for enhancing educational experiences.
The data reiterated that MoodleCloud is a platform that fosters independent
learning and participation in collaborative activities and has a beneficial influence
on problem-solving and critical thinking for faculty and students. The few
differences in mean scores between faculty and students suggest that
MoodleCloud’s usability and efficacy are generally perceived as consistent.
Table 2. User-Independence Engagement and Socio-Cognitive Factors in Terms of

Behaviour
FACULTY STUDENTS
Statements
Weighted Standard Weighted Standard
I am at ease tailoring the

MoodleCloud learning 3.82 0.49 3.76 0.52
experience.
I feel motivated to learn when

using MoodleCloud in an 3.70 0.53 3.67 0.58
online classroom setting.
306
I am inspired to engage in
3.64 0.48 3.72 0.54
Moodle Cloud.
I am proactively participating
in customising my learning 3.60 0.48 3.64 0.49
experience in Moodle Cloud.
I am used to using Moodle

3.78 0.53 3.73 0.48
Cloud in doing tasks.
Table 2 shows the weighted mean and standard deviation regarding user
behaviour associated with independence engagement and socio-cognitive
attributes on MoodleCloud. Faculty members and graduate studies students
benefit from accepting the behavioural factor, allowing them to learn faster by
adjusting to technological abilities. With MoodleCloud, building knowledge and
skills with the appropriate mindset and accepting changes in the teaching and
learning process requires more grit. The learning experience is easy for the
respondents as the mean scores (3.82 for faculty and 3.76 for students) reflect the
simplicity with which faculty and students can customise their learning on
MoodleCloud. The standard deviations indicate that this view varies moderately
within both groups. The research highlighting the significance of personal factors
in online learning is consistent regarding the ease of personalising the learning
experience on MoodleCloud (Vaselevski & Birt, 2020). Likewise, using
MoodleCloud in a virtual classroom shows a high degree of motivation for both
faculty and students. The average ratings, 3.70 for faculty and 3.67 for students
show that people favour the platform’s capacity to spur involvement. The
standard deviations imply that this incentive varies within each group. This was
emphasised in the study of Aparicio-Gomez et al., (2021). Innovative learning
aims to establish an enhanced interactive environment where educators and
students can access learning resources efficiently, effectively and engagingly at
the appropriate time and location.
For online education to be effective, graduate studies students must be motivated

to engage and encourage active involvement. In line with the study, emphasising
the significance of student motivation, intrinsic motivation in students has a
favourable impact on their desire to employ instructional technologies and their
level of engagement (Aguilera-Hermida, 2020). Motivating factors for using
MoodleCloud: Students express a slightly higher mean score (3.72) than faculty
(3.64). It indicates that students might feel more motivated to use the platform.
The standard deviations reveal some variation in both groups’ levels of
inspiration. Hence, the mean scores (3.60 for faculty and 3.64 for students) show
that faculty and students take a proactive approach to personalising their learning
experience within MoodleCloud. Moreover, the standard deviations indicate a
moderate variation in both groups’ proactive conduct.
Furthermore, mean ratings (3.78 for faculty and 3.73 for students) represent the
relatively high level of familiarity that both professors and students report using
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MoodleCloud for various tasks. The standard deviations imply some variation in
each group’s regular usage. Culajara et al., (2021) reiterates that flexibility and
accessibility should be addressed in today’s education. Graduate studies students
and faculty members should enhance and improve their technological capabilities
to keep up with the trends in delivering instruction in learning. This was
strengthened by Garcia-Murillo et al., (2020), who expressed high technological
satisfaction with Moodle.
Customising one’s educational journey increases motivation and engagement,

leading to better learning outcomes. Additionally, the role of motivating variables
in online learning is reflected in the mean scores of using MoodleCloud in a virtual
classroom (Chen, 2021). Overall, the assessment reveals that faculty have a slightly
higher mean (3.71) than students (3.70), indicating that faculty generally have a
more favourable opinion of MoodleCloud behaviour regarding motivating
learning and proactive involvement. Nevertheless, both groups generally see their
behaviour on MoodleCloud favourably. As Alzuabi et al. (2022) state,
MoodleCloud is not a new way of delivering instructions; it has been effective.
The data reveals that MoodleCloud is a platform that enables both professors and
students to customise their learning experiences, remain motivated and interact
actively. The few differences in mean scores across faculty and students suggest
that MoodleCloud’s usability, as well as effectiveness in the area of behaviour, are
perceived as broadly consistent. Meaningful engagement and successful learning
outcomes are contingent upon learners actively participating in their education.
On the other hand, the Technology Acceptance Model (Silva, 2015) is consistent
with the high mean ratings of the respondents regarding familiarity with using
MoodleCloud for different tasks. This reiterated that users are more likely to
accept and use technology when they perceive it as beneficial and easy to use. The
utilisation of interdependent engagement behaviour serves as both a basis and an
indicator of the concept of MoodleCloud’s acceptability. Graduate studies
students will benefit significantly from learning at their own pace and receiving
positive reinforcement as they adapt and advance their technological skills.
Graduate studies students can become more engaged because they can choose to
modify and complete the assignments right away in MoodleCloud because of the
autonomous learning opportunities it offers. When handling and completing the
assigned responsibilities, they learn to manage time. Interdependent engagement
behaviour is used to establish and measure the acceptability of the MoodleCloud
idea. Graduate students will learn significantly from learning at their speed and
get encouragement as they improve and adjust their technological skills.
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Table 3. User-Independence Engagement and Socio-Cognitive Factors in Terms of

Environment
FACULTY STUDENTS
Statements Weighted Standard Weighted Standard
Moodle Cloud runs quickly
and smoothly on the current
3.68 0.62 3.58 0.65
computer and internet
connection.
Access to the Moodle Cloud
service and its content over 3.54 0.66 3.54 0.63
the internet is very reliable.
I am convinced Moodle
Cloud’s collaborative
3.68 0.63 3.56 0.54
components are beneficial to
my learning.
The setting of Moodle Cloud
has an effect on my ability to
3.74 0.56 3.72 0.53
focus and engage with the
course materials.
Moodle Cloud offers several
learning environments based
3.74 0.48 3.74 0.48
on the needs of the faculty
and students.
Table 3 shows the weighted mean and standard deviation for user perceptions of
the MoodleCloud environment. Both faculty and students have contributed their
opinions. The research reveals that the significance of system performance in user-
satisfaction (Ratna et al., 2020) is consistent with the performance and smooth
functions of the MoodleCloud. A dependable and efficient platform enhances
user-satisfaction and facilitates efficient learning. The average ratings, which are
somewhat higher for faculty (3.68 for faculty and 3.58 for students), point to a
generally favourable impression. The standard deviations show some variation in
both groups’ perceptions of this perception. According to the respondents, the
MoodleCloud service and its content are reportedly entirely trustworthy. The
faculty and student mean ratings (3.54) show a generally favourable opinion of
the platform’s dependability. The standard deviations imply variations in both
groups’ perceptions of this perception.
Likewise, the dependability and reliability are consistent with the mean ratings,
demonstrating that MoodleCloud is trustworthy (Dwivedi et al., 2021). Users are
more likely to use a system that they can rely on since it inspires confidence and
trust in them. Additionally, the research demonstrates that collaboration in online
learning consistently improves learning through collaborative features (Coman et
al., 2020). Instructors must consider these variables in education and training if
we are to elaborate on aspects relating to performance, dependability,
cooperation, setting influence and diversity of learning settings. These factors play
a crucial role in determining how well educational and training programmes
309
work, whether in conventional classrooms, online environments or the

workplace.
Meanwhile, the collaborative features of MoodleCloud, from the perspective of

faculty and students, enhance learning. Their mean scores of 3.68 and 3.56 indicate
that the collaborative characteristics are seen well. They also concur that
MoodleCloud’s environment affects their capacity to concentrate and interact
with the course materials. The average ratings (3.74 for faculty and 3.72 for
students) imply that the platform’s settings favourably impact participation. The
standard deviations indicate a fair amount of agreement among each group. They
also believe that MoodleCloud provides a variety of learning environments
depending on their requirements. The mean ratings (3.74) show a favourable
opinion of the platform’s adaptability. With the study of Hsieh (2022),
professionalised technology aspects of the online course activity, such as user-
friendly operating systems for easy uploads, realistic downloads of instructional
content, and real-time. Users can interact and participate more easily using
collaborative features, encouraging teamwork and shared learning. According to
research, the learning environment significantly impacts engagement and
learning outcomes. The MoodleCloud environment supports this, improving
concentration and interaction with course materials (Kumar & Sharma, 2016).
Regarding efficiency, reliability and influence on participation, faculty view
MoodleCloud’s environment somewhat more on average than students (3.63 to
3.68), based on the overall mean comparison. Both groups, however, usually see
the platform’s environment favourably.
A supportive environment improves engagement and concentration. This study

also shows the flexibility and adaptation of online learning platforms, indicating
a positive impression of MoodleCloud, which offers a range of learning settings
(Pal & Vanijja, 2020). Different learning styles and preferences are accommodated
by providing multiple learning settings. The findings indicate that the
respondents perceive MoodleCloud’s learning environment to support their
educational endeavours, with favourable assessments of its functionality,
dependability, collaboration tools and adaptability. The slight differences in mean
scores across faculty and students demonstrate that everyone understands the
MoodleCloud environment similarly. This implies that blended learning using
MoodleCloud had significant mean scores and standard deviation results. As to
the study of Yustina et al., (2020), blended learning is an avenue of transmitting
learning and teaching processes. Due to its convenience and adaptability to the
trend of providing high-quality services through technology integration,
MoodleCloud is widely used and well-received. This creates a secure learning
environment and attitude of negotiation since feedback is given promptly and in
a secure manner. The environmental aspect benefits faculty members and
graduate students since it helps them adjust to technology capabilities and learn
more quickly. Gaining knowledge and skills with MoodleCloud calls for a more
resilient mindset and acceptance of the changes in teaching and learning.
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Table 4. Level of Usability of MoodleCloud in the Classroom Setting in terms of

Learnability
FACULTY STUDENTS
The directions offered within
Moodle Cloud regarding
different educational tasks and 3.54 0.60 3.64 0.54
evaluations are clear and
understandable.
I can simply locate and access
particular course resources,
3.56 0.52 3.74 0.46
assignments and data on
Moodle Cloud.
Moodle Cloud’s labels and
icons are clear and illustrative,
facilitating navigation and 3.72 0.48 3.76 0.58
understanding for the students
to learn.
I can engage myself in
conversations, tests and other
3.66 0.44 3.70 0.40
interactive features on Moodle
Cloud.
The MoodleCloud can provide
features for feedback on
assignments, tests or other
assessments with regard to 3.66 0.44 3.74 0.46
performance and progress that
can help you learn more
efficiently.
Table 4 reveals the weighted mean and standard deviation for user perceptions of
MoodleCloud’s learnability in a classroom context. Directional clarity,
accessibility to course materials, legibility of labels and icons, use of interactive
features and the efficiency of the feedback mechanism are the primary concerns.
Research provides clear instructions in online learning that are consistent with the
results, showing that respondents believe that the instructions in MoodleCloud
are reasonably clear and understandable (Miller et al., 2020). Engagement,
motivation and focus can be encouraged in a well-designed environment. An
environment that is welcoming, encouraging and supportive can enhance
learning.
The setting effect includes how technology and teaching strategies affect learning
results. The instructions provided inside MoodleCloud regarding various
educational assignments and evaluations are perceived to be reasonably clear and
understandable by both faculty and students. Students’ mean scores were
marginally higher than faculty’s (3.64 vs. 3.54), indicating a favourable perception.
The standard deviations show some variation in both groups’ perceptions of this
factor. Compared to faculty, students believed finding and accessing specific
course resources, assignments and data on Moodle Cloud was relatively easy. The
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mean scores (3.74 for students and 3.56 for faculty) underscore that students can
easily access course materials. The standard deviations indicate a fair amount of
agreement between the two groups. An interface that is easy to use with logical
labels and icons enhances usability and facilitates effective learning. Meanwhile,
the positive perception of the efficacy of involvement in discussions, exams, and
other interactive activities in MoodleCloud is consistent with the significance of
interactive elements in LMS (Al-Fraihat et al., 2020).
Practical learning experiences are facilitated by precise instructions, which also
reduce cognitive strain and increase user engagement. Studies also emphasise that
the value of quick access to course materials is consistent with the higher mean
scores from students compared to faculty about the ease of finding and accessing
specific course resources, assignments and data on MoodleCloud (Karkar et al.,
2020). Meanwhile, the labels and icons on MoodleCloud are perceived as being
clear and illustrative by both professors and students, making navigation and
understanding easier for efficient learning. The average ratings (3.72 for faculty
and 3.76 for students) indicate a favourable opinion. The standard deviations
show a fair amount of agreement between the two groups. On MoodleCloud, the
respondents believe they can participate effectively in discussions, examinations
and other interactive activities. The average ratings (3.66 for faculty and 3.70 for
students) indicate a favourable opinion. The low standard deviations imply broad
agreement about this engagement in both groups.
Meanwhile, students believe that MoodleCloud is somewhat more effective than

other LMSs at providing tools for feedback on tasks, exams or other assessments,
assisting in performance and progress assessment for effective learning. The
faculty perceived the feedback mechanism as marginally more effective than
students did, according to the mean scores (3.66 for faculty and 3.74 for students).
The standard deviations indicate a fair amount of agreement between the two
groups. Simple accessibility facilitates effective learning and reduces annoyance,
improving the user experience. The value of an exemplary user interface is
supported by statistics showing that features on MoodleCloud are perceived as
transparent and illustrative by the respondents, facilitating navigation and
understanding (Piliang & Kisman, 2020). Thus, technology integrates the
acquisition of knowledge and skills in various aspects of life (Fehrer et al., 2022).
Regarding resource accessibility, label and icon clarity and feedback mechanism
effectiveness, students generally saw MoodleCloud’s learnability more
favourably than faculty. This is demonstrated by the overall mean comparison,
which shows a slightly higher mean for students (3.72) than faculty (3.63). The
data implies that MoodleCloud is a platform that effectively supports learning,
with positive perceptions regarding direction clarity, accessibility to course
materials, legibility of labels and icons, participation in interactive features and
the efficacy of feedback mechanisms. The few differences in mean scores among
students demonstrate that MoodleCloud is perceived as being generally easy to
use. Interactive elements enhance learning by encouraging participation,
teamwork and active learning. Hence, research emphasising the value of efficient
feedback mechanisms in online learning is consistent with the results showing a
favourable opinion of MoodleCloud’s efficacy in providing feedback on
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assignments and exams (Siddiqui et al., 2019). Prompt and helpful feedback helps
students learn and get better at what they do. These factors are critical in
determining how compelling educational and training experiences are. The
effectiveness of MoodleCloud can be determined by how well these variables
interact and affect one another.
Table 5. Level of Usability of MoodleCloud in the Classroom Setting in terms of User-

Friendliness
FACULTY STUDENTS
The MoodleCloud is a user-
friendly learning platform for 3.48 0.56 3.54 0.54
both faculty and students.
I can easily navigate the
various sections and features 3.54 0.64 3.56 0.60
of Moodle Cloud.
The MoodleCloud interface’s
buttons, icons and other
3.56 0.60 3.48 0.57
elements are recognisable for
what they do.
Moodle Cloud’s overall layout
and style are appealing and
supportive of the effective 3.56 0.60 3.44 0.56
education of the students as
well as in faculty.
MoodleCloud is accessible to
me when it comes to
3.66 0.57 3.50 0.56
readability, contrast of colours
and device adaptation.
Table 5 emphasises user-friendliness, navigational simplicity, element clarity,

visual attractiveness and accessibility. MoodleCloud was seen as a user-friendly
educational tool by faculty and students, while students gave it a tiny edge (mean
score of 3.56 for students versus 3.54 for faculty). Most respondents (3.54 for
faculty and 3.56 for students) believed it is simple to browse the many parts and
functionalities of MoodleCloud. Meanwhile, the MoodleCloud interface’s
buttons, icons and other aspects were perceived as being slightly more
transparent by faculty than by students. There is a broad notion that user-
friendliness is essential for technology adoption and pleasant user experiences,
which is supported by the statistics showing that MoodleCloud was viewed as a
user-friendly educational tool by the respondents (Haiduwa et al., 2022).
Nevertheless, both groups believed that these components could be identified by
their intended uses (mean score of 3.56 for faculty and 3.48 for students).
Institutions and organisations can better meet the requirements of their students
and participants by working to improve performance, reliability, cooperation,
setting influence and the diversity of learning settings.
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As Utami et al., (2021) state, one critical factor determining a quality system is its
usability. Intuitive navigation makes effective platform utilisation possible, which
enhances user experience. Likewise, the idea that elements of the MoodleCloud
interface may be recognised based on their intended use is consistent with the idea
of clarity in interface design (Said, 2021). Comparatively, to students, faculty
believe that MoodleCloud’s overall design and layout are a little more appealing
and conducive to good teaching. The layout and style primarily support both
groups (mean scores of 3.56 for faculty and 3.44 for students). Positive user views
and engagement can be influenced by an aesthetically beautiful design.
Regarding users’ perceptions of Moodle, cloud accessibility is consistent with the

significance of accessibility in inclusive design (Rasheed et al., 2020). An accessible
platform guarantees that a wide variety of users, including those with varying
abilities, can use it. The standard deviations imply variations in both groups’
perceptions of this perception. Conversely, graduate studies students and faculty
believe MoodleCloud is a little more user-friendly regarding readability, colour
contrast and device compatibility. However, MoodleCloud is usually considered
accessible by both parties (mean score of 3.66 for faculty and 3.50 for students).
Arora et al. (2022) suggest that MoodleCloud's simplicity, user-friendly interface,
fast loading times, mobile compatibility, positive memory, consistent browsing
and pleasant colour scheme contribute to its ease of use. Thus, this also implies
that it has a satisfactory level of usability.
As reiterated by Naseem et al. (2021), in the global education sector, the cloud-
based LMS paradigm is the most suitable and reliable approach to learning,
particularly during economic downturns brought on by pandemics. The
comparison of the overall mean between faculty and students indicated a slightly
higher mean score for faculty (3.56) in contrast to students (3.50). This suggests
that, on average, faculty members perceive MoodleCloud to be slightly more user-
friendly and visually appealing in terms of accessibility. Adoption barriers are
lowered, and simplicity of use is encouraged with a user-friendly platform. The
importance of straightforward navigation is supported by the data showing that
most respondents found it easy to traverse the various sections and features of
MoodleCloud (Rante & Campbell, 2016). However, MoodleCloud’s user-
friendliness was viewed favourably by both faculty and students. The data reveals
that MoodleCloud is a user-friendly learning platform with good perceptions on
navigational simplicity, element clarity, aesthetic appeal and accessibility. The
few differences in mean scores across professors and students suggest that
MoodleCloud’s user-friendliness is seen consistently throughout. This is
supported by the study of Burns and Santally (2019) that showed that elements
that are easily identifiable, improve usability and help users comprehend the
platform’s capabilities. Hence, the information indicating that respondents find
the general style and arrangement of MoodleCloud to be pleasant and helpful is
consistent with studies that highlight how essential design aesthetics are to user
happiness. However, despite MoodleCloud’s advantages, users may encounter
drawbacks like intermittent internet connectivity issues and late submissions. To
counteract this, faculty members usually adjust the task deadlines.
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Table 6. Level of Usability of MoodleCloud in the Classroom Setting in terms of User-

