International Journal of Curriculum and Instruction

Reaching Back While Looking Forward: Purposeful Integration of Soft Skills in Support of Online Adult Learners and a Global Workforce

Tanya Tarbutton, Lori B. Doyle — Sat, 12 Sep 2026 00:00:00 +0000

In light of the aims of Sustainable Development Goal #4 and a growing global workforce, online higher education programs should consider ways to support adult learners’ orientation toward relevant instruction and lifelong skills. While separated by physical space, learners are more connected now than ever due to online and digital platforms that bring learners together from across state and nation lines. Based on the tenets of Connectivism, learning is reliant on social and relational aspects and this holds true beyond brick and mortar classrooms. One way for online course developers and instructors to encourage social connections while acknowledging a global workforce is to incorporate intentional opportunities for students to discover and practice soft skills, particularly those that are people-facing such as leadership, communication, teamwork, and emotional intelligence. This paper introduces a conceptual framework, provides theory-to-practice application, discusses the implications for higher education institutions, and makes a call for future research to continue the conversation on ways to advance UNESCO’s commitment to foster development through sustainable education.

English Language Learning Anxiety of Filipino ESL Learners: Towards a Proposed Remediation Program

Mhilpe Eusoya — Sat, 12 Sep 2026 00:00:00 +0000

Despite the extensive use of English as a medium of instruction in the Philippines, Filipino ESL learners continue to experience significant gaps in their language skills. Recent studies have documented a decline in English proficiency and have highlighted that language anxiety plays a critical role in impeding effective language acquisition and use. Addressing this anxiety is essential for improving English language outcomes especially among high school students. This study was conducted to explore the impact of language learning anxiety on Filipino ESL learners at the junior high school level. Specifically, it aimed to identify and describe the anxieties these learners face and how they manage them. Utilizing a qualitative descriptive research method, the study involved focus group interviews with 23 high school learners, and data were analyzed using Colaizzi’s seven-step method. The results revealed that learners experience various anxieties, including [English] language knowledge deficiency, psycholinguistic factors, fear of judgment, sociolinguistic factors, learner-induced anxiety, and anxiety in English class. Additionally, the study found that learners employ strategies to cope with anxiety, such as avoidance, seeking help from others, self-coping, and self-directed learning. Hence, the findings informed the development of a remedial intervention program designed to address and alleviate the difficulties and anxieties associated with learning English as a second language.

From Cognition to Evaluation: Enhancing Critical Thinking and Self-Regulation in Science Education Through Makiguchian Pedagogy

Selami Yangın — Sat, 12 Sep 2026 00:00:00 +0000

The emphasis on multiculturalism and innovation in science education has intensified scholarly interest in diverse pedagogical frameworks. Tsunesaburo Makiguchi (1871-1944) anticipated key social constructivist principles prior to their systematic articulation in Western theory. Central to his educational philosophy is the relationship between the individual and society, conceptualized through cognition (the pursuit of truth), evaluation (subjective meaning-making), and value creation (the foundation for socially mediated learning). This study aims to extend constructivist learning-teaching approaches in science education and bring the value creation (Soka) pedagogy of Makiguchi to the middle school level. Within this framework, the present study examines the effects of the Makiguchian approach on students’ critical thinking and self-regulation within a “Classification of Living Things” unit. Classroom observations indicated that the approach effectively integrated personal values and episodic knowledge into scientific inquiry. Furthermore, analysis of student-generated artifacts revealed deep symbolic meanings alongside accurate representations of scientific knowledge. The findings demonstrate that the Makiguchian approach substantially enhanced students’ academic achievement while fostering critical thinking—specifically the ability to question classification criteria—and self-regulation through value-oriented learning processes. Overall, the results suggest that the Makiguchian teaching approach offers a theoretically grounded framework for promoting socially situated learning in science education.

Exploring Classroom Learning Environment in a Technology-Enriched Differentiated Instruction Course: Evidence from Pre-Service Teachers