Satisfaction
FACULTY STUDENTS
I am satisfied with the services
3.58 0.64 3.72 0.44
of Moodle Cloud.
I learned a lot about technology,
in particular the navigation of 3.64 0.60 3.70 0.38
MoodleCloud.
I am satisfied with the
communication tools within
3.74 0.56 3.78 0.32
Moodle Cloud for interacting
with faculty and students.
MoodleCloud is responsive and
effective and helps students 3.74 0.44 3.78 0.32
and faculty.
The ease of accessing course
materials on Moodle Cloud
3.70 0.48 3.70 0.48
affected my satisfaction with
the learning platform.
Table 6 provides the weighted mean and standard deviation reported by faculty
and students. The focus is on overall satisfaction, technology learning, satisfaction
with communication tools, responsiveness and ease of accessing course materials.
Students and faculty indicated a fair amount of satisfaction with MoodleCloud’s
services. According to the mean ratings (3.58 for faculty and 3.72 for students),
students reported somewhat better satisfaction than faculty, which indicates a
positive overall perception. The standard deviations show that there is some
variation in the groups’ levels of satisfaction. The data indicates a moderate level
of satisfaction with MoodleCloud services relevant to the studies emphasising the
role that user-satisfaction plays in adopting and using technology (Anthony et al.,
2020). Faculty also believe they acquired in-depth knowledge about technology,
especially how to use MoodleCloud. The average ratings (3.64 for faculty and 3.70
for students) indicate a favourable opinion. The standard deviations imply
variations in both groups’ perceptions of this factor.
Regarding interacting, MoodleCloud’s communication capabilities are

appreciated by faculty and students. A favourable perception is indicated by the
mean scores (3.74 for faculty and 3.78 for students). The standard deviations imply
that there is some variation in both groups’ levels of satisfaction.
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Enhancing user engagement and promoting continuous usage are possible

outcomes of a positive user experience. Users’ belief that they learn about
technology, especially when using MoodleCloud, highlights how educational
technologies can improve students’ technological literacy (Mwatilifange &
Mufeti, 2023). Using technology effectively can be facilitated by learning and
mastering it in an educational setting. In addition, the importance of efficient
communication tools in educational technology aligns with the favourable
opinion of MoodleCloud’s communication capabilities (Al-Samarraie & Saeed,
2018). Moreover, faculty and students see MoodleCloud as helpful and
responsive. The average ratings (3.74 for faculty and 3.78 for students) indicate a
favourable opinion. They also concur that how easily they may access course
materials on MoodleCloud directly impacts how happy they are with the learning
environment. The faculty and student mean scores (3.70) indicate a favourable
perception. The standard deviations indicate a fair amount of agreement among
each group.
Additionally, students generally see MoodleCloud more favourably than faculty

regarding technological learning, communication tools and responsiveness, as
evidenced by the slightly higher overall mean for students (3.74) compared to
faculty (3.68). However, both categories generally view MoodleCloud’s services
and satisfaction favourably. Communication tools facilitate interaction,
engagement and teamwork, improving the educational process. The belief that
MoodleCloud is responsive and helpful highlights the value of responsiveness
regarding user-satisfaction (Al-Azawei, 2019).
MoodleCloud is notable for its ability to improve self-directed learning. It offers

an accessible approach to instruction and learning, enabling students to take
charge of their education. Graduate studies students can interact with the course
materials at their own pace and convenience, showing flexibility and adaptability.
This flexibility extends to projects that may be adjusted for time, allowing students
to use resources and finish assignments on their own terms. This promotes a more
independent and self-directed learning environment. A platform’s
responsiveness guarantees a good user experience and fulfils user needs. Hence,
it is consistent with the importance of accessibility in user experience to believe
that having simple access to course materials affects user happiness. A smooth
and practical user experience is enhanced by accessibility, particularly on
educational platforms.
Further, the data indicates that MoodleCloud is a good learning platform for
faculty and students, with favourable attitudes regarding technological learning,
satisfaction with communication tools, responsiveness and the impact of
accessing course materials. The slight differences in mean scores among the
respondents claim that users of MoodleCloud are mainly satisfied. The
MoodleCloud significantly influences the teaching and learning process at the
state university and the faculty and graduate studies students accept its usability
and adaptability. This also implies that MoodleCloud significantly raises the
degree of independent learning since it provides a universal approach to teaching
and learning through its adaptability and flexibility on time-adapted tasks. The
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MoodleCloud, as a platform for faculty members and graduate students’ teaching

and learning, has considerably enhanced the understanding and mastery of each
LMS component, as evidenced by considerable effects on personal, behavioural
and environmental elements. It provides faculty members and graduate studies
students convenience, flexibility and adaptation.
Table 7. Significant relationship between user-independence engagement and socio-

cognitive factors and usability of Moodle Cloud Faculty
User-
Independence
Engagement Usability of Degree of
r- value Analysis
and Socio- MoodleCloud Correlation
Cognitive
Factors
Learnability 0.568 Moderate Significant
Personal User-friendliness 0.488 Moderate Significant
User-satisfaction 0.452 Moderate Significant
Learnability 0.724 Strong Significant
Behaviour User-friendliness 0.628 Strong Significant
User-satisfaction 0.618 Strong Significant
Learnability 0.328 Weak Significant
Environment User-friendliness 0.400 Weak Significant
Range Degree of Correlation
± 0.81- ± 1.00 Very Strong Table 7 provides insightful
± 0.61- ± 0.80 Strong information about the
± 0.41- ± 0.60 Moderate relationship between user-
± 0.21 - ± 0.40 Weak independence involvement,
± 0.00 - ± 0.20 Negligible socio-cognitive factors and
the faculty’s capacity to use
MoodleCloud, considering various elements like environment, behaviour and
personal factors. The degree of correlation and correlation coefficients (R-values)
are displayed in the table, with significant implications for MoodleCloud’s
applicability in an educational setting. MoodleCloud is notable for being able to
enhance self-directed learning. It offers an accessible approach to instruction and
learning, encouraging students to take charge of their education. This is supported
by Park et al. (2022). MoodleCloud functions as a central location for self-directed
learning. Its many features and user-friendly design encourage active exploration
and engagement with course content.
Because of its flexibility and adaptability, graduate studies students and faculty
members can interact with the course materials at their convenience and pace.
Learnability shows the moderately positive association indicates faculty
members’ perceptions of MoodleCloud’s learnability (r = 0.568), user-friendliness
(r = 0.488), and user-satisfaction (r = 0. 452) use rise in tandem with increases in
personal engagement. As to the study of Basaran and Khalleefah (2020),
Significant changes in outcomes have occurred in the State University’s teaching
and learning dynamics as a result of MoodleCloud. Recognising its usefulness in
improving the educational experience, faculty members and graduate students
have welcomed its adaptability and applicability. Thus, time-adapted
317
assignments are one example of this flexibility by allowing graduate studies

students and faculty members to work independently and self-directly by using
the resources and completing tasks. It is implied that the platform has become an
essential education component for the faculty and graduate studies students. The
study by Jeddi et al. (2020) significantly demonstrated its effectiveness in its
usability, the ease of access and adaptability, as well as the capacity to cope with
various teaching and learning methods.
Dwivedi et al., (2022) reiterate that MoodleCloud has gained recognition in

delivering instructions and teaching. Similarly, Alsharida et al. (2020) show the
reliability in elucidating users’ intents regarding technology adoption through
awareness and acceptance. In their study, behaviour factors reveal positive
behaviour and perceived learnability (r = 0.724), user-friendliness (r = 0.628), and
user-satisfaction (r = 0. 618) are significantly correlated, as shown by the
substantial positive correlation. Positively behaving faculty members feel that
MoodleCloud makes learning more conducive. Beyond its technological features,
MoodleCloud significantly impacts the State University’s teaching and learning
process. It is essential to create an environment for learning that encourages
autonomy, adaptability and individualised learning, ultimately improving the
achievement of both faculty and students in the classroom.
Furthermore, the environment has a weak positive association (r = 0.328) in

learnability and user-friendliness (r = 0.400), indicating that a somewhat better
impression is correlated with a more positive perception of the environment.
Hence, environment and user-satisfaction have a fairly positive association (r =
0.528), indicating that higher levels of user-satisfaction are associated with more
positive perceptions of the environment. The use of the LMS is significantly
supported by the acceptance and awareness of MoodleCloud’s usability. Due to
these efforts to deliver instruction as a high-quality educational service, there will
be a greater emphasis on upskilling and retooling technological capabilities.
Additionally, it provides an atmosphere that encourages faculty and students to
pursue more excellent independent learning.
With this, learnability, user-friendliness and user-satisfaction are among the

usability elements of MoodleCloud for faculty that are significantly correlated
with behaviour, the environment and personal factors. The study of Zaineldeen
et al. (2020) reiterates that the Technology Acceptance Model provides valuable
guidance for integrating technology into education. This advances methods and
provides high-quality educational services. The strongest association is found in
behaviour, suggesting that encouraging staff to use Moodle Cloud positively is
essential for improving the user experience. Although they have a weaker link,
environmental factors also significantly impact how usable MoodleCloud is.
Thus, MoodleCloud creates an environment that provides a dynamic learning
experience. This is also a way of uplifting and upskilling the faculty members’
technological capabilities. Significant effects on personal, behavioural and
environmental aspects demonstrate how MoodleCloud, as a platform for faculty
members and graduate students teaching and learning, has significantly
318
advanced the understanding and proficiency of each LMS component. It offers

ease, adaptability and flexibility to graduate students and faculty members.
Table 8. Significant Relationship between User-Independence Engagement and Socio-

Cognitive Factors and Usability of MoodleCloud Students
User-
Independence
Engagement Usability of Degree of
r- value Analysis
and Socio- MoodleCloud Correlation
Cognitive
Factors
Personal User-friendliness 0.588 Moderate Significant
Behaviour User-friendliness 0.688 Strong Significant
User-satisfaction 0.652 Strong Significant
Learnability 0.448 Moderate Significant
Environment User-friendliness 0.480 Moderate Significant
Range Degree of Correlation
± 0.81- ± 1.00 Very Strong
± 0.61- ± 0.80 Strong
± 0.41- ± 0.60 Moderate
± 0.21 - ± 0.40 Weak
± 0.00 - ± 0.20 Negligible
Table 8 presents important information regarding the relationship between user-

independent engagement, socio-cognitive variables and MoodleCloud’s
usefulness for students. The correlation coefficients (R-values) and correlation
strength are displayed in the table, providing insight into the importance and
strength of the links between learnability, user-friendliness and user-satisfaction.
MoodleCloud has had a significant and continuing effect on the dynamics of
teaching and learning at the State University. Faculty and graduate students have
embraced its versatility and usefulness, appreciating its significance in upgrading
the learning process. Moreover, personal factors reveal the learnability with a
robust positive correlation (r = 0.640), indicating that students’ perceptions of
MoodleCloud’s learnability are improved when they participate in more
activities. Likewise, students perceive MoodleCloud to be more user-friendly and
satisfy the user, which is positively correlated (r = 0.588) and (r = 0.602) in a
moderate way, respectively. Students discover that MoodleCloud is
comparatively more accessible to use.
Given that graduate students and faculty use the platform, this suggests that it
has become an essential component of the teaching and learning process. Its
success has been primarily attributed to its adaptability, which allows it to adjust
to various teaching and learning styles, and accessibility, which refers to how
easily it can be used and navigated. In terms of behavioural factors, it has a strong
positive correlation with learnability (r = 0.744), user-friendliness (r = 0.688), and
user-satisfaction (r = 0.652), indicating that it has a positive response from
319
students, making MoodleCloud an excellent environment for learning. It is user-

friendly which has a significant impact on users’ overall contentment with
MoodleCloud. This implies that graduate studies students and faculty members
support the use of MoodleCloud in teaching and learning.
MoodleCloud is notable for its capacity to improve self-directed learning. It

provides a universal method of instruction and learning, enabling students to take
leadership roles in their education. Students can interact with the course materials
at their own pace and convenience. This adaptability also extends to time-adapted
assignments, allowing students to use resources and complete activities per their
timelines, promoting a more independent and self-directed learning environment.
Moreover, environmental factors have a moderately positive association with
learnability (r = 0.448), user-friendliness (r = 0.480), and user-satisfaction (r =
0.528), indicating that it has a favourable atmosphere that influences how
learnable the content is judged to be.
Beyond its technological features, MoodleCloud significantly impacts the State

University’s teaching and learning process. It is essential to create a learning
atmosphere that promotes independence, flexibility and personalised learning,
eventually optimising the performance of both faculty and students in the
classroom. Further, the information indicates a substantial correlation between
behaviour, environmental factors, personal factors and the usability features of
MoodleCloud for students, such as learnability, user-friendliness and user
happiness. The most significant relationship between behaviour and usability
reveals that encouraging students to behave well is essential to improving their
MoodleCloud experience. Environmental elements significantly impact usability
of MoodleCloud, even though their correlation with behaviour is slightly weaker.
5. Conclusion
Graduate studies students’ involvement in their learning process is greatly
influenced by how easily they can use MoodleCloud as an LMS, and the results
reveal that there is a significant relationship between user-independence
engagement and socio-cognitive factors and the usability of MoodleCloud among
faculty and students. This shows that a user-friendly, intuitive interface, practical
course management, user-centred design, customisation possibilities, accessibility
and mobile usability greatly influence graduate students’ total learning
experiences and engagement. Continuous attempts to improve MoodleCloud’s
usability may remain a top priority as more research is undertaken and
technology develops to guarantee that every user has the best learning experience.
MoodleCloud’s usability is significant to the student’s engagement according to
the respondents. MoodleCloud generally encourages user-independence
engagement and socio-cognitive variables based on the respondents’ perceptions.
The analysed data reveals that users believe that MoodleCloud is a platform that
fosters critical thinking and active learning. The respondents show good attitudes
regarding personalising their educational experiences, maintaining motivation
and interacting with the platform.
320
Thus, each faculty member and graduate student’s environment, behaviour and
personal traits were significantly impacted by MoodleCloud. As a result,
educators at institutions are more actively engaged in achieving institutional
goals and providing high-quality education. Moreover, the MoodleCloud
environment’s performance, reliability, collaboration and adaptability are
typically viewed favourably by both faculty and students. Users find that
MoodleCloud’s environment encourages participation and cooperation in
learning. MoodleCloud is also primarily regarded by faculty and students as a
platform that facilitates learnability, with favourable opinions about navigational
simplicity, clarity, engagement and feedback mechanisms. The results show that
MoodleCloud promotes efficient knowledge and skill acquisition by integrating
technology to adopt twenty-first-century skills and knowledge. Using
MoodleCloud to deliver instruction has aided graduate studies students in their
learning by fostering independence and providing a more favourable time for
them to complete assignments independently.
Furthermore, MoodleCloud reports that it is a user-friendly platform with good

navigation, clarity, visual appeal and accessibility. As such, it is a user-friendly
platform that encourages productive communication and education. The services,
technological learning opportunities, communication facilities and
responsiveness of MoodleCloud are highly rated by users. Graduate studies
students and faculty members have positive opinions about MoodleCloud
regarding user-satisfaction and its influence on the educational process.
6. Recommendations
Based on the study’s findings, it is suggested that the university organises regular
training sessions or workshops for faculty and students to improve the user
experience further and optimise the platform for efficient learning engagement.
MoodleCloud can contribute to quality services in education by providing for
twenty-first-century skills and technological capabilities. For further research, it
is recommended that other attributes or variables are explored. Future researchers
may also consider other research designs in exploring the usability of
MoodleCloud. The MoodleCloud’s adaptable learning methodology has been
demonstrated. The institution should continue to support this mode of
instruction, giving students the freedom to access their classes and course
materials from any location, which is particularly helpful in the current digital
era. Future researchers should consider using various research methodologies to
evaluate the usability and efficacy of the MoodleCloud. This could entail in-depth
case studies, cross-institutional comparisons, or longitudinal investigations for
further analysis and understanding of the effectiveness and efficiency of
MoodleCloud in delivering quality teaching and learning in the post-pandemic
era and the new normal of education. A more comprehensive and complex
comprehension of the platform’s strengths and limitations could be attained by a
qualitative study in the use of MoodleCloud. This may further increase the desire
to provide high-quality educational services by implementing twenty-first-
century technology integration techniques into the teaching process.
321
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Adoption of Learning Management Systems in

Face-to-Face Learning: A Systematic Literature
Review of Variables, Relationships, and Models
Delio Luis Salgado-Chamorro

Universidad Pontificia Bolivariana – Seccional Montería
Montería – Colombia
Víctor Mario Noble-Ramos

Universidad de Córdoba
Montería – Colombia
Sebastián Gómez-Jaramillo*
Tecnológico de Antioquia
Medellín, Colombia
Abstract. The use of learning management systems (LMSs) is an

outstanding research topic in technology and education. LMSs are used
for fully virtual, blended, and face-to-face learning processes. There are
reviews in the field on variables and models that explain LMS adoption.
However, no literature reviews have been found that analyze LMSs for
face-to-face educational processes. As such, the aim of this paper was to
conduct a literature review that identifies the variables involved in LMS
adoption and their relationships, especially in those studies where the
LMS was used to support face-to-face teaching−learning processes.
Another aim was to identify the models used in the literature to
understand the phenomenon under study. We analyzed 50 research
studies and identified approximately 295 variables and their
relationships, as well as 11 models attempting to explain the
phenomenon. The variables we found include user perception, quality,
user skills, social influence, behavior, access, cost, attitude towards use,
and intention to use. Very little research has explored the use of LMSs to
support face-to-face teaching and learning processes. We therefore see an
opportunity for future research in this area.
Keywords: face-to-face learning; learning management systems;

literature review; teaching process
*
Corresponding author: Sebastián Gómez-Jaramillo, sgomezja@tdea.edu.co
©Authors
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1. Introduction
Learning management systems (LMSs) are a growing research topic in literature.
Şahin and Yurdugül (2022) defined LMSs as specialized software platforms,
primarily web-based, that allow students to interact with content, learning
resources, tests, assessments, and other students and instructors. There is a
growing global trend to use LMSs in academic institutions to enhance the student
learning experience (Aldiab et al., 2019). LMSs are, therefore, a means of
knowledge acquisition and learning management in any educational process
(Nguyen, 2021). The nature of LMSs is to develop virtual learning or e-learning
processes. LMSs provide resources to participants via an Internet, intranet, or
extranet connection. In other words, e-learning is the ability to access learning
tools and resources anytime, anywhere (Ülker & Yılmaz, 2016).
LMSs offer several advantages by leveraging the benefits of e-learning and

enabling the permanent availability of course content. LMSs provide the tools to
enhance and encourage participation and interaction and the continuous
monitoring of progress, grades, updates, and announcements in course subjects
(Bradley, 2020). This makes the process flexible, interactive, and delocalized,
transforming knowledge creation (Cabero Almenara et al., 2019). The main
disadvantage of e-learning is the lack of face-to-face interaction between peers and
between students and the instructor(s), which can lead to lack of motivation and
poor performance. Therefore, there are mixed learning processes, called blended
learning or b-learning. This involves part of the educational process occurring on
the LMS platform, with other parts taking the form of face-to-face meetings
between peers and between students and the instructor(s) (Ustun et al., 2021). In
addition to the use of an LMS for e-learning and b-learning processes, the
literature has also reported the use of LMSs to support face-to-face processes,
where training is face to face and the LMS is used to support repositories, delivery
of activities, and evaluations (Kaewsaiha & Chanchalor, 2021; Montes de Oca
et al., 2015).
LMS adoption and use by individuals depend on many factors, including

perception, age, experience, gender, knowledge, and culture (Khan & Qudrat-
Ullah, 2021) Individual, contextual, and psychological behaviors intervene as
moderating factors. However, many of the constructs that explain the process
have considerable conceptual ambiguity. In addition, the integration of variables
in models is usually problematic, and they often assume linearity in the
relationship between factors, which ignores the complexity of technology
adoption processes (Al-Nuaimi & Al-Emran, 2021). It is necessary to identify
critical elements in the aforementioned technological acceptance. Several
literature reviews have been conducted on LMS adoption (Li et al., 2018;
Panigrahi et al., 2018; Sabharwal et al., 2018; Ziraba et al., 2020). However, we did
not find any literature review that examined the use of LMSs to support face-to-
face educational processes, including the variables that determine the adoption
and use of this technology, the existing relationships between the different
variables, and the models used to understand the phenomenon of LMS adoption
and use.
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In light of the evolving LMS landscape, in this paper, we aim to conduct a

systematic literature review (SLR) to identify the variables involved in LMS
adoption and their relationships, with a specific focus on studies where the LMS
was utilized to support face-to-face educational processes. The objective is to
uncover the existing relationships between different variables and the models
employed in understanding the phenomenon of LMS adoption and use.
This research study is vital for informing educational institutions, policymakers,

and technology developers, fostering a deeper understanding of the complexities
surrounding LMS integration in face-to-face education. The outcomes of the study
are poised to contribute valuable insights that can optimize LMS implementation,
enhance educational practices, and ultimately improve the overall learning
experience for students and instructors.
To realize the aim of this paper, we posted the following research questions (RQs):
1. What are the most representative variables or factors of study within the
research on LMS adoption and use?
2. What are the relationships or links between the most representative
variables or factors in LMS adoption and use?
3. What are the most representative variables or factors of study within the
research on LMS adoption and use to support face-to-face educational
processes?
4. What are the models used in research on the topic of LMS adoption and
use?
The paper is organized as follows. Section 2 presents the methodology, with the
construction of the protocol for the search and collection of information, as well
as the questions that guided the analyses carried out in this study. Section 3
presents the results of the bibliometric data and the analyses of the studies
reviewed. Finally, Section 4 presents the conclusion.
2. Methodology
The SLR was proposed as the methodology in this study to identify variables as
well as relationships and interactions that, according to the academic community,
explain the LMS adoption and use process. An SLR is a type of literature review
in which particular emphasis is placed on the rigor and reproducibility of the
search and analysis of existing information in a field of study (Bai et al., 2019). The
SLR is a research method that aims to synthesize scientific evidence in a structured
and reproducible way to answer research questions from published studies on a
topic, while assessing their quality (Lame, 2019). In this research, we divide the
stages of the SLR into three components, namely planning, implementation, and
review report, according to the notion of Bai et al. (2019).
2.1 Literature Review Protocol

The review protocol specifies each method within the SLR. The creation of the
review protocol is important to make the process transparent and replicable, and
to minimize the researcher bias inherent in exhaustive reviews, including a
relevant selection of information sources based on appropriate criteria (Mengist
329
et al., 2020). In this study, we selected Scopus from Elsevier Science as the search
database; it contains the most extensive collection of abstracts and citations of
peer-reviewed scientific literature (Scopus, 2022), covering a more significant
number of academic journals (Chadegani et al., 2013). This selection was
constrained by limitations in access to the database.
According to previous non-systematic reviews before the construction of the

present protocol, for the process, we established the following words as keywords
for the construction of an initial search query: adoption, use, acceptation,
acceptance, and diffusion. For technology, the following term was determined:
learning management system.
Following the above, we obtained the initial version of the search query, in which
we explored titles, keywords, and abstracts of the studies: TITLE-ABS-KEY
(adoption OR use OR acceptation OR acceptance OR diffusion AND learning
management system). In the temporal horizon field, the value “between 2018 –
present” was set in the Scopus platform to ensure updated information within the
prior five years, including studies from the year of study. We included articles,
books, and book chapters in the review. Furthermore, we filtered the information
by limiting the search to the areas of interest that were relevant in previous
reviews conducted in the field: computer science, social sciences, decision
sciences, and business, management, and accounting (de Oliveira et al., 2016). The
selection criteria proposed included selecting journals with at least four published
studies on the topic of interest and that the research belong to publications in the
first 1000 positions of the SCImago Journal & Country Rank (SJR) in one of the
areas of interest. We chose the mentioned ranking considering scientific indicators
based on the Scopus database (SCImago, n.d.). After the search and filtering, 51
published papers remained, as shown in Table 1, but we performed the SLR with
50 publications because one was duplicated. The journals listed in Table 1 met the
selection criteria.
Table 1: SLR publications with quality criteria
Number of
Review Ranking Area
publications
Education and Information
16 631 Social sciences
Technologies
British Journal of
Educational Technology
Interactive Technology and Computer
7 87
Smart Education science
Journal of Theoretical and
Computer
Applied Information 6 251
science
Technology
Interactive Learning
Environments
Journal of Information
Computer
Technology Education 5 84
science
Research
Australasian Journal of
Educational Technology
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2.2 Data Extraction