Melike Ozudogru — Sat, 12 Sep 2026 00:00:00 +0000

The increasing integration of digital technologies in education has highlighted the need to better understand how technology-enriched instructional environments influence classroom environment, particularly within differentiated instruction (DI). While prior research has focused mainly on instructional strategies and learning outcomes, less attention has been given to learners’ perceptions of classroom learning environments in technology-supported DI, especially in teacher education contexts. This study examined pre-service teachers’ (PSTs’) perceptions of the classroom learning environment in a technology-enriched DI course and explored relationships among key classroom environment dimensions. A triangulation mixed-method design was employed with 53 PSTs enrolled in an undergraduate elective course at a Turkish public university. Quantitative data were collected using the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), and qualitative data were obtained through a focus group interview. Descriptive statistics and Pearson correlation analyses were used for quantitative data, while qualitative data were analyzed using content analysis. PSTs reported generally positive perceptions of their learning environment. Equity received the highest mean score, whereas differentiation had the lowest. Several classroom environment dimensions were positively associated, with the strongest relationship observed between teacher support and equity. Teacher support was consistently associated with multiple aspects of classroom climate, whereas differentiation showed weak associations with other dimensions, suggesting that individualized instructional adjustments were not always strongly perceived. Qualitative findings supported these patterns, highlighting the importance of feedback, collaboration, and technology-supported activities in shaping classroom environment, while also revealing concerns about workload and variability in group interaction. Technology-enriched DI can foster supportive and equitable learning environments in teacher education; however, the comparatively lower perception of differentiation indicates a need to strengthen the visibility and individualized nature of differentiated practices. The findings suggest that technology enhances participation and access to learning opportunities, but purposeful pedagogical integration is necessary to ensure that differentiation is experienced as personalized.

Keywords: Classroom environment; curriculum design; differentiated instruction; pre-service teachers; technology-enhanced learning; teacher support

Fostering a Positive Language Learning Experience: Identifying the Roots of Foreign Language Enjoyment and Anxiety

Zekiye Özer-Altınkaya, İsmail Fırat Altay — Sat, 12 Sep 2026 00:00:00 +0000

Learning a foreign language is a multifaceted process shaped by numerous factors. Identifying language learners’ emotional experiences is necessary to develop effective learning strategies, foster positive emotions, and minimize negative ones. This study explores the role of emotions in foreign language learning. It aims to examine how positive emotions (enjoyment) and negative emotions (anxiety) influence overall language performance. It also aims to identify the sources of enjoyment and anxiety to improve the learning environment. A mixed-methods design is employed to achieve a thorough understanding of the nature of emotions. All the participants are fifth graders studying at a state school in Türkiye. The findings indicate that a strong relationship exists between students’ achievement and their level of enjoyment. Further analysis confirms that factors related to the self, the teacher, and the classroom environment can significantly shape students’ emotions during the learning process. The study offers important insights into how educators can foster a positive classroom atmosphere and facilitate language learning.

Understanding Pre-Service Teachers' Perceptions of the EPOSTL as a Tool for Reflection, Self-Assessment, and Professional Development

Ozlem Khan, İsmail Hakkı Mirici — Sat, 12 Sep 2026 00:00:00 +0000

This study investigates pre-service English language teachers’ perceptions of the European Portfolio for Student Teachers of Languages (EPOSTL) as a tool for reflection, self-assessment, and professional development. Using a sequential mixed-methods design, data were collected from 166 participants enrolled in an English Language Teaching (ELT) program through the EPOSTL Student Perception Questionnaire (ESPQ) and five open-ended reflective questions. The findings revealed that participants generally held positive perceptions of the EPOSTL’s purpose and reflective value, particularly in promoting learner autonomy and self-regulated learning. However, a clear perception–practice gap emerged: while students conceptually appreciated the EPOSTL, many expressed uncertainty about its practical implementation. Perceptions varied across grade levels, indicating that the portfolio’s relevance becomes more evident with increased teaching experience. Notably, the study identified a significant gender difference: female participants reported more positive perceptions of EPOSTL’s reflective and developmental functions. The study concludes that scaffolded guidance, mentor training, and phased implementation are essential for maximizing the EPOSTL’s potential as a framework for mentored reflection and professional growth in teacher education.

Demystifying Intertextuality: Mapping a New Pedagogical Framework for ELT Materials

Pervin Tüzer Biçim, Hasan Bedir — Sat, 12 Sep 2026 00:00:00 +0000

English Language Teaching (ELT) has been exposed to a variety of models and practices throughout history as the needs of a specific era has been transformed into novel perspectives and critical dimensions. Instructional materials have been shaped by these needs and transformations required by a specific era. Instructional materials hold a pivotal role in shaping language learners’ linguistic and sociolinguistic competencies as instructional materials possess the backbone of teaching language processes. However, critical thinking skills and critical literacies do not mostly exist in these instructional materials in that these tools are organized around stake exams and assessment-oriented system, which is an impeding factor to foster critical literacies in language teaching contexts. To address this gap, this qualitative document analysis scrutinizes 9^th graders English coursebook utilized in Anatolian high schools in Türkiye. By considering researcher’s reflexivity as a credible tool, this study exerts a reflexive document analysis procedure implemented by the researcher by utilizing a checklist consisting of intertextual dimensions categorized by Muhlise Ögeyik (2008) as a proponent of intertextuality in the Türkiye setting. Ultimately, the aim of this study is to scrutinize intertextual elements resided in a specific coursebook and thereby it highlights the significance of coursebooks as instructional materials to enhance stakeholder awareness toward fortifying critical literacies by means of intertextuality.