During data extraction, we divided the database into two large groups of
information: general data per article and variable specifications. In the part of the
database dedicated to general information per publication, we collected the
following information: title of the study, main author, secondary authors, year of
publication, journal, or publisher to which it belongs, type of document, type of
process analyzed, LMS studied, methodological design, population analyzed,
models used, and variables found. For the characteristics section of each variable
found, we gathered the following information: name of the variable, definition,
type of measurement, measurement scale, original item, relationship to other
variables, and any pertinent observation.
2.3 Data Analysis

For the data analysis, we used bibliometrics. Bibliometric analysis allowed us to
study, quantitatively, the information published on a topic of interest, taking each
study as an individual case of analysis without examining its content (van Nunen
et al., 2018). Figure 1 shows the number of publications per year yielded by
applying the SLR protocol.
Publications by year
14
13
Number of publications
11 11
2018 2019 2020 2021 2022

Year
Figure 1: Number of publications per year
On average, about 10 studies were conducted per year from 2018 to 2022. 2022 has
the highest number of publications, with 14, whereas the period with the fewest
publications on the topic, according to the search criteria, is 2018, with only
2 studies. Altogether, the published papers included in the SLR have 146 different
authors, with 8% of these authors involved in 2 publications, and 92% involved in
1 each. Considering the restrictions placed by the review protocol, the above
shows many occasional authors or new researchers in the area.
The analysis found that for the selected publications, 85 institutions were
involved, including universities, laboratories, and consulting firms. Figure 2
shows the institutions that were involved in at least two different publications.
Three institutions were involved in three publications, and twelve in two
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publications. Eighty-two percent of the institutions involved have one

publication.
Publications by institution
Ecole Normale Supérieure de l'Enseignement… 3
Hassan II University of Casablanca 3
Universiti Teknologi Malaysia 3
Al Buraimi University College 2
Laboratoire des Sciences et Techniques de… 2
2
Institutions
Najran University
Bina Nusantara University 2
Bartin Üniversitesi 2
Universiti Sains Islam Malaysia 2
University of Babylon 2
British University in Dubai 2
University of Patras 2
Universiti Malaya 2
Kafrelsheikh University 2
Universite de Bretagne-Sud 2
Nunbers of publications
Figure 2: Number of publications per institution
Figure 3 shows the countries that were involved in at least three of the SLR
publications. Malaysia and Saudi Arabia were involved in the highest number of
publications, with six each. The SLR showed that 51 different countries were
involved in the reviewed publications, according to the review protocol.
Seventeen percent of the countries were involved in two publications, and about
thirty percent in one each.
Publications by country
Saudi Arabia 6
Malaysia 6
Turkey 5
United Kingdom 4
Country
Ghana 4
Morocco 3
Iraq 3
Indonesia 3
France 3
Australia 3
Number of publications
Figure 3: Number of publications per country
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The 50 publications included in this SLR have been cited 612 in total. This is a
significant number, especially considering the time limitations of the search
protocol and the timeliness criteria of the studies. Table 2 shows the five
publications with the highest number of citations. Extension of technology acceptance
model by using system usability scale to assess behavioral intention to use e-learning by
Revythi and Tselios (2019) is the publication that is part of the SLR which has the
highest impact.
Table 2: Most cited publications

Authors and Number of
Title
year citations
Extension of technology acceptance model by using
Revythi and
system usability scale to assess behavioral intention to 70
Tselios (2019)
use e-learning
Eraslan Yalcin Examination of students’ acceptance of and intention
and Kutlu to use learning management systems using extended 57
(2019) TAM
Clustering university teaching staff through UTAUT:
Garone et al.
Implications for the acceptance of a new learning 41
(2019)
management system
Exploring factors influencing students’ continuance
Ashrafi et al.
intention to use the learning management system 40
(2022)
(LMS): A multi-perspective framework
Khechine et al. The adoption of a social learning system: Intrinsic
35
(2020) value in the UTAUT model
Figure 4 shows the authors in the SLR publications with the most citations.
Tselios, N., Revythi, A., Kutlu, B., and Eraslan Yalcin, M. are the authors with the
highest impact on the publications resulting from the search protocol.
Most cited authors

Tselios, N 72
Revythi A 70
Kutlu B 57
Eraslan Yalcin M 57
Vanslambrouck S 41
Author
Tondeur J 41
Struyven K 41
Pynoo B 41
Garone A 41
Cocquyt C 41
Bruggeman B 41
Number of citations
Figure 4: Number of citations per author
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3. Analysis and Results

This section presents the results of the SLR in alignment with the questions
formulated in Section 1. Various aspects pertaining to the variables involved in
the process of adopting and utilizing LMSs are outlined. We also specify those
variables that are directly implied on LMS adoption for face-to-face education
support environments.
In the same way, the existing relationships between the different variables and the
most used models in the explanation of the process of interest are pointed out. It
is worth mentioning that a general analysis of the findings found in the SLR is
made, according to the characteristics found in each of the publications included
in the review. This general analysis includes type of process, population type, and
LMS used, among other aspects, as shown in the following discussion.
3.1 General Analysis

Two of the fifty publications in this SLR were SLRs. Despite the nature of these
studies, they were considered in the present review because it was evident that
these two studies contain variables and relationships relevant to the object of
study of this research.
Table 3 shows the type of educational process for which the LMS was used. In
60% of the cases, the LMS was used in an entirely virtual process (e-learning),
which is a natural occurrence, since this is the primary use of LMSs
(Al Rawashdeh et al., 2021). Ten percent of the SLR studies analyzed adopted a
blended process (b-learning), which combines virtual with face-to-face learning.
Four percent of the works studied the intention to use LMSs in remote teaching
and learning processes, both motivated by the consequences of the Covid-19
pandemic (Al-Nuaimi et al., 2022; Hussein et al., 2021). Another 4% of the studies
focused on adopting LMSs to support face-to-face learning, evidencing the little
research in this area. Furthermore, 22% of the analyzed works did not specify the
type of process, from which 4% were classified in the category of face-to-face
learning support due to the descriptions given in the research.
Table 3: Type of educational process

Process Frequency Percentage
E-learning 30 60%
B-learning 5 10%
Distance learning (remote) 2 4%
Support for face-to-face 2 4%
attendance
Possible support for face-to- 2 4%
face attendance
Not mentioned 9 18%
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Table 4 shows the LMSs used in the studies that were part of the SLR.
Table 4: LMSs used

LMS Frequency Percentage
Moodle 19 32%
Blackboard 7 12%
Google Classroom 7 12%
Canvas LMS 2 3%
eClass 2 3%
Edmodo 2 3%
Microsoft Teams 1 2%
Padlet 1 2%
Not mentioned / Does not
19 32%
apply
It is important to note that some studies analyzed more than one LMS, so the total
sum of LMSs used is greater than the number of publications analyzed. A large
percentage of the studies (32%) did not specify the LMS used by the population
under study. This may be because the studies focused on analyzing adoption as a
process and the variables involved, based on previously proposed models,
leaving aside the LMS. Moodle was the most studied LMS, with 32%, which was
quite expected, since this platform is one of the most used knowledge
management tools (Simanullang & Rajagukguk, 2020). Blackboard and Google
Classroom follow Moodle as the most analyzed LMS, with 12% each.
Table 5 shows the main methodological designs used in the publications

reviewed. Some studies used more than one methodology; however, the analysis
indicated the survey as the main methodological design. For example, when a
study used a survey as the primary methodology complemented by secondary
information in the methodological design, we counted survey as the main
methodological method.
Table 5: Methodological design used

Methodological design Frequency Percentage
Survey 40 80%
Secondary information 6 12%
Design of experiments 2 4%
Case studies 1 2%
Interviews 1 2%
The results show that the most used methodological design was the survey
method, a methodology used in 80% of the research. The purpose of this type of
methodology is to collect information through structured questionnaires. The
questionnaires are applied to a population or population sample, representative
or not, according to the results to be obtained, to the hypotheses and research
questions. The survey thus allows the researchers to capture perceptions,
335
opinions, qualitative or quantitative data about the process, as well as the results
to be obtained (Yin, 2017).
Secondary information was the second most used methodological design. As

mentioned, there are two SLRs among the works on which we based this review.
Although SLR can be considered another methodological design by itself, it was
considered as “secondary information” because in this type of methodological
design, information developed in previously published studies is used (Al-
Nuaimi & Al-Emran, 2021; Granić, 2022). In addition, information corresponding
to user access to LMS platforms is also used (Wells et al., 2021) and allows new
models to be proposed, relating variables developed in previous studies
(Alduraywish et al., 2022; Louhab et al., 2020).
The third most used methodological design was the experimental design. In this
methodology, the study population is divided to compare the differences in user
behavior and whether technological tools or LMSs were used (Elfeky & Elbyaly,
2021b, 2021a).
Table 6 shows the populations analyzed in the reviewed studies.
Table 6: Population analyzed

Analyzed population Frequency Percentage
Students 40 68%
Teachers 14 24%
Administrative staff 4 7%
Not mentioned 1 2%
Because some publications analyzed more than one population, the total
frequency is greater than the number of studies that were part of the SLR. The
results in Table 6 show that most of the studies analyzed in the SLR (68%)
addressed adoption issues from the students’ point of view, such as how students
perceive and start using an LMS, the variables involved in the process, and their
relationships. Much of the research on LMS adoption pays particular attention to
student use; however, there are efforts to understand the phenomenon from the
point of view of other actors, especially teachers (Hussein et al., 2021; Stockless,
2018). In the case of the current SLR, studies addressing adoption by this
population correspond to 24%.
3.2 Most Representative Study Variables and Their Relationships

This section aims to answer RQ1 and RQ2 of the formulation of the review
problem. As such, the most representative variables and the existing relationships
between these variables will be shown. We took the number of occurrences of each
variable as a criterion of importance within the process of adoption and use of
LMS due to the large number of factors found in the SLR, 295 in total. Considering
repetitions of variables, for the same reason, we divided the variables into
different categories. These categories are user perception variables; quality
variables; user ability-, skills-, or personality trait-related variables; social
336
influence variables; behavior variables; technical and access conditions variables;

attitude towards use variables; intention to use variables; and cost variables.
3.2.1 User perception variables

Table 7 shows the user perception variables found in the SLR. Due to the number
of variables in this category (105), the results show the factors with the highest
frequency.
Table 7: User perception variables

Variable Frequency
Perceived usefulness (performance
32
expectancy, relative advantage)
Perceived ease of use (effort expectancy,
31
cognitive load, learning value)
Facilitating conditions (perceived external
14
control)
Satisfaction (user satisfaction, system
10
satisfaction, learning satisfaction)
Hedonic motivation (perceived enjoyment,
6
perceived playfulness, intrinsic value)
Technological complexity (complexity) 3
The variable with the highest frequency is perceived usefulness, which refers to
how users perceive that a system will help them perform their work more
efficiently (Al-Nuaimi et al., 2022). From the point of view of LMSs, perceived
usefulness measures the extent to which a person believes that using an LMS can
improve their performance in their various activities (Hussein et al., 2022). As can
be seen in Table 7, the variable was grouped with performance expectancy and
relative advantage because they are very similar constructs but in different
technology adoption models (Al-Nuaimi & Al-Emran, 2021).
Perceived usefulness positively affects the attitude users take towards LMS use
(Safsouf et al., 2020); likewise, the higher the perceived usefulness, the higher the
intention to use (Kaewsaiha & Chanchalor, 2021). User satisfaction is also affected
by perceived usefulness (Hussein et al., 2021); as a sense of community, perceived
usefulness exerts an influence on LMS acceptance (Ustun et al., 2021), current use
(Abdallah et al., 2019), and continued use (Hussein et al., 2022). Performance
expectancy has equal relationships with the variables attitude towards use
(Buabeng-Andoh & Baah, 2020), intention to use (Wut & Lee, 2021), and use of an
LMS (Mohammadi et al., 2021). Meanwhile, relative advantage positively affects
perceived usefulness, perceived ease of use, and current use of the LMS (Stefanus
& Mauritsius, 2019).
The variable with the second highest frequency of occurrence is perceived ease of
use, defined as the degree to which a person believes that using a system will not
require much effort (Kaewsaiha & Chanchalor, 2021). From the point of view of
the LMS, the user perceives that the LMS is easy to use and does not represent
extra work (Hussein et al., 2021). This variable was grouped with effort
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expectancy, cognitive load, and learning value, since these constructs capture the
exact conceptual nature in different models (Al-Nuaimi & Al-Emran, 2021).
Perceived ease of use positively impacts perceived usefulness (Elfeky & Elbyaly,
2021b). Similarly, the higher the user’s perceived ease of use, the better their
attitude towards the LMS (Revythi & Tselios, 2019), and thus their intention to use
(Eraslan Yalcin & Kutlu, 2019), their current use (Abdallah et al., 2019), and their
continued use. Perceived ease of use also interferes with user satisfaction (Hussein
et al., 2022) and their sense of community (Ustun et al., 2021). Effort expectancy
has equal relations with attitude towards LMS use and intention to use. However,
it links performance expectancy (Buabeng-Andoh & Baah, 2020) and social
influence (Bervell et al., 2022).
The third factor in the user perception category is facilitating conditions, which
indicates the degree to which a person perceives that the technological and
organizational infrastructure exists to allow the correct functioning of the
technology of interest, in this case, the LMS (Alotumi, 2022). Facilitating
conditions positively influence perceived ease of use (Unal & Uzun, 2021).
Technological and organizational infrastructure around the LMS facilitates
behavior (Alotumi, 2022), understood as the tendency to continue using the LMS.
Facilitating conditions also affect hedonic motivation, defined as the degree to
which the user perceives using the LMS as pleasurable. Facilitating conditions are
directly related to social influence (Bervell et al., 2022), intention to use
(Micchelucci Malanga et al., 2022), current use (Alshehri et al., 2020), and
continued use of the LMS (Kuadey et al., 2023).
Satisfaction is the variable with the fourth highest number of occurrences in the
context of user perception. It constitutes the degree to which a user perceives that
using the LMS will provide a positive learning experience and meet their
expectations (Hussein et al., 2022). We grouped this construct with user
satisfaction, system satisfaction, and learning satisfaction. Satisfaction affects the
intention to use and reuse an LMS (Stefanus & Mauritsius, 2019). The higher the
satisfaction, the higher the net benefit. The latter is the total value of implementing
technologies, including LMSs, in educational settings (Al-Azawei, 2019).
Hedonic motivation comprises the fifth variable in terms of user perception and
is grouped with the following constructs: perceived enjoyment, perceived
playfulness, and intrinsic value. Hedonic motivation refers to the user’s
perception of enjoying using a specific technology. This variable positively
influences behavior, that is, the continued use of an LMS (Alotumi, 2022). In the
same way, hedonic motivation interferes with intention to use (Bervell et al.,
2022). Perceived enjoyment and perceived playfulness affect perceived usefulness
(Granić, 2022) and perceived ease of use; likewise, continued intention to use is
affected when there are perceived enjoyment and intrinsic value (Khechine et al.,
2020; Kuadey et al., 2023).
The sixth variable in terms of user perception corresponds to technological

complexity, defined as the degree to which a user perceives technology as difficult
338
to use (Unal & Uzun, 2021). The higher the technological complexity, the lower
the perceived ease of use (Granić, 2022).
3.2.2 Quality variables

Table 8 shows the quality variables identified in the SLR. Due to the number of
variables found for this classification, 20 in total, the factors with the highest
frequency of study are shown in the results.
Table 8: Quality perception variables

Variable Frequency
Information quality 10
System quality 9
Service quality 3
Content quality 3
User interface design 3
LMS quality 2
The variable with the highest number of occurrences is information quality.

Hussein et al. (2022) stated that information quality is related to the accuracy and
adequacy of the information obtained from the LMS. Information quality is an
output generated by an information system, the LMS in this case, which includes
categories such as being timely, having sufficient scope, relevance, efficiency,
timeliness, completeness, and accuracy of information (Abdallah et al., 2019).
Information quality positively affects perceived ease of use (Al-Nuaimi et al.,
2022), perceived usefulness (Hussein et al., 2022), intention to use (Wut & Lee,
2021), current LMS usage (Abdallah et al., 2019), and user satisfaction (Wirawan
et al., 2018).
System quality is the second most studied variable in the quality category. It is
related to the technical factors of LMSs, such as stability, reliability, interface
design, and efficiency (Hussein et al., 2022). Al-Nuaimi et al. (2022) defined the
system quality of an LMS as the efficiency of LMS performance in terms of key
indicators such as reliability, functionality, usability, ease of use, navigability, and
accessibility as perceived by end users, teachers, and students. System quality also
implies interactivity, responsiveness, and absence of errors. The latter positively
affects perceived usefulness (Hussein et al., 2022), perceived ease of use (Granić,
2022), intention to use (Yakubu et al., 2020), current use (Abdallah et al., 2019),
and user satisfaction (Safsouf et al., 2020).
The third variable in quality factors is service quality. This factor focuses mainly
on the quality of technical support during the use of the LMS (Hussein et al., 2022).
It indicates the overall support of the information system provided by the service
provider, including helpdesk services, hotlines, online support services, and other
type of services (Abdallah et al., 2019). Service quality directly correlates with
perceived ease of use (Al-Nuaimi et al., 2022).
Content quality is the fourth variable in the quality category. In this regard, the
LMS must contain stable, accurate, and high-quality information sources. The
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information presented must be reliable and error-free to perceive high quality in

the contents. Accessing high-quality LMS information would be a leverage point
for users and students to be convinced that the current platform can respond to
the educational needs they are following and, therefore, increase the perceived
usefulness of the LMS (Ashrafi et al., 2022).
The fifth variable, user interface design, is related to menu design, including
control bars, screen layouts, and icons (Eraslan Yalcin & Kutlu, 2019). Users
perceive the design as relevant, interfering with perceived ease of use and
perceived usefulness (Yakubu et al., 2020).
The sixth study variable in this category corresponds to the quality of the LMS.
Mohammadi et al. (2021) defined this variable in terms of usability, that is, the
level of complexity or ease of use of the LMS for the user, and in terms of
functionality, that is, how well the LMS works during use. The quality of the LMS
affects the use of the LMS.
3.2.3 User ability, skills, or personality traits variables

Table 9 shows the variables related to the LMS users’ capacity, ability, and
personality. Due to the number of variables identified for this category, we show
the concepts with the highest frequency of occurrence in the results.
Table 9: Capacity-skills-related variables

Variable Frequency
Computer self-efficacy 10
Personal innovativeness 5
ICT competency 5
Computer anxiety 3
Level of education 2
Computer self-efficacy is the variable with the highest number of occurrences in

this category, defined as individuals’ beliefs regarding their control over their
ability to use a system (Safsouf et al., 2020). The concept refers to the individual’s
perception of their ability to use a computer system, in this case, an LMS (Unal &
Uzun, 2021) Computer self-efficacy positively affects perceived usefulness
(Stefanus & Mauritsius, 2019), perceived ease of use (Eraslan Yalcin & Kutlu,
2019), intention to use (Revythi & Tselios, 2019), and intention for continued use
(Al-Adwan et al., 2022).
The second variable identified in the category is personal innovativeness. It refers

to the willingness of individuals to experiment with new technologies (Hussein
et al., 2022). In the context of the LMS, it relates to an individual’s attitude that
reflects their willingness and ability to try a technology enthusiastically and
sometimes independently (Abdallah et al., 2019). Innovative personality has
positive effects on perceived ease of use (Stefanus & Mauritsius, 2019), perceived
usefulness (Abdallah et al., 2019), intention to use (Zwain, 2019), and current use
(Pinho et al., 2021).
340
ICT competency is the variable with the third highest ranking in this category. It
represents the degree of knowledge and experience using computers and the
Internet. It describes the level of knowledge and experience in using any LMS
(Mohammadi et al., 2021). Competencies and skills in technologies increase
perceived usability (Vlachogianni & Tselios, 2021), LMS usage (Mohammadi
et al., 2021), and user satisfaction (Al-Azawei, 2019).
The fourth variable is computer anxiety, defined as the degree of fear when a
person is faced with the possibility of using a computer (Safsouf et al., 2020).
Anxiety decreases perceived usefulness and ease of use (Hussein et al., 2022).
Level of education is the fifth variable in the category of abilities, skills, or

personality traits. The publications reviewed did not define this variable;
however, it positively affects perceived usability (Vlachogianni & Tselios, 2021)
and the intention to use an LMS (Revythi & Tselios, 2019).
3.2.4 Social influence variables

Social influence was grouped with subjective norm, social norm, and image. These
constructs correspond to very similar concepts (Al-Nuaimi & Al-Emran, 2021) and
to the only factor with a considerable number of occurrences (25 occurrences).
Social influence is the level at which a person believes that people who are
essential around them think that they should use the new system (Alotumi, 2022).
In this case, the new system is an LMS. Social influence has a positive effect on
perceived ease of use (Revythi & Tselios, 2019), perceived usefulness (Unal &
Uzun, 2021), attitude towards use (Buabeng-Andoh & Baah, 2020), intention for
continued use (Bervell et al., 2022), and current use. Sense of community (Ustun
et al., 2021) and social interactions (Safsouf et al., 2020) also appear in this
category, with one appearance in the studies for each variable.
3.2.5 Behavior variables

Behavior is defined as the extent to which individuals tend to perform actions
automatically due to learning, thus equating behavior with routine and life
experience (Micchelucci Malanga et al., 2022). In the context of the LMS, behavior
refers to the indirect adoption of technology because it is central to users’ daily
lives (Micchelucci Malanga et al., 2022). Behavior has a positive influence on
performance expectancy (Alotumi, 2022), effort expectancy, social influence,
hedonic motivation (Bervell et al., 2022), intention to use (Micchelucci Malanga
et al., 2022), and current use (Zwain, 2019). Other variables referring to behavior
appeared in the search, but with somewhat limited study frequency, as shown in
Table 10.
Table 10: Behavior variables

Variable Frequency
Behavior 4
Learning tradition 1
Faculty resistance 1
E-learning frequency 1
341
3.2.6 Technical and access conditions variables

Table 11 shows the variables belonging to technical- and access-related aspects as
identified in the SLR.
Table 11: Technical and access variables

Variable Frequency
System accessibility 3
Availability of resources 1
Access to electricity 1
Access to Internet 1
Affordances 1
Observability 1
Compatibility 1
Trialability 1
System accessibility is the technical and access variable with the highest number
of appearances in the SLR publications. The degree to which students access an
LMS is understood as accessibility (Stefanus & Mauritsius, 2019). Accessibility to
the system positively influences attitude towards use, intention to use, perceived
usefulness, and perceived ease of use (Revythi & Tselios, 2019).
3.2.7 Attitude towards use variables

Attitude towards use relates to whether individuals perceive a positive or
negative feeling related to using a system. In this case, the system is the LMS, so
attitude towards LMS is defined as the user’s impression of engaging in learning
activities by using the LMS (Safsouf et al., 2020). Attitude towards use positively
influences intention to use (Elfeky & Elbyaly, 2021b). Attitude strength, defined
as the degree to which attitude manifests itself through temporal persistence,
resistance to persuasion, and predictability of behavior, positively affects
performance expectancy, effort expectancy, and social influence (Nistor et al.,
2019).
3.2.8 Intention to use variables

Behavioral intention to use any proposed system consists of adoption and
intention for continuous use (Kaewsaiha & Chanchalor, 2021). For Eraslan Yalcin
and Kutlu (2019), intention to use measures the likelihood that a person will
employ the application, in this case, an LMS. Table 12 shows the usage variables
corresponding to response variables in the models used to analyze LMS adoption
and usage. Intention to use positively affects current use (Wut & Lee, 2021),
satisfaction, and learning achievement (Stefanus & Mauritsius, 2019). Continued
intention to reuse is the extent to which an individual is inclined to continue using
a particular LMS for learning activities (Hussein et al., 2022). This variable
positively influences current use (Alshehri et al., 2020) and continued use (Kuadey
et al., 2023).
342
Table 12: Intention to use variables

Variable Frequency
Behavioral intention to use 22
Continued intention to reuse 7
3.2.9 Cost variables

Among the cost variables, we identified the cost of the Internet, defined as the
amount of money paid to access the Internet; and the cost of hardware, described
as the expenses associated with the hardware devices used for learning. These
variables are limiting factors in the use of the LMS (Mohammadi et al., 2021).
3.3 Most Representative Variables on LMS Adoption and Use to Support Face-
to-Face Educational Processes
This section aims to answer RQ3 of the SLR by identifying the most representative
study variables and their associations in the use of LMSs to support face-to-face
learning. Only two of all the publications analyzed in this study addressed the
issue of adoption and use of LMSs to support face-to-face learning. The first study,
by Wells et al. (2021), focuses on understanding the behavior of university
students, analyzing their access to the LMS, and the use of the different resources
offered by the LMS. We did not find any factors related to adoption and use.
The other work on face-to-face learning supported by LMSs is that by Unal and
Uzun (2021). These authors determined factors influencing the intention to use
Edmodo, analyzing 218 university students using partial least squares structural
equations. We identified the following variables (Unal & Uzun, 2021):
• Perceived usefulness, understood as the degree to which a person believes
that using a particular system would improve their job performance,
positively affects behavioral intention to use and attitude towards use.
• Perceived ease of use is the degree to which a person believes that using a
particular system would be free of physical and mental effort. It positively
influences attitude towards use and perceived usefulness.
• Subjective norm, the individual’s perception that most important people
think they should (or should not) perform a particular behavior, positively
influences perceived usefulness.
• Output quality, the degree to which the individual perceives how well the
system performs tasks, positively affects perceived usefulness.
• Perceived external control, defined as the degree to which an individual
believes that organizational and technical resources exist to support
system use, positively affects perceived ease of use.
• Perceived enjoyment, which is the extent to which the activity of using a
particular system is perceived as enjoyable, independent of any
performance consequences resulting from the use of the system, positively
influences perceived usefulness.
• Technological complexity, conceptualized as the degree to which a system is
considered difficult to use, negatively affects perceived ease of use.
• Computer self-efficacy is the individual’s belief that their ability to use a
computer system has a positive effect on perceived ease of use.
343
• Attitude towards use (attitude towards using), specified as the individual’s

positive or negative feelings about performing the behavior, positively
influences the intention to use an LMS.
3.4 Used Models to Explain LMS Use and Adoption

This section attempts to provide an answer to RQ4 of this SLR. Table 13 shows the
models used in the studies analyzed. Derivations of the original models are not
considered, as in the case of the technology acceptance model (TAM) and the
unified theory of acceptance and use of technology (UTAUT), which have some
derivations, TAM2 and TAM3 in the case of the TAM and UTAUT2 for the
UTAUT model. The joint use of two or more models in the same study was also
not considered. In these cases, only the main model, as identified by the authors,
was considered.
Table 13: Models for explaining LMS use and adoption

Variable Frequency
TAM 21
UTAUT 18
DeLone & McLean model 9
Expectation confirmation model 3
Interpretive structural modelling (ISM) 1
Innovation diffusion theory 1
Service quality evaluation model 1
Transformative learning theory 1
Cognitive load theory 1
Service quality evaluation model 1
Theory of planned behavior (TPB) 1
Three models were widely used to explain the LMS adoption and use process. The
most widely used model is the TAM, introduced by Davis in 1986 in a doctoral
dissertation at the Massachusetts Institute of Technology (MIT). Since then, it has
been one of the most widely used and cited models to explain individuals’
intention to accept new technology, including an LMS (Kaewsaiha & Chanchalor,
2021).
The TAM is a model on technology adoption by individuals based on the theory

of reasoned action (TRA), which predicts the user’s intention to accept a
technology. According to the TAM, two crucial factors determine a consumer’s
intention to accept a new technology: perceived ease of use and usefulness, which
become the antecedents for technological adoption (Davis, 1986). The TAM is
illustrated in Figure 5.
344
Figure 5: The TAM model (Davis, 1986)
The second most widely used model is UTAUT, proposed by Venkatesh et al.
(2003). UTAUT attempted to consolidate existing research and models on
technology adoption at the time by comparing and integrating about eight
pre-existing models. According to UTAUT, technological adoption has four
dimensions: performance expectancy, effort expectancy, facilitating conditions,
and social influence, as shown in Figure 6. In addition to the mentioned
dimensions, we included four moderating variables: gender, age, experience, and
willingness to use.
Figure 6: The UTAUT model Venkatesh et al. (2003)
The third most widely used model is that of DeLone and McLean (1992), known
as the information systems success (ISS) model or D&M ISS model. This proposal
seeks to elucidate the success of information systems based on quality constructs.
This use and user satisfaction of this model depend on the system and information
quality.
System quality refers to the characteristics of the information system in terms of

usability aspects and performance characteristics. Several indicators measure the
quality of information systems, such as access, convenience, customization, data
accuracy, data updating, ease of learning, ease of use, efficiency, and flexibility,
among other indicators (DeLone & McLean, 2003).
345
Information quality relates to the characteristics of the information system in

which the output information generated by the system is helpful to the users of
the application. The quality of information can be measured by several indicators,
such as accuracy, adequacy, availability, completeness, conciseness, consistency,
format, and precision (DeLone & McLean, 2003). The proposed model is
illustrated in Figure 7.
Figure 7: The D&M ISS model
4. Conclusion
The primary purpose of this paper was to review the variables and the
relationships between them in the LMS adoption process where an LMS is
primarily used to support face-to-face educational processes. From the
bibliometric results presented, we observed a high proportion of occasional
authors and many citations of the publications, despite the time limits of the
search protocol. According to the analyzed studies, the most studied process
corresponds to e-learning. In contrast, the least studied in the literature is LMSs
as support for face-to-face educational processes, showing an opportunity for
research in the area. The research analyzed many LMSs, but Moodle stood out
among those studied. Regarding the population under study, students had the
highest rate of participation in the works analyzed in the review, far above those
by teachers and other actors.
It is important to mention that the use of the LMS to support face-to-face learning
is primarily motivated by the teachers’ use of these systems. The large number of
variables and their relationships denote that the process of adoption and use of
LMSs is complex by nature, which gives rise to studies with methodologies that
incorporate the complexity and non-linearity of the phenomenon (Al-Nuaimi
et al., 2022).
We found 265 factors that determine the use of LMSs, with multiple relationships
among them. We classified the variables into user perception, quality, user skills,
social influence, behavior, access, cost, attitude towards use, and intention to use
variables. Concerning the use of the LMS to support face-to-face education, we
found that perceived usefulness, perceived ease of use, subjective norm, output
quality, perceived enjoyment, technological complexity, and computer self-
efficacy are important variables for adoption. Furthermore, we identified a total
of 11 different models used by the publications under review. Their variations and
combinations show diverse views on the phenomenon. The TAM, UTAUT, and
D&M ISS models were the most used models.
346
Acknowledgment
This article was made possible thanks to the project: Use of Learning Management
Systems to Support Presence: Modeling from the Technological Adoption of the
Universidad Pontificia Bolivariana Sectional Montería case.
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351

School and Family Collaboration on Twice-

exceptional Academic Program Services
Bayu Pamungkas* , Rochmat Wahab , Suwarjo Suwarjo , Adi Susen
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
Abstract. Collaboration in twice-exceptional academic program services

is an important thing to pay attention to when optimising student
potential. This research focuses on both school and family involvement
using a qualitative approach and a case study design to describe the forms
of school and family collaboration. The respondents in this research
consisted of 15 teachers and 15 parents with twice-exceptional children.
The data collection in this research was carried out using participatory
observation techniques and semi-structured interviews. The data was
analysed through data collection, data compression, data presentation,
and conclusion drawing. The findings in this study reveal that there are
diverse roles held by both schools and families in relation to the testing,
planning, implementing, and evaluating of twice-exceptional programs.
Additionally, it highlights the significance of self-development and extra-
curricular activities in maximising student potentials, alongside the
importance of training both schools and families in supporting the twice-
exceptional students' development. The establishment of collaboration is
influenced by several supporting factors such as open communication,
administrative support, and parental involvement. Meanwhile, factors
that can hinder the creation of collaboration include a lack of awareness,
busy parental schedules, and misunderstandings regarding the roles
involved. By understanding the results of this research, schools and
families can work together to support the development of twice-
exceptional students more effectively by developing educational service
programs that better support the potential of twice-exceptional students.
It is hoped that future research will be able to better describe collaboration
in academic services for twice-exceptional students for each different type
of special need.
Keywords: school and family collaboration; academic program services;

twice-exceptional students
*
Corresponding author: Bayu Pamungkas, bayupamungkas.2021@student.uny.ac.id;
bayu.pamungkas@uny.ac.id
©Authors
352

One category within the spectrum of children with special needs includes those
identified as twice-exceptional, a term denoting individuals who exhibit both
outstanding abilities and disabilities. This dual exceptionalism often leads to
unique challenges. Recognising and comprehending these exceptional gifts is
crucial for fostering confidence and establishing a positive self-identity in these
students. The efforts to identify twice-exceptional students are key factors in
educational success (Gierczyk & Hornby, 2021). Educational programs designed
for twice-exceptional learners should consider the impact of various ecological
factors, such as environmental events and transitions (chronosystem), cultural
contexts macrosystems), and immediate settings like family, school, and
surroundings (microsystems). Understanding the intricate connections among
these systems is essential for effective support (Kail & Cavanaugh, 2015). Despite
the importance of addressing the needs of twice-exceptional individuals, this
condition has received limited attention in Indonesia compared to other special
needs conditions and their secondary effects. In these cases, exceptional abilities
may overshadow disabilities or vice versa, leading to a situation where neither
aspect of the condition is adequately acknowledged or treated. Twice-exceptional
students may demonstrate an academic performance either below or above their
expected grade level (Trail, 2010).
Without appropriate twice-exceptional academic program services, identifying

these children becomes challenging as they often do not clearly manifest
remarkable abilities or deficiencies within the traditional school framework. Their
outstanding talents may overshadow their disabilities or, conversely, their
disabilities may eclipse their exceptional abilities. This mutual influence can result
in a scenario where neither aspect of their condition is adequately acknowledged
or addressed, leading to the under-recognition of the prevalence of twice-
exceptionality (Park et al., 2018; Grigorenko, 2020). It is emphasised that while
twice-exceptional academic programs are crafted to offer tailored education, their
success is not confined to the classroom; it extends beyond the school walls. The
true unlocking of the potential of twice-exceptional academic program services
lies in the collaboration between schools and families, underscoring the
importance of this partnership in providing comprehensive support.
Communication between teachers and parents is a factor that needs more

attention in the implementation of academic services for children with special
needs, including twice-exceptional students (Hermanto & Pamungkas, 2023).
However, in its implementation, schools and parents have not been involved
much in collaboration to optimise these services, and schools and parents still run
their services separately and sometimes lack synergy. In connection with these
conditions, something that can be developed in this unstable situation is to
implement collaboration between families and schools in twice-exceptional
academic program services for twice-exceptional children. Learning for children
with special needs, including twice-exceptional children, requires the
participation of teachers, parents and students in order to collaborate (Khadijah &
Gusman, 2020). Regarding collaboration, Vangrieken et al. (2015) stated that
collaboration is a mutually beneficial interaction in groups in all activities to carry
353
out joint tasks. Teacher and parent collaboration is a cooperative action carried
out based on the learning objectives. Collaboration between teachers and parents
is very important regarding the teachers' professional competence to
accommodate increasing their competence in teaching practice. By working in
tandem, schools and families can provide twice-exceptional students with an
education that not only challenges and enriches them academically but also
nurtures their social and emotional growth. This research will comprehensively
examine the collaborative implementation of schools and families in twice-
exceptional academic program services to answer research questions focused on
collaboration practices, inhibiting factors, supporting factors, and the school and
family expectations regarding academic program services for twice-exceptional
students which can be taken into consideration when developing educational
services for twice-exceptional children.
2.1. Giftedness of Twice-Exceptional
The US Department of Education (The Maryland Definition in Smith, 2017) and
Vantassel-Basca (2021) explained that giftedness and talented children are those
identified by professionally qualified people as being capable of high performance
based on possessing extraordinary abilities. These are children who need different
educational programs and services beyond those typically provided by regular
school programs to realise their contributions to themselves and society. Children
capable of high achievement include those who demonstrate achievement and/or
potential in one of the following areas: general intellectual abilities, special
academic talents, creative or productive thinking, leadership abilities, visual or
performing arts, and psychomotor abilities. The definition of Davis and Rimm
(2014) is based on Renzulli's three-ring conception of giftedness which considers
three characteristics: above-average ability, creativity, and task commitment.
Syafatania (2016) explains Renzulli's three-ring conception in the manner of

several clusters such as general and specific abilities, creativity, and commitment.
The capacity to digest information, integrate experience, and think abstractly are
all examples of general abilities. Word fluency, memory, spatial calculation, and
verbal and logical calculation skills are also examples. Tests for intellect,
accomplishment, talent, ability, basic mental skills, and creativity can be used to
measure this general capacity. The capacity to accomplish one or more specialised
tasks falls under the category of specific abilities. For instance, proficiency in the
arts of dance, music, photography, chemistry, and language. Additional details
on these skills can be found in specialised sectors. For instance, having a musical
aptitude means being able to sing, play an instrument, or make music.
Achievement tests, aptitude tests, or evaluations specific to that field can reveal
this exceptional talent. The ability to innovate, come up with fresh approaches to
issues, and recognise patterns in already existent elements are all examples of
creativity. In the world of art, creativity can be employed to generate fresh
concepts, compose music, and locate creative inspiration. A subtle kind of
motivation is commitment to the work at hand. Motivation is a general energy
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mechanism that triggers traits like responsibility, perseverance, hard work,

continual practice, confidence, and the confidence to finish a task.
Therefore, in general, gifted individuals can be defined as individuals who

demonstrate extraordinary abilities or talents in one or more areas, such as
intellectual, creative, artistic, athletic, or leadership. This ability is often
recognised early and can be identified through standard tests, observation, or
evaluation by experts in the field. Gifted individuals may have an extraordinary
ability to think abstractly, reason logically, solve complex problems, and learn
new information quickly. They can also demonstrate extraordinary creativity,
originality, and deep commitment to their areas of interest.
A twice-exceptional child is defined as a child who is gifted but exhibits the

presence of one or more handicapping conditions. This is what makes their
giftedness seem like a condition covered by their disability (Klingner, 2022;
Conejeros-Solar et al., 2021). The lack of understanding of the condition of twice-
extraordinary students hinders teachers and parents from recognising and
helping them to overcome their problems (Amran & Majid, 2019). Without
adequate program services, twice-exceptional student talents become overlooked
(Foley & Teriba, 2022). Under these conditions, there is a need for educational
services that can guarantee the availability of educational programs that can
facilitate their talents and suit their special needs (Pavia, et al., 2019). Not only
teachers, but the parents of extraordinary children also have an important role in
providing care and finding educational opportunities that can optimise their
children's talents and at the same time, help to overcome their shortcomings (Reis
& Renzulli, 2020).
2.2. Twice-Exceptional Academic Program Services

Educational programs for twice-exceptional students need to be tailored to the
needs and interests of each student. Additionally, programs for twice-exceptional
students must provide opportunities for social and emotional development, as
well as academic growth. Academic program services that can be accessed by
twice-exceptional students refer to Davis and Rimm (2014), Clark (2012), and
Semiawan (1997), showing where such programs may differ as in the case of the
categories of students served, program objectives, general program models
followed, accelerated programs, enrichment programs, grouping and
organisational settings, instructional or delivery strategies used, professional
communities and resources involved, and program level (classroom, school,
district, state, or national. Several twice-exceptional academic service programs
have been established with the aim of unlocking the academic potential of
exceptional students. These programs encompass various approaches, and some
examples are given as follows. Enrichment programs that extend beyond
standard coursework, allowing talented students to delve deeper into subjects
through specialised classes, independent projects, and collaborations with
experts. Acceleration strategies propel these students through the curriculum at
an advanced pace, potentially involving grade skipping or accessing higher-level
coursework sooner than usual. Mentorship initiatives pair twice-exceptional
students with field experts, providing guidance and support to nurture their
355
interests effectively. Furthermore, specialised summer programs, often held at

universities, facilitate intensive studies across diverse subjects, typically
conducted on a college campus. Online learning platforms cater to the flexible
academic needs of twice-exceptional students, offering personalised challenges
and opportunities for self-improvement. Additionally, some school districts have
established specialised Gifted Schools, providing an environment tailored
specifically to challenge and stimulate the academic growth of these exceptional
students. These multifaceted programs collectively aim to create a stimulating and
enriching educational landscape for twice-exceptional students, aligning with the
objectives of this study.
2.3. School and Family Collaboration

School collaboration is one of the most important things in implementing
programs in schools, especially for twice-exceptional students. Hermanto and
Pamungkas (2023) define collaboration as a form of social interaction process in
which there are certain activities aimed at achieving common goals by helping
each other and understanding each other's activities. The forms of collaboration
according to Apriani (2021) consist of primary, secondary, and tertiary
collaboration. Primary collaboration is defined as the fusion of parties involved to
achieve a common goal, for example, daily routine life in speaking. Secondary
collaboration is more defined as the role of individuals who are involved and
prove their contribution toward a common goal, for example, the collaboration
that occurs in offices and the government. Tertiary collaboration is the
collaboration that occurs based on the conflict or problem being faced and
planning a common goal to overcome it, for example, two parties who have a
similar problem and work together to solve it.
According to Epstein et al. (2009), as cited in Grant (2019), the collaboration

between schools and families assumes several forms that are crucial for fostering
a supportive educational environment. Parenting collaboration involves assisting
families in honing their parenting skills, understanding child and adolescent
development, and supporting familial growth while also seeking to comprehend
the background, culture, and aspirations of each child's family. Effective
communication strategies ensure a two-way flow of information, providing
updates on school programs and the students' academic progress. Volunteering
initiatives recruit, train, and schedule family volunteers to engage with students,
offering necessary support for their involvement in school activities. Encouraging
learning at home entails promoting the family engagement in academic
endeavours through homework assistance, discussions about the school day, and
setting academic goals. Moreover, facilitating interactive home extension
activities strengthens this involvement. Involving families in the decision-making
processes regarding their children's education, curriculum, governance, financial
support, and advocacy occurs through various collaborative organisational
teams. Lastly, collaborating with the community coordinates resources and
services from diverse groups, including businesses, cultural entities, civic
organisations, and higher education, for the benefit of families, students, and
schools. These multifaceted collaborative approaches aim to create a cohesive and
supportive network between schools, families, and the community, enhancing the
overall educational experience for students.
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3. Methods
3.1. Research Design
Case studies are a qualitative design where researchers deeply explore programs,
events, activities, processes, or individuals, binding the case by time and activity.
They gather detailed information utilising various data collection methods over
an extended period (Cresswell, 2014). In this research, a qualitative approach
using a case study design was employed to delineate the collaboration between
schools and families in twice-exceptional academic program services. This
approach was chosen to thoroughly explain the provision of learning access for
twice-exceptional children, emphasising academic program services as the
research focus.
3.2. Participants
The informants in this research consisted of 15 teachers and 15 parents who had
twice-exceptional children. This research aimed to comprehensively describe the
implementation of collaboration between teachers and parents in twice-
exceptional academic service programs. The data collection was carried out by
distributing questionnaires via Google classroom which explored information
related to the implementation of teacher and parent collaboration in twice-
exceptional academic service programs starting from program planning, and
program implementation through to evaluation of twice-exceptional academic
service programs.
The respondents in this study consisted of 30 teachers and parents of students

with twice-exceptional children with the following details:
Table 1: Respondents from School
Respondents Frequency
Teacher of gifted students at Special School of
5
Teacher of talented students at Darul Ashom Deaf
5
Islamic Boarding School, Indonesia
Teacher of talented students from the Yogyakarta
National Paralympic Committee 5
Table 2: Respondents from Family
Respondents Frequency
Parents of gifted students at Special School of
5
Parents of talented students at Darul Ashom Deaf
Islamic Boarding School, Indonesia 5
Parents of talented students from the Yogyakarta