Developing and Validating an AI Literacy Instrument for Elementary School Students: A Psychometric Study Using the ADDIE Framework

Mhel Cedric D. Bendo, Torang Siregar — Sat, 12 Sep 2026 00:00:00 +0000

Artificial intelligence (AI) literacy has emerged as a critical competency in elementary education as learners increasingly engage with AI-mediated and technology-rich learning environments. This study developed and validated a multidimensional AI literacy instrument for elementary school students using a research and development approach grounded in the ADDIE framework and informed by AI literacy, constructivist learning, and digital citizenship theories. The instrument comprised five dimensions: AI recognition, conceptual understanding, functional application, evaluation and creation, and AI ethics. Content validation by four experts demonstrated strong theoretical relevance across all dimensions. Empirical testing involving 250 Indonesian elementary school students examined the instrument’s psychometric properties. Exploratory factor analysis supported a five-factor structure with acceptable factor loadings and sampling adequacy (KMO > .80; Bartlett’s test, p < .001), explaining a substantial proportion of total variance. Reliability analysis indicated satisfactory internal consistency across retained subscales (Cronbach’s α > .70), although conceptual understanding required minor item revision. Descriptive findings revealed stronger competencies in ethical AI use and functional application than in conceptual understanding of AI processes. The study contributes a psychometrically grounded and developmentally appropriate instrument supporting AI literacy assessment, curriculum innovation, instructional evaluation, and responsible AI integration within primary education contexts for early twenty-first-century educational transformation.

Science Teachers' Views on the Contributions of Robotics Coding Education to Scientific Reasoning and Problem-Solving Skills

Bekir Yıldırım, Oylum Çavdar — Sat, 12 Sep 2026 00:00:00 +0000

This study aimed to examine science teachers’ views on the contributions of robotics coding education to scientific reasoning and problem-solving skills. The study was conducted using a basic qualitative research design. The participants were 19 science teachers who had received robotics coding training. Data were collected via e-mail using a researcher-developed semi-structured written interview form consisting of eight open-ended questions and analyzed through inductive content analysis. The findings showed that teachers perceived robotics coding as supporting scientific observation, hypothesis generation, scientific interpretation, causal reasoning, evidence use, and scientific thinking. Regarding problem-solving, developing alternative solutions, learning from errors, creating prototypes, and algorithmic thinking emerged as the main contributions. Teachers also reported that robotics coding promoted analytical and creative thinking, technological literacy, productivity, collaboration, active participation, and meaningful and lasting learning. However, insufficient materials, inadequate technological infrastructure, hardware failures, limited instructional time, crowded classrooms, and differences in students’ motivation and readiness were identified as major implementation challenges. Participants recommended strengthening technological infrastructure, expanding in-service teacher training, organizing the process in a planned and progressive manner, and incorporating more real-life problems, project-based activities, and group work. Overall, the findings suggest that robotics coding can serve as an effective learning environment for supporting scientific reasoning and problem-solving skills when it is accompanied by appropriate pedagogical planning, sufficient technical resources, and sustained teacher support.

Keywords: Robotics coding, science education, teachers’ views, scientific reasoning, problem-solving.

The Use of Policy Analysis Frameworks in Mathematics Education Research

Raphael Owusu, Ebenezer Bonyah, Saidat Adeniji — Sat, 12 Sep 2026 00:00:00 +0000

Policy analysis in mathematics education helps to comprehend curriculum reform, assessment instruments, teachers' development, and equity within classrooms. However, the application of policy analysis frameworks within mathematics education studies is a not-well-explored area, especially in African settings. This study systematically synthesise available literature on the application of policy analysis frameworks within mathematics education studies, focusing on Ghanaian policies and open-access international publications. Adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, a search across Google Scholar, ERIC, and EBSCOhost generated 648 publications of which 18 met inclusion criteria. The review established seven studies employing the case study framework, six utilising systemic pattern analysis, and three and two applying chronological mapping and international horizon scanning, respectively. The results show the sparing yet increasing application of the above frameworks within mathematics education studies, emphasizing the need for improved application of policy frameworks in Ghana and its equivalents to consolidate evidence-informed decision-making and propel equity within mathematics education.