National Paralympic Committee, Indonesia 5
Tables 1 and 2 show the diversity of respondents in this study. These respondents
were selected with the assumption that each school represents various
educational pathways, namely formal education (Special School of Yogyakarta,
357
Indonesia), as well as semi-formal (Darul Ashom Deaf Islamic Boarding School)

and non-formal education (National Paralympic Committee, Indonesia) so then
more comprehensive data could be obtained regarding the forms of collaboration
with parents in relation to twice-exceptional academic program services with a
variety of educational pathway characteristics.
3.3. Research instruments

The data collection in this research was carried out using participatory
observation techniques and semi-structured interviews, as well as documentation
studies related to the academic program services for twice-exceptional children.
In the interview technique, we used a guided interview questions and in the
observation technique, we used checklist observations. The data collected was
then tested for credibility using a member check.
3.4. Data collection analysis

The data analysis technique used in this research was patterned from the
technique developed by Miles and Huberman (2014), which consists of 4 (four)
activity flows when analysing data, namely data collection, data compression,
data presentation, and conclusion drawing.
3.5. Procedures
In this research, the data was collected through observations, interviews with both
teachers and parents, as well as documentation studies related to their
collaboration in academic service programs for twice-exceptional students. The
data was selected and adjusted to the research focus through the data
condensation step. The analysed data was then presented using the descriptive
narrative method after previously being grouped into categories according to the
focus. In the final step of the data analysis, the conclusions were drawn and
verification was carried out by describing the form of collaboration carried out in
twice-exceptional student academic services.
4. Analysis and Discussion

4.1. Findings
Based on the data collected, the forms of collaboration that have been carried out
between schools and families in twice-exceptional academic program services are
shown in Table 3.
Table 3: Collaboration Practices

No Aspects School Role Family Role
Conduct aptitude and academic Provide information about
potential tests. children's interests and talents.
Talent Observe behaviour and interests Share information about
1
Identification in the classroom. achievements outside of school.
Discuss with teachers and Observe children's potential and
counsellors. interests at home.
Develop a special learning plan. Participate in planning
Program Adapting the curriculum to additional activities.
2
Preparation needs. Provide resources to explore
Hold meetings with parents. talents.
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No Aspects School Role Family Role

Provide input in program
preparation.
Provide additional teaching. Supporting children in
Organise special extracurricular undergoing additional
activities. programs.
Program Involve external experts and Encourage children to
3 Implementati mentors. participate actively.
on Monitoring children's academic Arrange time for activities
development. outside of school.
Communicate with teachers and
counsellors.
Conduct regular evaluations of Observe academic and
the program. emotional development.
Evaluation Hold meetings to provide Discuss with children about
4 and feedback to parents. development and overcoming
Monitoring Record children's achievements challenges.
and development. Participate in meetings and
evaluations.
Provide support to parents in Encourage participation in self-
dealing with twice-exceptional development activities.
needs. Encourage children to develop
Self-
5 Conduct workshops and their interests and achieve
development
seminars for parents. personal goals.
Connecting children with Explore in various fields.
programs outside of school.
Table 3 shows that school and family collaboration practices in twice-exceptional

academic service programs can be carried out according to 5 aspects, specifically
talent identification, program preparation, program implementation, evaluating
and monitoring, and self development.
Here is one of the interview excerpts regarding the collaborative practices

between schools and families in academic service programs for twice-exceptional
students in this research.
Q: How does your institution currently approach collaboration between schools and
families for the academic program services of twice-exceptional students?
A: Our institution emphasises regular communication through meetings and digital
platforms to foster collaboration between school staff and families. We encourage joint
goal-setting and shared decision-making processes to address the academic needs of twice-
exceptional students effectively.
Table 4 shows the inhibiting factors between schools and families in collaboration
regarding twice-exceptional academic program services.
359
Table 4: Inhibiting Factors

No Factors Notes
The lack of clarity in communication channels between
Lack of schools and families results in difficulties when sharing
1
communication information about programs and the development of twice-
exceptional students.
Differences in views between schools and families regarding
Differences in
2 the goals of education can hinder the suitability of the twice-
priorities
exceptional programs provided.
Time constraints on both sides make it difficult to hold
3 Time availability effective meetings and discussions regarding the
development of twice-exceptional students.
Misunderstanding A lack of understanding of the concept of twice-exceptional
4 of twice- on the part of the family can result in unrealistic expectations
exceptional or inadequate support.
Limited resources, both in terms of finances and facilities, can
5 Lack of resources be an obstacle in providing quality twice-exceptional
programs.
Lack of training for teachers and parents in identifying and
6 Lack of training developing student talents can reduce the effectiveness of the
program.
Discomfort or disagreement with changes in programs or
Resistance to
7 learning approaches for twice-exceptional students may
change
hinder implementation.
A lack of open information about twice-exceptional
Lack of
8 programs can lead to parents feeling disengaged or lacking
transparency
understanding about the program.
Table 4 shows that inhibiting factors of school and family collaboration in twice-
exceptional academic service programs consist of a lack of communication,
differences in priorities, time availability, misunderstanding of twice-exceptional,
a lack of resources, a lack of training, resistance to change, and a lack of
transparency.
Here is one of the interview excerpts concerning the inhibiting factors between
schools and families in the academic service programs for twice-exceptional
students in this research.
Q: What are some key challenges or barriers hindering effective collaboration between
schools and families in providing services for twice-exceptional students?
A: Several challenges include differing expectations between schools and families, limited
awareness about the specific needs of twice-exceptional students, and difficulties in
establishing consistent communication channels between home and school.
Tabel 5 shows the results regarding supporting factors for family and school
collaboration in twice-exceptional academic service programs.
360
Table 5: Supporting Factors

No Factors Notes
Having open and clear communication between schools and
Open families allows for a more effective exchange of information
1
communication regarding programs and the development of twice-
When schools and families have similar educational visions
Same vision and
2 and goals, collaboration in twice-exceptional programs
goals
becomes easier because there is congruence in expectations.
The use of technology such as online platforms or
communication applications facilitates access and interaction
3 Use of technology
between schools and families without being limited by
distance or time.
Providing training to teachers and parents regarding the
Training and
4 identification and development of student talents increases
education
understanding and support for the program.
Involving teachers, students, and parents in planning,
5 Active participation implementing, and evaluating twice-exceptional programs
encourages a sense of shared ownership and responsibility.
Providing sufficient resources, both in terms of finance and
Resource
6 facilities, enables better implementation of twice-
availability
exceptional programs.
Support from the school administrative level in the form of
Administrative
7 policies and time allocation helps create an environment that
support
supports collaboration.
Conducting regular evaluations of programs and
8 Periodic evaluation collaborations allows identification of continuous
improvements and development.
Table 5 shows that supporting factors of school and family collaboration in twice-
exceptional academic service programs consist of open communication, same
vision and goals, use of technology, training and education, active participation,
resource availability, administrative support, and periodic evaluations.
Here is one of the interview excerpts concerning the supporting factors between
schools and families in the academic service programs for twice-exceptional
students.
Q: Could you highlight any successful strategies or factors that have significantly
supported collaborative efforts between schools and families for twice-exceptional
students?
A: We've found that clear communication protocols, mutual respect, and an inclusive
approach to decision-making have greatly supported successful collaborations.
Additionally, providing resources, workshops, and continuous training for both parents
and educators has proven beneficial.
The expectations regarding school and family collaboration in twice-exceptional

academic service programs obtained in this research are shown in Table 6.
361
Table 6: School Expectations

No Expectations Notes
The hope is to form a common understanding between
1 Shared understanding schools and families regarding the goals, benefits, and
strategies of twice-exceptional programs.
Expect holistic support from families in developing the
2 Holistic support academic, emotional, and social aspects of twice-
The hope is that parents are actively involved in
3 Parental involvement planning, implementing, and following the development
of twice-exceptional programs.
Expect recognition and appreciation for students'
4 Appreciation of talent diverse talents and interests, creating an inclusive
environment.
Openness in The hope is to establish open communication that allows
5
communication for the honest and transparent exchange of information.
Expect program flexibility to adapt to individual student
6 Flexibility in approach
needs, abilities, and interests.
Table 6 shows that school expectations of school and family collaboration in twice-
exceptional academic service programs consist of shared understanding, holistic
support, parental involvement, appreciation of talent, openness in community,
and flexibility in approach.
Here is one of the interview excerpts concerning school and family expectations
in the academic service programs for twice-exceptional students.
Q: What are the primary expectations that schools have from families, and vice versa,
regarding academic program services for twice-exceptional students?
A: Schools expect families to actively engage in their child's educational journey,
participate in Individualised Education Program (IEP) meetings, and provide insights
into their child's strengths and challenges. Conversely, families expect schools to recognise
their child's unique abilities, offer tailored support, and maintain open lines of
communication.
Likewise, family expectations in the family and school collaboration in the twice-
exceptional academic service program are shown in Table 7.
Table 7: Family Expectations

The hope is strong support from schools in
1 Strong academic support developing the academic potential of twice-
exceptional children.
Expect understanding and active involvement in
Understanding and
2 planning and following developments in twice-
engagement
exceptional programs.
Expect recognition of the children's talents and
3 Appreciation of talent support in their development, both inside and
outside school.
362
The hope is to establish effective communication
4 Effective communication with schools to understand the children's academic
development.
Expect a twice-exceptional program that not only
Support in self-
5 focuses on academics, but also supports the
development
children's personal development.
We hope that there will be continued collaboration
6 Continuous collaboration with schools to ensure that the program runs well
and is of high quality.
Table 7 shows that the family expectations of school and family collaboration in
twice-exceptional academic service programs consist of strong academic support,
understanding and engagement, appreciation of talent, effective communication,
support in self-development, and continuous collaboration.
4.2. Discussion
The results of this research show that the first collaboration that can be carried out
by schools and families on twice-exceptional academic services is to conduct
talent and academic potential tests and discuss the results with counsellors or
psychologists. This has significant urgency in the context of education and
individual development. Hermanto and Pamungkas (2023) have explained that
efforts need to be made to provide services according to the conditions of students
with special needs, including twice-exceptional students, through the initial step
of carrying out assessments. Assessment is the main key to providing appropriate
educational service programs for students. Information obtained from the
assessment results can be used to determine the educational services needed by
students with special needs. Based on this, the carrying out of assessments by both
teachers and parents will really help to get a more in-depth profile picture of the
students and support better educational decision-making.
The collaboration between schools and families plays a pivotal role in optimising
the students' potential and nurturing their talents. This partnership extends
beyond conventional education boundaries, encompassing the joint preparation
of tailored learning plans, curriculum adjustments, and participatory discussions
in meetings. This dynamic collaboration significantly enhances the quality of
education while fostering a more comprehensive development approach for
students. By recognising, nurturing, and leveraging the students' unique abilities,
this approach establishes a robust foundation for their academic and personal
success. This synergy assumes paramount importance in the context of
implementing specialised academic service programs for children with special
needs, including twice-exceptional students. Effective coordination between
teachers and parents throughout the entire process, from initial planning to
ongoing evaluation, becomes essential to maximise the benefits of these service
programs. Research by Flower et al. (2018) and Hermanto and Pamungkas (2023)
underscores the critical nature of this collaborative framework in optimising the
learning environments and opportunities for students with special needs,
empowering them to flourish academically and personally.
363
The research results also show that apart from learning at school, additional
programs outside school hours and time management support by families have
an important role in developing the children's potential to the maximum.
Additional programs outside of school learning and time management support
by families help to create an environment that supports the overall development
of the children's talents. This ensures that the children can develop in various
aspects, preparing them for a successful future and fulfilling their potential. The
study by Wafroturrohmah and Sulistiyawati (2019) shows that activities outside
of school such as extracurricular activities can provide benefits for students in
terms of social development where the students are able to develop their potential
through the social activities they participate in.
Based on the data obtained in this research, regular evaluation and monitoring
through collaboration between schools and parents has a crucial role in
optimising the students' talents. This allows for the identification of student
change and development, as well as the development of more effective strategies
to support their success. Collaboration between schools and parents in terms of
the conducting of regular evaluations and monitoring is a comprehensive
approach to optimising the students' talents. This creates a responsive and
adaptable educational environment with the aim of providing the best possible
support to enable children to reach their full potential. Periodic evaluations can
provide teachers with areas that need to be improved in learning so then the
subsequent learning can be more effective. Here, teachers can use various
methods in the improvement process such as adopting new learning practices
(Magdalena et al., 2023).
The research data shows that the training available for schools and especially
parents in twice-exceptional academic service programs creates a strong
foundation to support the development and growth of twice-exceptional
students. Collaborative training models for teachers and parents need to be
studied and developed to minimise the potential learning losses that can occur in
children with special needs, including twice-exceptional children (Hermanto &
Pamungkas, 2023). This training will form a solid foundation in the creation of an
educational environment that is supportive and committed to developing their
maximum potential. Armed with the right knowledge and strategies, both schools
and parents can collaborate effectively to ensure that twice-exceptional students
receive the support they need on their educational journey. In conditions like
these, the students feel recognised, supported, and directed towards the highest
achievements in their talents and interests. This creates an environment that is
empowering, inspiring and encourages them to reach the peak of their
achievements.
Successful collaboration between schools and parents in providing academic

services for twice-exceptional students depends on several supporting factors that
ensure the collaboration is effective. Open and clear communication between
schools and parents is an important basis, with a shared understanding of goals,
hopes and expectations helping to prevent costly misunderstandings. Strong
administrative support from school management and staff also facilitates the
364
implementation of twice-exceptional services programs. Strong administrative

support from school management and staff is pivotal in facilitating the
implementation of twice-exceptional services programs. Little and Housand
(2011) highlight that the administrators’ backing not only ensures the adequate
allocation of resources and time but also conveys the value placed on these
initiatives, providing positive reinforcement for educators.
The active involvement of parents in their children's education also plays an

important role as a supporting factor. Parents who are actively involved tend to
be more open to collaboration, and this has a positive impact on student
development. The training and education provided to teachers and parents on
how best to support twice-exceptional students also plays a role in enhancing the
necessary collaborative skills. A structured collaborative work plan is also an
essential supporting factor. This plan includes responsibilities and a meeting
schedule that helps maintain focus and direction for collaboration. The study by
Triwardhani et al. (2020) explains that effective communication can ensure an
optimal interaction between teachers, students, and parents in developing the
learning and teaching activities, and how schools can develop communication
methods, communication patterns, and parental involvement.
Based on the research results, there are a few inhibiting factors that need to be
overcome in this collaboration. A lack of awareness about the importance of twice-
exceptional services or a lack of information about a child's potential can hinder
parental participation. Differences in the expectations between schools and
parents can also hinder effective collaboration. These findings align with the
previous studies that underscore the importance of informed parental
engagement and aligned expectations between educational institutions and
parents for successful collaboration in supporting gifted children's education
(Pasha et al., 2021). Parents want to be informed about the school's vision and
parent involvement policies to understand their specific roles better (Myende &
Nhlumayo, 2020). Parents depend on the school to explain the school's identity
and the roles expected of them.
The parents’ busy lives and limited time often become barriers to participating in
meetings or activities involving the school. Unequal access to information or
resources can also be an obstacle to active collaboration. Additionally, concerns
regarding the privacy and security of children’s personal information may limit
the parents from sharing information with the school. Lack of understanding of
the role played in twice-exceptional services or feeling that their role is
insignificant are also barriers. Ineffective communication between schools and
parents, as well as a lack of institutional support from schools, can create
uncertainty and reduce the parents’ motivation to collaborate. With regard to the
possible inhibiting factors that may arise, UNESCO (United Nations Educational
Scientific and Cultural Organisation), in the work of Juliani and Widodo (2019),
initiated the Four Pillars of Education to improve the quality of a nation's
education which includes learn to know, learn to do, learn to be, and learn to live
together. The foundation of these four pillars can be the answer to problems that
365
arise regarding education by involving the roles of schools, families and

communities.
The novelty of collaborative research between schools and families in academic

program services for twice-exceptional children lies in the emphasis on a holistic
approach that includes aspects outside the classroom. In this research, the
approach is not only focused on the scope of learning at school but also considers
the influence and support provided by the family. This broadens the scope of
academic programs for twice-exceptional children, recognising that the key to
success involves close collaboration between schools and families.
In a society that intends to better understand the needs of children with

extraordinary intelligence but who also face special challenges, this research
presents a more holistic and integrated solution. By involving families in the
educational process, this research shows how support outside of school can make
a positive contribution to the twice-exceptional children's academic development
and overall wellbeing. The uniqueness of this research lies in the approach that
includes both environments, school and family, to create a more effective and up-
to-date academic program for twice-exceptional children.
5. Conclusion
Based on the research results and discussions, collaboration between schools and
families is very important in optimising academic services for twice-exceptional
students. The initial steps that include aptitude tests, academic potential, and
counselling can help better identify student needs. Collaboration in designing the
curriculum and learning tailored to the needs of twice-exceptional students can
improve the quality of education and help support holistic student development.
The existence of additional programs outside school hours and family support in
managing playing time have an important role in developing the students’
potential to the maximum, accompanied by regular evaluations and monitoring
by both schools and families, helping to optimise student talents. Additionally,
training for schools and families in twice-exceptional academic services programs
creates a strong foundation for supporting the development of twice-exceptional
students.
Collaboration cannot be separated from its supporting and inhibiting factors.

Open communication, administrative support, parent involvement, and a
structured collaborative work plan are important. On the other hand, several
inhibiting factors, such as a lack of awareness, differences in expectations, busy
parents, unequal access, and a lack of understanding of the roles involved, must
be addressed to improve collaboration. Schools and families can work together to
support the development of twice-exceptional students more effectively by
developing educational service programs that better support the potential of
twice-exceptional students. This research is limited to academic service programs
involving teachers and parents with various twice-exceptional children. There is
a need for research that discusses academic service programs more specifically for
each type of twice-exceptional child, for example, twice-exceptional children who
366
have hearing impairments because there is still very little research on this subject.
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Received Nov 2, 2023; Revised Dec 16, 2023; Accepted Dec 22, 2023
Blended Learning with Mobile Learning Tools in

Financial Curricula: Challenges, Opportunities,
and Implications for Student Engagement and
Achievement
Hsin-Jung Hsieh*
Kainan University, Taoyuan, Taiwan
Abstract. This study explores the impact of teaching strategies for

blended learning, which combines mobile learning with traditional
classes in financial curricula in Taiwan. The aim of this study is to
address the challenges and opportunities of using digital technology in
education, especially in the context of the COVID-19 pandemic and the
popularity of social media apps among young students. The study
adopts mixed methodologies, including questionnaires and qualitative
analysis, to examine whether integrating LINE@ and Zuvio apps into
the blended learning strategy enhances students’ class engagement,
learning experience, and overall achievement. The results show that the
blended learning strategy significantly improves students’ learning
outcomes, especially in elective courses. The qualitative analysis also
reveals the strengths and weaknesses of using different mobile learning
tools. It highlights a blended learning model, emphasizing the value of
effective teacher-student interaction, and demonstrates that digital
technology complements traditional face-to-face teaching. Teachers can
give students more confidence in using these digital tools, thereby
enhancing the quality of teaching. Furthermore, this study suggests the
need for teachers to consider their students’ and courses’ characteristics
and needs when implementing blended learning. The study contributes
to the literature on blended learning and Finance education. It provides
insights and suggestions for teachers and researchers who want to
implement blended learning strategies in other disciplines and contexts.
Keywords: Blended Learning; Mobile Learning; LINE@; Zuvio;

Financial curricula
1. Introduction
Many researchers have pointed out that student-oriented flipped teaching
significantly improves students' learning motivation and achievement (Fautch,
*
Corresponding author: Hsin-Jung Hsieh; hjh@gapps.knu.edu.tw
©Authors
369
2015; Jensen et al., 2018; Sosa Díaz et al., 2021) and that mobile learning enhances
students' initiative and engagement (Mutambara & Bayaga, 2021; Oliveira et al.,
2021; Tahil, 2023; Chamorro-Atalaya, 2023; Murire, 2023). Building on this work,
the current study explores the impact of teaching strategies for blended learning,
which combines mobile learning with traditional classes in financial curricula in
Taiwan. It is hoped that this study will provide sound evidence for applying
mobile learning as a blended learning strategy within Finance education.
UNESCO has stated that digital learning can help technology to serve education,
improving access to education for all and promoting high-quality learning.
However, the adoption of digital technology for education and learning remains
controversial. Policymakers should consider whether technology is appropriate
for the learner’s background and learning needs, as the adoption of digital
technologies varies according to community and socio-economic level, teacher
willingness and readiness, education level, and national income. Instead, the
focus should be on learning outcomes; digital technology must complement
face-to-face interaction with teachers, rather than replacing it. Technology
should support, without diminishing, the human connections on which teaching
and learning depend. Well-trained teachers and supported and valued teaching
strategies must remain in place in order to ensure quality education (UNESCO,
2023). It is the hope of academics that students will be able to use digital
technology to enhance their learning efficiency in class rather than being
distracted by it or allowing it to have a negative impact on their progress in
learning. According to a survey by Taiwan King Car Cultural and Educational
Foundation, which was conducted among teachers working in high schools,
secondary and elementary schools nationwide in 2016, 62.1% of teachers think
that students’ use of mobile phones in class represents a significant challenge to
classroom management. In particular, teachers indicated that social networks on
mobile devices strongly influence students (63.5% of the survey respondents).
Within traditional lecture classes at university, professors require clarification on
the application of mobile devices in class (Berei & Pusztai, 2022; Rocca, 2010;
Zachos et al., 2018). In some classes, students tend to concentrate on non-course-
related exploration due to the popularization and unbounded communication,
information and media available on mobile devices. In spite of teachers doing
their best to engage the learners, some students remain immersed in social
communication and enjoying the online world. Consequently, students' lack of
engagement and concentration has impacted teachers' enthusiasm, resulting in
the declining quality of teaching. Nevertheless, it can be argued that, along with
the mature development of the Internet, mobile devices, and digital technology,
the learning environment should not be limited solely to schoolrooms. As
mobile learning models have been extended, teachers need to reinvigorate the
inefficient learning situations mentioned above and enable students to gain
valuable learning from their mobile devices (Zachos et al., 2018).
Furthermore, Huang (2017) and Myers et al. (2012) have noted some
disadvantages of traditional classes, such as students' lack of willingness to
learn, poor teacher-student interaction in class, insufficient support for
individual students who may need individualized attention, and difficulty in
370
further exploring students' critical thinking. Therefore, we aim to achieve the

following objectives with mobile learning models in our teaching practice: (1) To
flip the class; (2) To create positive teacher-student interactions; (3) To promote
high quality education and student learning; (4) To make mobile learning and
blended learning more effective.
Researchers do not concur that the current difficulties in education can be

blamed on mobile and digital learning models. Especially during the COVID-19
pandemic, mobile learning, social community, and various online learning
platforms helped to keep students studying (Arsenijević et al., 2023; Francis et
al., 2022; Papademetriou et al., 2022; Tahil, 2023; Chamorro-Atalaya, 2023;
Murire, 2023; Agarwal, 2020; Al-Naabi, 2023; Cheung, 2023; Barfi, 2023). A more
positive approach would be to take advantage of digital media and high-
adhesive social communication software, with which young students are highly
familiar, by using it for the learning platform between teachers and students
(Oliver & Trigwell, 2005; Veytia-Bucheli et al., 2020; Zachos et al., 2018;
Chamorro-Atalaya, 2023 ; Murire, 2023).
As of 2023, the social communication app LINE has over 1 billion users
worldwide, more than 21 million of whom are in Taiwan (constituting more
than 91% of the population). According to a 2017 Usage Behaviours Study
survey, released by Nielsen Taiwan, LINE continues to increase its active users
year on year, with 94% of respondents indicating that they had used LINE in the
past seven days. Over 80% of users reported that they could not resist clicking
when they saw the unread message notification, even if they were busy, and
76% wanted to check their phones on hearing LINE alerts. In line with UNESCO
recommendations, the adoption of digital technologies must be appropriate
according to the learner’s background, learning needs, educational level,
community, and socio-economic level. The LINE app has an extremely high
following among young students in Taiwan. This study explores whether the
use of LINE@ in class as a learning strategy helps enhance students' learning
experience and achievement for the practice of blended learning. In terms of
social communication, we intend to implement LINE@ in and after class to
enhance interaction between teachers and students.
In addition, researchers have suggested adopting a game-based learning concept

into course design. Game-based strategy in teaching and learning not only
enhances students' learning motivation and performance but also encourages
students in problem-solving and collaborative-communicating (Kuo et al., 2022;
Lin et al., 2022; Wang, 2023). The Zuvio app’s Interactive Response System (IRS)
contains instant ask-and-answer features, making students feel as though they
are playing games while learning. Although financial curricula currently focus
on theory-based classes, teachers could prepare activities to discuss upcoming
financial issues to guide students in applying practical financial knowledge,
especially as dealing with fast-changing circumstances becomes ever-more
critical. Though many studies have already shown that a breakthrough teaching
strategy can help students develop higher professional competence and literacy
(Betty et al., 2014; Bristol, 2014; Chiou et al., 2015; Espada-Chavarria et al., 2023;
371
Hou, 2023; Huang, 2017; Keller et al., 2023; Sosa Díaz et al., 2021; Zachos et al.,
2018; Agarwal, 2020; T., 2019), this study will focus particularly on blended
learning, which combines traditional classes with mobile learning, to achieve the
teaching goals of competence in Finance education.
In summary, the primary purpose of this study is to explore whether student-

oriented teaching strategies for blended learning can help to promote students'
engagement and achievement in classes through the use of highly addictive,
real-time interactive software, and easy-to-use teaching platforms in financial
curricula.
This study aims to observe students' learning performance by implementing
mobile learning into the curriculum design of traditional face-to-face Finance
education and using LINE@ and Zuvio apps to support teaching; the study
results will be analysed and applied to other traditional courses. First, we
analysed the relevant literature, as explained below.
2.1. Teaching Strategies

Oliver and Trigwell (2005) conducted research into blended learning and
defined it as an approach to education that integrates online instruction and
digital technology in teaching and learning with traditional face-to-face
classrooms (Bielawski & Metcalf, 2003; Graham et al., 2005; Valiathan, , 2002).
Due to the mature development of the Internet, mobile devices, and digital
technology, education is no longer limited to face-to-face classrooms. Therefore,
blended learning has become increasingly popular by combining traditional
face-to-face classes with technology-mediated learning (Cheung, 2023; Barfi,
2023; Ali, 2023; Ding & Li, 2011; Espada-Chavarria et al., 2023; Graham et al.,
2005; Min & Yu, 2023; Neo & Neo, 2004).
As described by Graham et al. (2005), blended learning has been widely adopted
across higher education and corporate training programs. Indeed, Massive Open
Online Courses (MOOCs) and Modular Object-Oriented Dynamic Learning
Environments (Moodles) have been widely used for blended learning in higher
education in Taiwan. Both MOOCs and Moodles can provide excellent support
for students in terms of class preparation, in-class support, and post-class review
in traditional face-to-face classes; they have also demonstrated positive effects in
many studies (Chang & Yeh, 2014; Lin et al., 2016).
On the other hand, Berei and Pusztai (2022) noted that students' lack of
independent learning ability, poor time management, excessive amounts of time
spent on the Internet, online games, and other social media while learning
through digital technology have led to lower effectiveness and higher
concentration crisis risk of online learning, as well as an increased intention to
drop out of university. Zitha et al. (2023) assessed student participation and
experience on online platforms, including Microsoft Teams, Google Teams,
Moodle, and WhatsApp during the advent of COVID-19. Their results indicated
poor interaction between students and lecturers due to relatively new and tricky
372
learning platforms. Specifically, first-year Science Foundation students needed

help familiarising themselves with learning platforms. Al-Naabi (2023) pointed
out that the use of Moodle in higher education has declined since the pandemic
because of the need to develop clear policies and rules to address the
inefficiencies created by students’ use of the Moodle platform as well as the need
to help reduce teachers' workload in higher education.
As a consequence of the pandemic, the value of teacher-student interactions in

face-to-face classrooms, where learners can benefit from teachers' leading,
teaching, and problem-solving, has been highlighted. However, there is a
possibility that integrating readily available mobile devices and easy-to-use
software, which students prefer, into traditional face-to-face classes will enhance
the benefits of blended learning.
2.2. Learning Approaches and Learning Effectiveness

Regarding the effectiveness of blended learning, Osguthorpe and Graham (2003)
and Singh (2003) indicated that blended learning gave students more flexible
choices and extraordinary learning performance. In the study by Owston et al.
(2013), it was found that blended learning results in higher achievement than the
traditional face-to-face model, with the learning of higher achievers especially
becoming more enhanced. Chang and Yeh (2014) adopted blended learning that
integrated a multimedia mobile learning system in a Moodle platform and a
Facebook discussion forum with a traditional lecture, then used a multistage
fuzzy system and quasi-experimental design to conduct research questionnaires
on students' learning effectiveness, satisfaction with the system, and
effectiveness of reflective learning. The conclusion was that blended learning
effectively promotes university students' learning performance.
Chang and Yeh (2014) and Wang (2016) focused their research on implementing
a collaborative learning approach with the digital platforms Edmodo and Zuvio
IRS, respectively, in blended learning. Their studies revealed that not only did
participants hold a more positive attitude toward blended learning but it also
improved teacher-student interaction and learning effectiveness.
Wang (2016) conducted experimental-design research using a hybrid method

that integrated Project-Based Learning (PBL) with the online teaching platform
Zuvio. This blended learning approach enhanced students' English learning
motivation and significantly promoted their mid-term test scores. Lin et al.
(2016) undertook pre-experimental design research on a blended learning
approach combining Moodle with face-to-face classroom learning. Their results
indicated that students not only benefitted from the learning outcomes but their
attitudes toward studying mathematics in a blended learning environment also
improved; however, not all the students or groups of students according to
gender gained an increase in terms of learning effectiveness. In conclusion, the
results of blended teaching are highly regarded by most researchers.
373
2.3. Finance Education

Most of the abovementioned studies have been conducted via learning platforms
in subjects such as Language Learning (Lin et al., 2022; Wang, 2016; Wang, 2023),
Education (Huang, 2017), Mathematics (Betty et al., 2014; Lin et al., 2016;
Marchisio et al., 2022), Medicine, and Nursing (Bristol, 2014; Chiou et al., 2015),
as well as STEAM-related courses (Fautch, 2015; Kuo et al., 2022; Mutambara &
Bayaga, 2021; Nazir & Brouwer, 2019; Zitha et al., 2023). The traditional Finance
curriculum focuses on theory-based lessons, and applying theory with practice
should draw more attention to the rapidly changing financial market. Therefore,
this research focuses on the teaching practice of integrating digital technology
into traditional classes in Finance education. In addition to integrating practical
finance issues, the use of social media tools in daily life is also expected to be
integrated into the teaching strategy for Finance students.
2.4. New Learning Applications in Class

Social networking tools have been widely adopted across all industries in
Taiwan, including the government and academia. Social media learning and
interaction systems are used as teacher-teacher, teacher-student, and student-
student interfaces. Nazir and Brouwer (2019) observed the behaviours of
students using a Facebook application for higher education in science (STEM).
They found a new Online Collaborative Learning (OCL) framework element,
and suggested the addition of “student–community” interaction. Other social
communication apps for teaching and learning include Chatbot, WhatsApp,
LINE, Facebook/Messenger, Instagram, Viber, and Twitter (Chamorro-Atalaya,
2023; Murire, 2023; Higueras-Rodríguez et al., 2020; Lersilp & Lersilp, 2019;
Papademetriou et al., 2022; Veytia-Bucheli et al., 2020; Zachos et al., 2018). As
mentioned in the introduction, the social community app LINE is very widely
used in Taiwan. However, as Papademetriou et al. (2022) raised some privacy
concerns, we use LINE@ as a teaching strategy for blended learning in this
study. Unlike personal LINE accounts, an official LINE@ account offers business
solutions that enable business operations and information dissemination in the
social network. By using LINE@, businesses can send group messages to all of
their customers at once and also answer individuals' questions in a 1:1 chat
room. While LINE@ is primarily deployed in marketing promotions, especially
in commercial activities, teachers can use the basic free plan to access the
functions necessary for teaching and learning activities. Few studies have yet
been published on the teaching practice of applying LINE@, which is more
popular and easier to use on mobile devices to support real-time user
interactions. In this preliminary study, we will explore the practice of
introducing LINE@ as a teaching strategy in the Finance curriculum.
Furthermore, compared to other multimedia teaching platforms, Zuvio provides
substantial real-time assistance and collaborative peer assessment to support
teacher-student interactions in the classroom as well as quantitative and
qualitative analysis after class for recording individual learning records.
Furthermore, Zuvio can be used in a browser on computers, tablets, and any
digital carrier, and is easier to use on mobile devices. In Taiwan, all university
students have at least one mobile device and are used to operating various apps
on their mobile; therefore, this study seeks to overcome barriers such as lack of
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equipment and technology usage anxiety, as mentioned in previous studies

(Berei & Pusztai, 2022; Francis et al., 2022; Min & Yu, 2023).
3.1. Methodology and Hypotheses
This study adopts mixed methodologies, including questionnaires and
quantitative method, to observe whether integrating LINE@ and Zuvio into the
blended learning strategy within Finance curricula helps to promote students'
achievement and engagement in classes. We intend to observe whether student-
oriented mobile learning strategies can help in solving the identified classroom
management problems of students’ low concentration and willingness to learn.
Therefore, this study will formulate and structure statistical tests based on the
following research hypotheses.
• H1: A blended learning strategy using a mobile learning app enhances
students' class engagement in Finance curricula.
o H1a: A blended learning strategy using a mobile learning app
improves my interest in learning.
o H1b: A blended learning strategy using a mobile learning app
increases students' willingness to attend classes.
• H2: A blended learning strategy using a mobile learning app promotes
students' learning experience in Finance curricula.
o H2a: A blended learning strategy using a mobile learning app
promotes students' motivation to ask questions.
o H2b: A blended learning strategy using a mobile learning app
enhances students' willingness to answer questions.
o H2c: A blended learning strategy using a mobile learning app
helps students' learning process.
• H3: A blended learning strategy using a mobile learning app significantly
impacts students' learning achievement in Finance curricula.
• H4: A blended learning strategy using a mobile learning app promotes
effective class management.
• H5: A blended learning strategy using a mobile learning app induces high
student satisfaction with mobile learning resources.
The following figure shows how we integrated the conceptual model with the
research hypotheses.
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Figure 1: Conceptual model with integrated hypotheses
3.2. Sampling Processes and Descriptions

Invitations to participate in this study were sent to students who have taken
courses including "Financial Markets," "Finance Management," "Financial
Statement Analysis and Business Valuation," and "Funds Management" in the
Department of Finance and the Department of Accounting at a Taiwan
university in the 2018 academic year. Important Finance curricula, from basic
courses to more advanced levels, were included. At the beginning of the courses,
the researchers and collaborative researchers explained the aims and procedures
of this study and demonstrated how to operate the Zuvio and LINE@ apps.
Having confirmed that the respondents fully understood their rights and
obligations and agreed to join our research, 136 students intended to participate.
However, in order to keep records of learning experiences and collect various
data from courses during the whole semester, students with attendance rates of
less than 30% were removed, so that the total number of sample participants
remaining was 118. Observations, questionnaires, and students' records in the
apps were collected in order to achieve quantitative and interpretative research.
Table 1 demonstrates the implementation instrument and a more detailed
breakdown of the number of students from various courses in our sample.
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Table 1: Instrument of blended learning and sample data

Course Title No. of No. of
Instrument
(Required/Elective course) Students Participants*
Financial Markets (Elective) 41 38 Zuvio
Finance Management (Elective) 60 49 LINE@
Financial Statement Analysis
26 23 LINE@+Zuvio
and Business Valuation (Required)
Funds Management (Elective) 9 8 LINE@+Zuvio
Total 136 118
*Number of participants does not include those students who volunteered to participate
but whose attendance was found to be less than 30%
In addition, an end-of-semester questionnaire survey was conducted. Of 118

questionnaires that were distributed, 106 replies were finally collected (effective
response rate was 89.8%). Cronbach's α was found to be 0.927, indicating that
the questionnaire scale had good internal consistency. The sample descriptions
are summarized in Table 2.
Table 2: Demographic characteristics of the sample (N = 106)

Category Category Frequency Percentage (%)
Female 44 41.5
Gender
Male 62 58.5
4th+ 25 26.4
3rd 33 18.9
Year of study
2nd 20 31.1
1st 28 23.6
Faculty Business 94 88.7
(Field of study) Others 12 11.3
4. Results and Discussion

4.1. Testing Processes and Outcomes
This study was conducted among students enrolled in four courses in the 2018
academic year, including the "Financial Markets" course, which was mainly for
first-year students, and the "Financial Statement Analysis and Business
Valuation" course for junior students in the Department of Finance, the "Finance
Management" course for sophomore students in the Department of Accounting
and the "Funds Management" course for sophomore students of the accounting
department who were continuing their education. All of these four courses are
specialized Finance curricula. Besides expounding basic theory in a traditional
class, the researchers designed in-class, step-by-step activities to enhance
students' ability to use digital multimedia resources, explore practical
information via mobile devices, make good use of their financial knowledge
using mobile device apps, and follow teachers' instructions to complete
assessments, thereby attaining the goal of knowledge and competency
integration. Contrary to the students’ experiences of teaching in the previous
academic year, this project employed the instant response function of LINE@ or
Zuvio to promote teacher-student interactions and observe students' learning
experiences. Crosschecking the practice observation among courses and
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students, and tracking students' learning performance in different courses

would help to improve the effectiveness and robustness of the results in this
study.
Table 3: Students’ response frequencies (percentage) on the implementation of

blended learning
SA&A SA A N D SD
1. Utilization of
LINE/Zuvio in class 82 45 37 22 0 2
improved my interest in (77.4%) (42.5%) (34.9%) (20.8%) (0%) (1.9%)
learning.
2. Utilization of
increased my willingness (75.5%) (41.5%) (34%) (20.8%) (1.9%) (1.9%)
to attend.
3. Utilization of
promoted my motivation (78.3%) (33%) (45.3%) (19.8%) (0%) (1.9%)
to ask questions.
4. Utilization of
enhanced my willingness (81.2%) (40.6%) (40.6%) (17%) (0%) (1.9%)
to answer questions.
5. Utilization of
helped my learning (84%) (43.4%) (40.6%) (13.2%) (0.9%) (1.9%)
process.
* Effective Numbers=106 (effective response rate 89.8%), Cronbach's α = 0.927.
** The questionnaire was answered using a five-point Likert scale.
***SA = Strongly Agree, A = Agree, N= Neutral, D = Disagree, SD = Strongly Disagree
As shown in Table 3, more than 75% of the participants responded "Agree" or

"Strongly Agree" to five descriptions concerning students' learning experiences.
Notably, 81.2% of participants expressed a greater willingness to answer
questions, and 84% recognized that mobile learning had helped their learning
process. This indicates that the blended learning strategy integrated with mobile
learning enhances students' class engagement and learning experience in the
Finance curriculum. However, the impact on learning achievement was
according to students' grades from the corresponding curricula, taught by the
same teacher with the same content materials in the semester prior to
implementing blended learning. The statistical independent t-test was used to
analyse data to compare the traditional teaching method (control groups) and
the LINE@ or Zuvio blended learning strategy, based on the performance of
different students in the same courses in the previous and the experimental
semesters.
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Table 4: Mean and statistic difference test of learning achievement before and after
blended learning
Course Title
Score Score
(Required/Elective course) Instrument p-value
Before After
/ Testing Semester no.
Financial Markets (Elective) /
Zuvio 64.95 72.33 0.097*
1052 vs.1072
Finance Management (Elective) /
LINE@ 37.86 66.18 0.000***
1061 vs.1071
Financial Statement Analysis and
Business Valuation (Required) LINE@+Zuvio 77.91 76.83 0.767
/ 1051 vs.1071
Funds Management (Elective) /
LINE@+Zuvio 83.36 86.97 0.534
1062 vs.1072
* means p-value < 10%, *** means p-value < 1%
According to the results shown in Table 4, blended learning strategies to

improve student engagement and learning outcomes are statistically
examined++. For elective courses, in particular, the intervention strategies
positively contribute to students' learning experience. In general, students taking
elective courses might be said to be more interested in learning the course.
However, students can achieve better learning performance by implementing
mobile learning, which verifies the effectiveness of this blended learning
strategy in promoting learning achievement. The elective course "Funds
Management" also showed a positive but insignificant improvement. Because
LINE@ and Zuvio were implemented in the course simultaneously, it was
hypothesized that the statistically significant positive help was only observed in
the course where only a single instrument was used. Teachers are therefore
advised to focus on a single tool in using instructional strategies to avoid the
barrier of the student's cognitive load caused by using multiple tools (Blackhow
et al., 2009). Another possible reason for this is that it is difficult to control for the
demographic characteristics of the sample. This course was offered to younger
students in the Department of Finance in semester No.1062 but to older students
in Continuing Education of the Department of Accounting in semester No.1072.
Students’ different age groups may have an impact on their proficiency in using
mobile applications, which also corroborates UNESCO’s recommendation that
policy implementers should consider students’ backgrounds and technological
capabilities when using digital technologies in education (UNESCO, 2023).
Moreover, there were only eight participants in semester No.1072, which would
cause an improper statistical examination. Otherwise, the "Financial Statement
Analysis and Business Valuation" score was not improved. Although the
decrease is insignificant, as this course is only one of the required courses in the
Department of Finance, the researchers assumed that the blended learning
strategy made no significant difference because students usually devoted more
effort to those required courses, whatever the teaching style. More importantly,
with or without mobile learning apps, this course has been designed to use
project-based learning strategies to guide students to finish the company
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evaluation reports progressively, so only a few innovative teaching strategies

will be able to provide more significant learning outcomes.
4.2. Researchers’ Observations

In implementing a curriculum strategy using LINE@, the researchers
highlighted the features of group messaging and one-to-one chat to support
teacher-student interactions. Through this, teachers can inform, construct, and
edit related information such as course activities, assignments, and tests for all
students with just one touch using the LINE@ app on mobile devices or the web
management page on computers. This group messaging function allows teachers
to deliver information at a preset moment and students can provide an
interactive response and complete the task in class. In addition, students can ask
questions, seek feedback and receive the teacher's response with LINE@ after
class. Certain features of LINE@ make class announcements more effective,
encourage students to focus on the process and course activities in class, and
increase the frequency of teacher-student interactions. Moreover, all of the
learning records can be kept within the LINE@ app, so that the teacher can know
every student's learning situations in each chatroom, and students can be more
fully apprised of their learning status. For students, each chatroom is individual,
as other students cannot be involved, which encourages students to ask and
answer questions more comfortably.
Zuvio was developed as a real-time interactive solution for teaching and

learning, and the researchers found that the Zuvio app is more easily integrated
with the traditional lessons due to its diversified features, which allow
instructors to post course materials, announcements, and assessments on its
bulletin boards prior to classes. Additionally, there are features allowing
instructors to create discussion topics or assign assessments easily so that
students can respond instantly, discuss, and give feedback at anytime and
anywhere. Moreover, students can opt to use the GPS Rollcall and Sign-In
functions to record their attendance. Even if students do not want to use the GPS
function, they can still complete their attendance records with just one click on
the Zuvio app, helping teachers to maintain class management more efficiently.
Also, Zuvio’s peer assessment feature can be used in project-based learning
design as it can remind students to evaluate everyone's participation and
contribution to the team and the project.
In conclusion, it was found that a blended learning strategy using the LINE@ or
Zuvio app significantly enhances students' class engagement, learning
experience, and achievement in Finance curricula. It also helps to promote
knowledge-action integration and teacher-student interactions, both within and
outside of classes. Blended learning with a suitable platform or well-designed
digital technology can enable the class to develop in line with instructors'
teaching goals.
4.3. Students' Reflections

To evaluate students' feedback, the researchers and collaborative researchers
used a systematic qualitative review of data collected from open feedback on
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self-made worksheets, including teaching evaluation by semester, and students'

satisfaction with the teaching platform and resources. The feedback is
summarized as follows.
Table 5: Summary of students' qualitative feedback with the frequency of mentions

Advantages (number of times mentioned)
• The mobile learning app is excellent, interesting, attractive, and exciting.
(4)
• The mobile learning app makes it easy to contact teachers, as students can
send direct messages to teachers, ask questions privately, and get one-to-
one consulting. (3)
• The mobile learning app makes it easy to rollcall, saving time and hassle
for teachers and students. (2)
• Course contents are accessible by the mobile learning app, as students can
access the course materials without textbooks, download supplementary
files directly, and hand in assignments quickly. (2)
• The mobile learning app is free for intercollegiate exchange, providing a
platform for students to interact with peers from other colleges. (1)
• The mobile learning app induces a higher willingness to ask questions, as
students may feel more comfortable and confident to ask questions online
or privately, especially for introverted students. (1)
• The mobile learning app has good privacy, as students do not have to
worry about being seen by others when asking questions or contacting
teachers. (1)
• The mobile learning app makes it easy and fast to find course information,
as students can stay updated on the course announcements and activities.
(1)
• The mobile learning app has better design and usability, and compared
favourably to another chatting app (D-card) in appearance and
functionality. (1)
Disadvantages (number of times mentioned)
• The concern is that the mobile phone is out of battery, as students need to
keep their phones charged to use the app. (1)
• The concern is that message notifications do not pop up, as students may
miss important messages or announcements from teachers or
classmates. (1)
• The concern is that the Zuvio app is only available in Chinese, which limits
its accessibility and diversity for non-Chinese speakers. (1)
• The concern is that the Zuvio app does not support emojis, as it reduces the
expressiveness and fun of the app for users who like to use emojis. (1)
• The concern is contacting absent classmates, which may enable cheating or
dishonesty among students who attend or skip the roll call. (1)
• The concern is the Internet connection, as it depends on the speed and
reliability of the Internet connection to function correctly. (1)
• The concern is that the Zuvio app cannot see other classmates’ questions,
preventing students from learning from each other’s questions or
discussions. (1)
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• The concern is that the Zuvio app does not support re-calls, as it does not
allow users to delete or edit their messages after sending them. (1)
• The concern is the roll call accuracy, which may need clarification or
correction in the roll call process or results. (1)
• The concern is that it takes time to wait for answers, which may delay the
feedback or communication between students and teachers. (1)
• The concern is that the mobile learning app may crash, which may cause
technical problems or interruptions in its usage. (1)
• Students worry that it cannot use other software, as it may restrict the
multitasking or flexibility of users who want to use other software during
class. (1)
• Students are worried about needing to take notes by hand, as it may
increase the workload or inconvenience users who prefer to take notes
digitally. (1)
In summarizing students' qualitative feedback, as shown in Table 5, we

systematically compiled students’ perceptions of the strengths and weaknesses
of the different digital tools as follows.
Some of the advantages of the four courses are similar in that they all involve the
use of mobile learning tools (Zuvio or LINE) to facilitate communication,
interaction, feedback, and engagement between teachers and students, as well as
to provide convenience, flexibility and accessibility for learning activities and
resources. Specific advantages are that some courses use Zuvio, which has more
features and functions than LINE@, such as roll-call, to-do list, and upload area.
In contrast, as mentioned in the introduction, some courses use LINE@, which is
more popular and familiar to students than Zuvio.
Similarities in the disadvantages of the four courses include that they all involve
various technical or operational issues with the mobile learning tools, such as
the app crashing, message notification, and Internet connection, as well as other
limitations or challenges for students, such as not being able to use other
software, not seeing other students' questions, and not getting immediate replies
outside class times. Specific disadvantages are that some courses use Zuvio,
which has certain drawbacks and draws more complaints from students than
LINE, such as not having an English version and not supporting emojis.
However, most of these technical problems can be solved in a blended learning
classroom because such digital technology is intended to be used as a
complementary tool alongside traditional face-to-face teaching, and teachers can
immediately increase students’ confidence in using these digital tools in person.
This differs from online distance learning, whereby teachers have to spend more
time and energy worrying about the students' use of digital tools.
In conclusion, across the four courses both strengths and weaknesses were
identified in using mobile learning tools to implement blended learning
strategies. Teachers should consider their students' and courses' characteristics
and needs when choosing and using the appropriate mobile learning tools. They
should also provide clear guidance and support for students to overcome
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potential difficulties and enhance their learning experiences. In addition to the

quantitative and qualitative feedback mentioned above, researchers also
collected the results of the anonymous evaluation of teaching and learning
quality detected by our school, which is shown in Table 6 for reference. It clearly
shows that in an anonymous and unbiased evaluation system, students highly
rated their overall satisfaction with the courses.
Table 6: Evaluation of teaching and learning quality, as detected by our school

Course Title Standard Response
Average
(Required/Elective course) Deviation Rate
Financial Markets (Elective) 4.7 0.47 92.59%
Finance Management (Elective) 4.5 0.7 87.72%
Financial Statement Analysis
4.7 0.5 69.23%
and Business Valuation (Required)
Funds Management (Elective) 5 0.1 100%
*The evaluation uses a five-point Likert scale: 1 = "Strongly Disagree," 2 = "Disagree," 3 =
"Neutral," 4 = "Agree," and 5 = "Strongly Agree" with each statement.
The evaluation findings were organized and analysed according to the

corresponding hypotheses, as shown below.
Table 7: Systematized findings and corresponding hypothesis confirmations

Reference Hypothesis
Findings
Evidence Confirmed
A blended learning strategy enhances students' class Table 3
H1, H2, H5
engagement and learning experience. Table 7
A blended learning strategy statistically improves
learning achievement. In particular, the strategic
Table 5 H3
intervention will be positively perceived on elective
courses.
Mobile learning makes class management more 4.2. Researchers’
H4
efficient. Observation
Blended learning strategy helps promote knowledge- 4.2. Researchers’
action integration and teacher-student interactions in Observation and H2, H4
and after class. Table 6
Blended learning with a proper platform or well- 4.2. Researchers’
designed digital technology helps the class develop, Observation and H1, H3, H4
in line with the instructors' teaching goals. Table 6
Blended learning facilitates communication,
interaction, feedback, and engagement between
teachers and students and provides convenience, Table 6 and Table 7 H1~H5
flexibility, and accessibility for learning activities and
resources.
Teachers should consider their students' and courses'
characteristics and needs and use the appropriate
mobile learning tools. They should also provide clear
Table 6 and Table 7 H2, H4, H5
guidance and support for students to overcome
potential difficulties and enhance their learning
experiences.
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It is hoped that students can leverage digital technology to improve their

learning efficiency in class instead of letting it distract them and hinder their
learning progress (Blackhow et al., 2009; Lersilp & Lersilp, 2019). Our study
confirms that mobile learning allows students to learn by engaging in activities
and ‘doing’ rather than simply listening to lectures or reading (Oliver &
Trigwell, 2005). This strategy helps students to better understand and apply
what they learn, thereby improving their learning outcomes (Barfi, 2023; Chang
& Yeh, 2014; Lin et al., 2016). In this study, blended learning strategies were used
to enhance students' classroom engagement and learning experience
(Osguthorpe & Graham, 2003; Owston et al., 2013; Singh, 2003; Cheung, 2023).
The use of social apps in the course will help to facilitate the integration of
knowledge and action as well as teacher-student communication, interaction,
feedback, and engagement, while also providing convenience, flexibility, and
accessibility to learning activities and resources (Al-Ali, 2014; Chen et al., 2016;
Cubeles & Riu, 2018; Wang, 2016; Zachos et al., 2018; Ali, 2023). However, our
strategy is to conduct traditional physical courses rather than distance online
courses, as many authors have discussed (Lersilp & Lersilp, 2019; Nazir &
Brouwer, 2019; Tantalaki et al., 2019; Zachos et al., 2018). It is important to
consider the characteristics of the students and use mobile apps to conduct
multicourse comparisons with the same instructor and content to complement
the lack of empirical studies, as pointed out by Kirschner and Karpinski (2010),
Paul et al. (2012) and Zachos et al. (2018).
5. Conclusions
5.1. Conclusions and Implications
This study aimed to explore the impact of teaching strategies that combine
mobile learning with traditional class methods in Finance curricula. Our
research suggests that LINE@ and Zuvio significantly enhance students' class
engagement, learning experience, and achievement in Finance curricula, as
hypothesized. The process of blended learning is our study's most critical
accomplishment, revealing a visionary teaching strategy in Finance curriculum
design. It is anticipated that this will be widely applied in other disciplines to
ensure high quality teaching in higher education. Especially since the COVID-19
pandemic, mobile learning, social community, and learning platforms have
become essential. Our research demonstrated a blended learning model that
emphasized the value of effective teacher-student interaction. Valuable social
communication and human interaction were lost during the lockdown period of
the pandemic. As recommended by UNESCO, digital technology should
complement face-to-face classes with teachers, rather than replacing it. In
addition, although instructors and students appreciated this teaching and
learning practice model in general, the researchers observed that this kind of
classroom interaction model was unfamiliar to some of the students. Its novelty
might improve students' learning experiences initially. However, over time,
students' willingness to participate might decrease due to the competing
pressure of other activities and the need for test preparation towards the end of
the semester. At the same time, a duplicated strategy could not draw their focus
as at the beginning of the class. Therefore, continuously creating, enriching, and
making the best use of social media and teaching activities through gamification
384
and digital resources will lead instructors in the right direction to reinvigorate
the current classroom model. Finally, the most important principle is a
sympathetic teaching strategy with a student-oriented curriculum design that
takes account of learners' cognitive load.
5.2. Restrictions and Future Research

It was initially hoped that this study would crosscheck the practice observation
among courses and track students' learning performance across different
courses. However, only one student among the 106 students involved in the
study had taken both of the two courses involved in this study, making the
cross-subject effectiveness comparison impossible to complete, which is a
limitation of this study.
Also, when this study was carried out in 2018, the COVID-19 pandemic was not
predicted. We emphasized that mobile learning, combined with traditional
classes and the above-mentioned technology, should support but never replace
the human connections on which teaching and learning depend. Teachers
should consider whether technology is appropriate for the learners’ needs and
use well-designed teaching strategies. However, as UNESCO uncertain about
the effectiveness of adopting digital technology for education and learning,
during the lockdown period, the strategic effectiveness of comprehensive distant
online learning with social community apps and the results of this study needed
to be re-examined. We look forward to the same instructors and courses of
research being proposed in the future for comparing traditional classes with
distant online courses through quasi-experimental design to determine whether
there is a difference in the effectiveness of teaching strategy and learning
achievement in mobile learning.
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389

Received Nov 6, 2023; Revised Dec 18, 2023; Accepted Jan 3, 2024
Teacher Classroom Management Skills: Case

Study of the Activator School Programme in
Indonesia
Ainun Nafisah* , Sri Marmoah and Riyadi
Universitas Sebelas Maret, Surakarta, Indonesia
Abstract. Classroom management is an important task and authority of

teachers to increase student involvement in learning and regulate
student behaviour in class. However, classroom management that is not
optimal can disrupt students‘ learning processes and outcomes. This
research aims to assess teachers‘ classroom management abilities in an
activator programme and to identify any obstacles they face. The
research method used was qualitative. The research design was a case
study. The subjects of this research were six fifth-grade teachers at an
activator programme elementary school in one of Indonesia‘s cities.
Data collection techniques were interviews, observation and
documentation. Data validity used triangulation techniques. Data
analysis was carried out using Miles and Huberman interactive analysis,
which consists of the process of data collection, data reduction, data
display and conclusion. The results of this research show that teachers
have done quite well in classroom management which consists of
establishing rules and routines, praising students, giving consequences
for misbehaviour and involving students in classroom learning,
although there are still obstacles in implementing classroom
management. The results of this research can contribute to improving
teachers‘ skills in managing the classroom so that learning objectives can
be achieved optimally and effectively. Recommendations for future
research are to develop learning models or media to develop teacher
skills in classroom management.
Keywords: Classroom Management; Skills; Teacher; Activator School;

Indonesia
1. Introduction
Effective classroom management is necessary for students as it relates to student
behavioural and academic outcomes, increased student productivity and
accuracy, decreased off-task and disruptive conduct, increased classroom
involvement and attention, and more balanced expected behaviour, emotional
*
Corresponding author: Ainun Nafisah, ainunnafisah814@student.uns.ac.id
©Authors
390
development, and positive relationships between peers (Gaias et al., 2019; Thi &
Nguyen, 2021). Classroom management is a collection of approaches used to
establish student behaviour patterns to develop self-discipline and strategies for
maintaining order (Gangal & Yilmaz, 2023). Classroom management is useful for
monitoring student behaviour and participation in various activities along with
paying attention to problems with social-emotional students (Cekaite &
Bergnehr, 2023). Classroom management also functions to discipline students to
further elaborate, design, enable, and sustain a successful learning environment
in student development (Marder et al., 2023). Besides, quality teaching can create
the circumstances for the student‘s knowledge of the topic to be reorganised
through reflection (Kadum et al., 2022).
Classroom management is the foundation that drives the structure of the

learning process in the classroom by balancing instructor needs, enhancing
student engagement and addressing student requirements to be active and
supported in the learning process (Freiberg et al., 2020). The goal of classroom
management is to reduce disruptive student behaviour and create a safe and
secure learning environment for teachers and students (Burke et al., 2011). For
effective and strong classroom management, it is necessary to establish common
rules and goals in regulating the behaviour of students and teachers (Marzano et
al., 2005). Creating a positive classroom atmosphere necessitates a careful mix of
rules, enjoyment and discovery to minimise poor conduct and promote
successful learning for students (Franklin & Harrington, 2019).
Classroom management is underpinned by the principles of being respectful,

being polite, being prepared, treating others as you would like to be treated and
trying your best at all times (Vincent, 1999). The principles that need to be
considered in class management include the nature of the class, the driving
forces of the class, the class situation and effective and creative actions
(Marmoah, 2022). Supporting factors that influence the implementation of
classroom management are the availability of adequate facilities and
infrastructure such as LCDs in the classroom, adequate library books, parental
support, good coordination between teachers, and support from the school
(Setyaningsih & Suchyadi, 2021). Meanwhile, the inhibiting factors in
implementing classroom management are the lack of awareness of students in
motivating themselves to study, the existence of activities that sacrifice class
hours, the tiredness of students during the last lesson of the day, the lack of
discipline in doing assignments and the presence of some less active students.
Classroom management indicators used in this research are rules, routines,
praise, deviant behaviour and involvement (Egeberg et al., 2016). This research
is unique and different from the research conducted by Egeberg et al. (2016)
because the researchers collected primary data directly from the research source,
while the research conducted by Egeberg et al. (2026) was a literature study
research that obtained data from secondary data sources.
However, the implementation of teacher-classroom management has not been

carried out optimally and has not been maximised as expected (Sahib et al., 2021;
Sulaiman, 2015). For example, if there are noisy students, this will disrupt the
391
learning of other students (Kurni & Susanto, 2018). Class discipline problems
that have not been managed optimally include cases of truancy from school,
fighting, cheating, theft and bullying (Pasikha, 2017). The main problem with
classroom management arises from a lack of time management and well-
structured lesson planning (Özreçberoğlu & Çağanağa, 2018). Therefore,
classroom management is essential to address, monitor and correct children‘s
actions (Cekaite & Bergnehr, 2023). Another problem of classroom management
in elementary schools in the Philippines is that teachers have difficulty meeting
and managing the classroom and the needs of students who have various
backgrounds (Garcia & Pantao, 2021). A problem with classroom management
in Thailand is that teachers who are not homeroom teachers, such as physical
teachers, have poor teaching skills and are unable to control students‘
misbehaviour in class (Tulyakul et al., 2019).
The results of an interview with one of the teachers at an elementary school in

Surakarta City, Indonesia revealed that classroom management needs to be done
well because some students are not active in the learning process. Furthermore,
dealing with students‘ problems in the learning process become the focus of
classroom management instead of teaching. Classroom management is
specifically examined as a mediator of the relationship between elementary
school teachers‘ mastery goals, didactic interest, education, subjects and interest
in students‘ mastery goals so that classroom management can support students‘
mastery of knowledge at school (Schiefele, 2017).
Based on the background above, it is important to carry out this research to

determine the skills of classroom management of teachers in elementary schools
with activator programmes. This is because good and effective classroom
management by teachers will make a significant contribution to the achievement
of learning outcomes in the learning environment, and will have an impact on
creating an effective classroom environment as teachers design the teaching
environment based on their classroom management style, which influences
student learning (Aslan, 2022). Then, classroom management is effective in
reducing student boredom (Chen & Lu, 2022). Apart from that, if problems
occur in classroom management, the teacher can adopt an appropriate a
management approach to deal with a specific problem.
Previous research on classroom management includes the influence of pre-

service teachers‘ intentions on the use of classroom management strategies
(CMS) for students with deficit/hyperactivity disorder (ADHD) (Enrica et al.,
2020). The results of this research reveal that knowledge influences prospective
teachers‘ attitudes toward CMS to build a classroom climate and effective
learning influences the quality of learning and student learning satisfaction.
Second, classroom management helps in improving the school learning process
(Setyaningsih & Suchyadi, 2021). This research states that the implementation of
classroom management consists of planning and implementation processes. The
implementation of classroom management can improve the learning process
with classroom management principles and several approaches. The strategy is
carried out by involving students in the learning process, conditioning students
392
to be ready to learn in class, stimulating students to actively ask questions in

class, applying varied and appropriate learning methods, providing examples of
good behaviour and discipline to students and taking approaches in effective
learning. Third, research on teachers‘ classroom management problems (Şanlı,
2019) shows that problems that occur in classroom management can come from
teachers, parents and schools. Parents do not want to participate and take
responsibility for students, and there are insufficient learning materials and
suboptimal classroom conditions at school. From the teacher‘s perspective, the
findings are that some teachers have effective communication skills. Experienced
teachers are more empathetic toward their students, set rules and expectations
together with students and can maintain student motivation. However,
inexperienced teachers tend to be impatient with their students and still have
shortcomings caused by their inability to guide their students properly. Fourth,
research on effective classroom behaviour management in improving student
achievement (Herman et al., 2020) explains that managing the classroom should
be a priority for policymakers as a way of improving teacher skills. A focused
training programme can improve teacher classroom management practices and
students‘ social and academic abilities.
However, this research is different from previous research. This research

assesses teachers‘ classroom management abilities in an activator programme
according to indicators of effective classroom management and identifies
obstacles in managing the classroom. In addition, the subjects of this research are
teachers at an elementary school with an activator programme. The Activator
Elementary Schools programme [Sekolah Dasar Penggerak] is one of the
programmes of the Ministry of Education, Culture, Research, and Technology of
the Republic of Indonesia in the context of implementing the independent
curriculum [Merdeka Curriculum]. Activator Schools are those that emphasise
holistically increasing student learning outcomes by implementing the Pancasila
Student Profile, which encompasses skills and character, beginning with
excellent human resources, particularly school leaders and instructors
(Kemdikbud RI, 2021; Zamjani et al., 2020). Pancasila is the ideology of the
Indonesian nation which is used as a guideline for behaviour in social, national
and state life (Fajri et al., 2022). The Merdeka Curriculum is the newest
educational curriculum implemented in Indonesia which focuses on developing
students‘ character and competencies, as well as honing their interests and skills.
The independent curriculum implemented in 2020 was introduced to overcome
the learning crisis in Indonesia starting with low literacy levels, the education
gap in Indonesia which is still large, and the impact of the COVID-19 pandemic
(Kemdikbud RI, 2022).
The activator school curriculum also focuses on holistically improving student

learning outcomes, which include competency (literacy and numeracy) and
character, beginning with competent human resources (Qolbiyah & Ismail,
2022). The school is activating one of the new policies planned by the Ministry of
Education and Culture to make changes so that it can improve the quality of
Indonesian education (Mariana, 2021). Mariana said that activator schools can be
used as inspiration for principals and other teachers whose schools want to have
393
quality and become role models. The activator school programme is a

government initiative aimed at advancing the education transformation
programme, striving to attain a distinguished, sovereign, dignified, character-
based, and high-quality Indonesian education (Alida, 2022).
Learning in activator schools as a form of implementing the independent

curriculum consists of three activities, namely intracurricular, Strengthening
Pancasila Student Profile Project, and extracurricular (Marmoah et al., 2022).
Intracurricular activities are learning activities that refer to learning that involves
several subjects, focusing on content and field practice. The Strengthening
Pancasila Student Profile Project activity is an activity that aims to strengthen the
achievement of competencies and character through activities designed based on
themes, dimensions and phases. Furthermore, extracurricular activities are
curricular activities carried out outside class learning time and supervised by the
education unit.
This research aims to assess teachers‘ classroom management abilities in an

activator programme and to identify any obstacles they face. It is very important
to know the purpose of this research so that solutions to problems in classroom
management can be found and learning objectives can be achieved effectively
and efficiently. The results of this research can contribute to increasing teacher
competence in managing the classroom so that learning becomes effective and
efficient. Furthermore, this research contributes to enhancing the effectiveness of
achieving outcome learning. This is a relevant and important goal, as effective
classroom management is crucial for student engagement and outcomes.
Therefore, the research question in this study is “What are the abilities of teacher
classroom management and its obstacles in elementary schools activator
programmes?”
2. Methodology
2.1 Research Design
The research was qualitative. The approach used in this research was a case
study. A case study is a qualitative approach that explores a system or problem
in real life or several systems related to the case over time, through detailed and
in-depth data collection involving various sources of information (Creswell,
2018). The background to the selection of case studies in this research was that
there were classroom management cases that needed to be described in depth.
2.2 Participants
The subjects of this research were six fifth-grade teachers at elementary school
activator programmes in Surakarta City, Central Java, Indonesia. The elementary
schools for the activator programme were Elementary School Ta‘Mirul Islam,
Elementary School Al-Firdaus, Public Elementary School Bayan, Public
Elementary School Rejosari, Elementary School Muhammadiyah 4 Kandangsapi,
and Public Elementary School Bibisluhur II. The subjects of this research were
selected using a purposive sampling technique. The purposive sampling
technique is a sampling technique known as judgement sampling, namely the
deliberate selection of samples from a study based on specific criteria (Etikan et
394
al., 2016). The criteria were that the teachers were teaching in an elementary
school with an activator programme. Not every elementary school is selected to
be an activator school. This research was conducted in July-August 2023.
2.3 Data Collection

The data collection techniques used to collect teacher classroom management
profile data were interviews, observation and documentation. These instruments
were content-validated by experts consisting of two lecturers from the Faculty of
Teacher Training and Education Universitas Sebelas Maret and one lecturer
from the Faculty of Teacher Training and Education Universitas Muria Kudus
who validated it linguistically. The instrument indicators used in the research
were adapted from (Egeberg et al., 2016). The following were the instrument
indicators in this research:
Table 1: Classroom Management Indicators

No. Indicator Description
Establish and teach classroom rules to express behaviour
1. Rules
expectations.
Create frameworks and routines that assist students in a range of
2. Routines
settings.
Positive conduct should be reinforced through praise and other
3. Praise
ways.
4. Misbehaviour Consistently impose penalties for inappropriate behaviour.
Encourage and sustain student involvement by delivering
5. Engagement
compelling classes with chances for active student participation.
Source: (Egeberg et al., 2016)
Structured interviews were used to determine the teachers’ classroom

management skills with closed questions. The observation was passive
observation where the researcher observed the participants and gathered
information about the actual condition of classroom management according to
the observation checklist instrument that had been created. In the passive form
of participant observation, researchers observe and record the behaviours of
their subjects in their own environment without conversing or interacting with
their subjects in any way. Observations were carried out to find out and check
the alignment with respondents‘ interview answers. Documentation analysis
was used to explore archival documents and photos of learning activities that
supported the implementation of classroom management.
2.4 Data Validity

The data validity technique used in this research was the triangulation method.
The triangulation method is a data validity checking technique and ensures that
study findings are accurate (Natow, 2020). In this research, data on teachers‘
classroom management abilities were checked for accuracy through interviews,
observation and documentation. In the data validation process, after collecting
data through interviews, the researcher then checked the research results with
data from observation and documentation. After the data was checked, the same
findings were obtained from the three methods, so the data is said to be valid.
Reliability testing was carried out by checking the results of the research
395
transcripts to ensure that the transcripts did not contain material errors during
the transcription process (Creswell, 2018). The steps taken were discussing the
research transcript codes, ensuring that there were no incorrect definitions and
meanings in the transcription process, checking all the transcript data results,
and asking the supervisor to check all the transcript data.
2.5 Data Analysis

The data analysis in this research was interactive analysis (Miles et al., 2019).
This interactive analysis has three stages: data reduction, data display and
conclusion. To begin with, data reduction is the process of choosing, condensing,
simplifying, merging and converting raw data from field reports. Second, the
data presentation presents information logically, such as narrative prose, graphs
or diagrams and then leads to conclusions. Miles et al. (2019) say that limiting
data display to structured information leads to a conclusion. Images, tables and
narratives may all be used to display data. Based on these responses, this study
made broad inferences and generalised its findings after showing and
summarising the data.
2.6 Procedure of Research

The research procedure began by planning the research. This process was
carried out by determining the problem statement. Then, the research objectives
were drafted. Next, the researcher created a research instrument. After creating
the research instrument, the researcher checked the validity of the instrument by
asking experts to confirm the content validity. Then, the researchers collected
data through interviews, observation and documentation. After the data was
collected, the data was analysed using a data reduction process, data display
and conclusion. The researchers also tested the trustworthiness of the data by
checking the truth and credibility of the data obtained from interviews,
observations and documentation. Thereafter, the report was written.
3. Result
The following research results were obtained from the observations.
Table 2: Results of Research Data on Teacher Classroom Management Ability

No. Indicator Observation Results
1. Rules All teachers set the rules in class. The goal is for students to be
obedient and disciplined and the learning process runs smoothly.
The teachers draft the class agreements and inform students
directly by reading the rules at the beginning of the lesson.
2. Routines All teachers have a routine in class. Teachers use different
routines. The usual activities are singing obligatory songs,
religious observances, literacy, singing playground songs, sports
from Monday to Friday. Teachers also make it a habit to behave
positively, use different types of praise, motivate and give advice.
The impact is that students become organised and engaged.
Routines in a classroom provide structure, consistency and
familiarity, promoting a conducive learning environment that
helps students feel secure, focus better and engage more
effectively with academic tasks. Finally, learning is more effective
396
No. Indicator Observation Results

so routine has an impact on increasing the ability to think
critically.
3. Praise Teachers give recognition to students who behave well.
Rewarding is done by giving praise and applause or stars. The
impact is that students become more productive, more
enthusiastic and more motivated in learning.
4. Misbehaviour All teachers revealed that there was deviant student behaviour
during lessons. Examples of misbehaviour include talking
inappropriately, being busy and making a noise, disturbing
friends, joking and not paying attention to the teacher. The way
teachers deal with this behaviour is by advising and discussing it
with the students. Deviant behaviour interferes with or inhibits
students‘ critical thinking abilities.
5. Engagement Teachers involved students in the learning process. The way
teachers involve them is by making agreements about the rules,
active learning scenarios, dividing groups and discussions, using
peers to teach students who do not understand, and using
questions and answers during the learning process.
The results of the interview data were in line with the results of observations. In
the teacher‘s classroom management ability in the first indicator (rules), the
teachers created and established rules during the learning process in the
classroom. The rules aimed to regulate student behaviour so that they were
disciplined and obedient during class. In addition, regulations were made so
that learning that took place during class could run optimally and effectively.
One teacher stated in an interview:
“Yes. I make rules to achieve learning goals by setting the ground rules.”
(AF)
Next, based on the results of interviews and documentation, after setting the
rules, the teachers read out the rules and agreements at the beginning of the
lesson; for example, the class chose the schedules for who would be responsible
for class cleanliness which were then posted them the classroom walls. The
following is an example of the results of the class cleanliness schedule by
students:
397
Figure 1: Class Cleanliness Picket Schedule
In terms of the second indicator (routine), all teachers familiarised themselves

with the routines that needed to be carried out by students. Each school had a
different routine. An example of a routine required by a teacher was adab or
good behaviour. Apart from that, teachers also provided positive affirmations by
giving applause, motivation and advice to students. In addition, one of the
teachers also revealed the routines carried out by students during one week:
“Yeah. I familiarise students with singing obligatory songs on Mondays,
on Tuesdays with religious activities, namely reciting the Koran, on
Wednesdays with literacy reading books, on Thursdays singing
playground or regional songs, on Fridays filled with sports activities.”
(BY)
Based on the results of the interviews, the existence of habits or routines has an
impact on student order, and conducive class conditions can be maintained by
the teacher. Based on the results of documentation in one of the elementary
schools, a routine that was often implemented was maintaining cleanliness by
putting posters on the wall:
Figure 2: Poter on Maintaining Cleanliness Routines
In terms of the third indicator (praise), all teacher respondents said that they
gave appreciation or praise during the lesson. Forms of rewards given by
398
teachers to students included commendations, applause and star points for

students. According to respondents, these rewards had an impact on increasing
students‘ enthusiasm, motivation and productivity in learning.
“Yes, the teacher gives rewards in the form of praise and applause.
Students will be more motivated.” (BL)
The following is an example of a teacher giving praise by giving star points to

students in class:
Figure 3: Student Reward Board
In terms of the fourth indicator (misbehaviour), all respondents said that there
was student behaviour that was not up to expectations. Some of these
behaviours included speaking out of turn (not according to the rules and
norms), not paying attention during the lesson, disturbing friends during
learning, joking and not disregarding the teacher. Several teachers said that the
way to deal with deviant behaviour was by giving advice, giving positive
punishment and inviting discussions with students so that their focus was on
the learning material.
“There are some students who speak when they shouldn‘t. I overcome this
by giving advice and providing videos to encourage talking and good
behaviour.” (AF)
In terms of the fifth indicator (engagement), the teachers involved students in

class activities by formulating ground rules, dividing the class into discussion
groups, asking questions, and providing opportunities for students who have
mastered the material to teach their friends who have not been able to master the
lesson material. One teacher stated that:
“Yes, I involve students with group discussions during the learning
process.” (MK)
The following figure shows students in a discussion group:
399
Figure 4: Learning Discussion
Based on the explanation of the research results, the teacher‘s classroom

management skills, which consisted of determining rules, routines, praise,
overcoming misbehaviour, and involving the active participation of students in
learning at activator elementary schools, are quite good.
However, even though the classroom management that has been carried out is
quite good, there were still obstacles encountered by teachers, including:
1. Student deviant behaviour that did not following existing rules,
for example often going in and out of class on the pretext of
wanting to go to the bathroom.
2. The layout of objects did not comply with the rules of the
classroom, for example, classroom cleaning equipment after use
was stored carelessly.
3. Students talked or chatted with their classmates while the teacher
was explaining the lesson material.
4. Students talked disrespectfully in class.
These problems were caused by students’ lack of awareness of the rules and
agreements in class. Additionally, teachers were not firm in addressing students’
deviant behaviour. The teachers did not use a classroom management approach
that was suitable for the problems and classroom situations that occurred.
Based on these issues, the challenges teachers faced when implementing

classroom management were twofold: challenges from students and challenges
originating from the teachers themselves. Challenges stemming from students
included behavioural and psychological aspects. Disruptive behaviour during
the learning process involved chatting, speaking impolitely using regional
language terms and frequent bathroom breaks.
Teachers faced challenges in classroom management due to numerous

administrative tasks, which resulted in less-than-optimal time management.
Apart from teaching, teachers had additional administrative duties such as
overseeing learning and class administration, as well as managing school
operational assistance funds. This presented a challenge for teachers in
managing both the classroom environment and student behaviour. To address
400
these issues and challenges, teachers need to implement suitable CMS or

approaches that align with the problems, conditions, and student needs within
the class.
4. Discussion
Based on the research findings, teachers implemented all aspects of classroom
management quite effectively, encompassing setting rules, routines, praising
students, giving consequences for deviant behaviour, and involving students in
classroom management and learning. However, the findings highlighted
obstacles that teachers faced in executing classroom management, as detailed in
the research results. For instance, instances of student deviant behaviour were
observed, which did not align with existing rules. Additionally, frequent
disruptions occurred, such as students frequently leaving the classroom with
excuses related to restroom visits, as well as misalignment with physical
classroom layout and lack of compliance with established rules. Moreover,
disruptive behaviours like chatting during learning sessions and impolite
language usage were noted among students.
Previous research depicted the classroom management profiles of pre-service

teachers as falling under the categories of “authoritative” and “Laissez-faire”
styles (Sadik & Sadik, 2014). In a study conducted on pre-service teachers at a
university education faculty in Turkey, the authoritative classroom management
style was identified as a prevailing profile (Obispo et al., 2021). This style
involves setting rules and boundaries for students to follow while also
encouraging them. On the contrary, the “Laissez-faire” class management style
exhibited little control over student behaviour, prioritising student will over
teacher control (Gangal & Yilmaz, 2023). In this research, teachers used a class
management profile similar to the authoritative style, establishing ground rules
together with students at the lesson’s outset.
The research outcomes echoed earlier studies, pinpointing classroom

management issues, including inadequate seating arrangements due to space
constraints, suboptimal time management, elevated noise levels and clashes
arising from divergent student personalities and backgrounds (Ezemba et al.,
2022). Moreover, the study revealed deficiencies in classroom management, such
as infrequent usage of effective classroom approaches, oversight in classroom
management planning and tendencies toward harsh, critical or emotional
reprimands as responses to problematic student behaviour (Collier-Meek et al.,
2019). Similarly, this research identified problems in classroom management,
particularly in the teachers’ failure to implement suitable classroom
management approaches and their inadequate firmness in addressing students’
deviant behaviour.
The challenges in implementing classroom management stem from both

students and teachers. Teachers grappled with adopting classroom management
approaches due to the weighty administrative responsibilities they bore,
including managing school operational funds. Conversely, challenges stemming
401
from students included disruptive behaviour, impoliteness, and frequent

restroom visits during learning sessions.
Previous studies outlined classroom management challenges as instructional,

behavioural, psychological, and contextual (Soleimani & Razmjoo, 2016).
Instructional challenges encompassed incomplete homework assignments,
inconsistencies, and variations in students’ first language proficiency.
Behavioural and psychological challenges included students’ reluctance to
participate, diminished motivation in learning, tardiness and inappropriate use
of cell phones and apps during class sessions.
Teachers sought to mitigate these issues by implementing positive sanctions

based on pre-established agreements and providing guidance to prevent a
recurrence of similar issues. Earlier research revealed that teachers’ classroom
management profiles were influenced by the school climate and their experience
in managing classroom learning (Clark et al., 2023). Similarly, teachers in the
current study received training on student-centred learning and reflection post-
learning, which facilitated their handling of classroom management problems.
Various classroom management approaches were recommended to address

classroom issues. Behaviouristic approaches were preferred by teachers to
counter disruptive behaviour, emphasising the elimination of disruptive
conduct and encouraging desired behaviour (Affandi et al., 2020). Additionally,
the “Prohibitions” and “Recommendations” approach provided a swift solution
to emergent problems (Rusman, 2018). Moreover, employing a recipe book
approach aided in mitigating classroom issues by outlining recommended
practices (Marmoah, 2022). Establishing a class agreement contract proved
effective in averting classroom problems.
The strength of this research lies in its focus on activator school teachers in
Indonesia, who received specialised training on planning, implementing and
reflecting on classroom learning. The findings contribute solutions for managing
classrooms effectively, enhancing learning outcomes. However, the limitations
include its narrow scope, being city-wide, and its focus on elementary schools
within the activator programme. Further research should explore learning
models or media to enhance teachers’ classroom management skills. Developing
effective classroom management models and media could lead to well-organised
learning environments, fostering optimal student learning. Additionally,
aligning classroom management approaches with specific issues, class
conditions, and desired objectives is crucial for teachers
5. Conclusion
Human elements in the classroom, facilitated by the teacher to support student
learning activities and teacher duties, foster a positive and evolving learning
environment by nurturing caring and supportive relationships among students.
Teachers organise and implement instructional methods conducive to profound
and meaningful learning, encouraging student engagement and motivation
tailored to individual abilities, thereby cultivating self-discipline and employing
402
effective class organisation strategies. This research aimed to evaluate teachers’

classroom management abilities, conducted across six activator programme
elementary schools in Indonesia.
The research outcomes revealed commendable performance by teachers across

various classroom management indicators, including establishing rules and
routines, acknowledging student achievements, enforcing consequences for
misconduct, and actively involving students in classroom management and
learning. However, despite these achievements, some challenges persist. The
findings of this research are poised to enhance teachers’ classroom management
skills, thus optimising learning outcomes and addressing classroom issues
effectively. Recognising the pivotal role of effective classroom management in
student engagement and achievement, this research is relevant and significant.
Further research endeavours should focus on developing learning models or

media aimed at augmenting teachers’ proficiency in classroom management,
thereby elevating their expertise in this domain. Additionally, the
recommendation stemming from this research emphasises the importance of
aligning classroom management approaches with specific problems, prevailing
class conditions and intended learning objectives.
Funding: The authors would like to thank the Ministry of Education, Culture,
Research, and Technology of the Republic of Indonesia‘s Directorate General of
Higher Education, Research and Technology 2023 for sponsoring this research.
The authors also would like to express gratitude to Universitas Sebelas Maret
and the Activator Elementary School in Surakarta, Indonesia for their
permission, cooperation and contribution to this study.
Conflicts of Interest: The authors declare no conflicts of interest
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406
Appendix 1: Interview Instrument

No. Indicator Description Interview Question
1. Rules Establish and teach classroom • What is the teacher‘s
rules to express behaviour aim in making these
expectations. rules?
• How does the teacher
communicate the rules
and the purpose of
these rules to students?
2. Routines Create frameworks and • What habits do
routines that assist students in teachers carry out
a range of settings. earners?
• What is the impact of
the habits carried out
by teachers?
• Does it have an impact
on improving outcome
learning?
3. Praise Positive conduct should be • What form of
reinforced through praise and appreciation is given by
other ways. the teacher?
• What is the impact of
appreciation on
students?
• Does it have an impact
on improving outcomes
for learning students?
4. Misbehaviour Consistently impose penalties • What examples of
for inappropriate behaviour. deviant behaviour do
students do?
• How teachers can deal
with behaviour
deviant?
• Does the teacher
consistently carry out
the method?
• Is this deviant
behaviour of students
able to hinder learning?
5. Engagement Encourage and sustain • How does the teacher
student involvement by involve students in the
delivering compelling classes learning process?
with chances for active • What forms of activities
student participation. involve students in
learning?
• Whether the activity
can improve students‘
abilities?
407
Appendix 2: Observation Instrument

Observation result
No. Indicator Description
1. Rules Does the teacher create and
establish rules during the
learning process for students?
Types of rules set in the
classroom?
2. Routines Does the teacher familiarise
students‘ behaviour during the
learning process?
Type of routine established in
classroom learning?
3. Praise Does the teacher give
appreciation to the students
during learning?
Type of praise given by the
teacher?
4. Misbehaviour Is there any student behaviour
that deviates when learning in
class?
Types of student behaviour that
deviate from the rules?
5. Engagement Does the teacher involve
students in the process of
learning?
Types of learning activities that
involve students in learning?
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Vol 22 No 12 December 2023

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Vol 22 No 12 December 2023

Book · January 2024

Fatima Zohra Belkhir

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Society for Research and Knowledge Management

The International Journal of Learning, Teaching and Educational

Aims and Objectives

The main objective of this journal is to provide a platform for educators,

Indexing and Abstracting

The International Journal of Learning, Teaching and Educational

We are very happy to publish this issue of the International Journal of

The International Journal of Learning, Teaching and Educational

We are grateful to the editor-in-chief, members of the Editorial Board

The Editorial Board is composed of renowned people from across the

We will endeavour to ensure the reputation and quality of this journal

Editors of the December 2023 Issue

Digital Learning Management using OpenAI ChatGPT: A Systematic Literature Review......................................... 21

The Influence of AI ChatGPT on Improving Teachers' Creative Thinking.................................................................. 124

Devising Online Writing Services: An Exploration of an Academic Writing Class.................................................... 279

Adoption of Learning Management Systems in Face-to-Face Learning: A Systematic Literature Review of

School and Family Collaboration on Twice-exceptional Academic Program Services...............................................351

International Journal of Learning, Teaching and Educational Research

Developing Productive Thinking Skills in the

Thanaa Abdelrashed Mohmed

Abstract. This study investigates whether the SCAMPER technique is an

Thinking is an approach to learning and problem-solving where thinking

Although 2e students are gradually receiving more recognition and intervention,

2.2. Productive Thinking

(AlleyDog, 2023). Hurson (2008) defined productive thinking as a pattern of

2.2.1. Creative thinking

2.2.2. Critical thinking

facilitate reaching high-quality creative solutions based on the synthesis of raw

2.2.3. Productive thinking skills

Critical thinking Creative thinking Scamper

Experimentation Eliminate & minify

Decision Put to another use

The verdict Reverse & rearrange

In creative expression, synthesis endeavors to achieve compatibility and harmony

experiences through experimental practices that employ new methodologies

Experimentation: Artistic vision is considered the source of experimentation and

Combine: A group of different materials are chosen

Reverse & rearrange: We aim here to

Figure 2: Applying the SCAMPER technique in the field of handicrafts

2.3. Twice Exceptional

(Al-Jughaiman, 2022; Şentürk et al., 2022). Students with autism spectrum

Amran and Majid (2019) reviewed 44 studies on 2e therapies conducted between

Mahmoud (2019) investigated the effectiveness of a program based on the Six

The study population consisted of all 2e students in Al-Ahsa in the Kingdom of

standard deviation±1.33). A one-sample experimental design (pre-post) was

3.2. Productive Thinking Scale

3.3. Training Program

The validity of the program was confirmed by presenting it to a group of

Table 1: Stages of training program implementation

3.4. Data analysis

4.2. Results related to RQ2

4.3. Results related to RQ3

4.4. Results related to RQ4

Scale Groups N Mean rank df X2 P