International Online Journal of Education and Teaching

EXPLORING DIFFERENTIATED INSTRUCTION IN DEVELOPING LANGUAGE SKILLS: INSIGHTS FROM NOVICE EFL TEACHERS DURING THEIR INDUCTION PERIOD

2025-04-22T12:07:31+03:00

This study investigates the experiences of newly graduated English language and literature teachers in Montenegro during their induction period in primary and secondary schools. It focuses on the implementation of differentiated teaching to develop specific language skills. Twelve novice teachers were divided into four groups, each targeting a different skill: listening, speaking, reading, and writing. The groups worked across various regions and education cycles: one in a primary school in the north (listening), another in a fourth-grade general secondary school (speaking), a third in a primary school in the south (reading), and the fourth in a primary school in the central region (writing). Novice teachers collaborated with experienced mentors who provided support in planning and executing differentiated tasks. Data collected through a questionnaire highlighted the challenges and benefits of differentiated instruction and its impact on student achievement. The findings emphasize the importance of university training and mentoring for effective differentiated teaching and outline key areas for further development to prepare future educators for complex teaching environments.

REFLECTIONS OF STUDENT AND NUTRITION THEMES IN SCIENCE EDUCATION: A BIBLIOMETRIC ANALYSIS

2025-04-23T18:23:50+03:00

This study aims to investigate the level of interaction among the concepts of “student,” “nutrition,” and “science education” in the academic literature through bibliometric analysis. Developing healthy dietary habits during childhood and adolescence is essential not only for maintaining physical well-being but also for enhancing cognitive functions and academic achievement. In this context, science education emerges as a critical pedagogical medium for embedding health-related behaviors within school settings. Its interdisciplinary structure not only enables the transmission of scientific knowledge but also facilitates the acquisition of lifelong skills and habits. The thematic richness and instructional flexibility of science education allow for more effective integration of health-oriented content, thereby fostering meaningful connections between scientific understanding and everyday life. This research employed a general survey model and analyzed 70 academic publications indexed in the Web of Science database between 2000 and 2025. The publications were examined in terms of temporal trends, geographic distribution, authorship productivity, thematic domains, keyword clusters, and citation networks. The findings reveal increasing scholarly attention to these themes and underscore the transformative potential of science education in shaping students’ nutritional behaviors.

A RESEARCH COURSE: WHAT DID TEACHER CANDIDATES LEARN?

2025-04-30T20:31:44+03:00

This qualitative study investigated the learning experiences of teacher candidates (TCs) enrolled in a required research course in a teacher preparation program in Ontario, Canada. Over a 15-week semester, 32 TCs completed the course and their teaching practicum concurrently. The course introduced foundational research concepts, principles, and practical skills, culminating in designing and implementing an action research project. Data collected from TCs’ course reflections revealed an increased understanding of research, particularly action research, and a broadened perspective on inquiry- and evidence-based teaching. The findings also supported the development of their teacher identities, fostering greater agency, empowerment, and self-advocacy for personal and professional growth. This study supports existing evidence of the benefits of integrating research education into teacher preparation programs, advocating for its inclusion as a standard practice in teacher education globally.

A CASE STUDY ON THE CEFR ALIGNMENT IN LANGUAGE ASSESSMENT: INSIGHTS FROM EFL INSTRUCTORS IN TURKEY

2025-05-23T22:35:23+03:00

This study investigates the instructors’ perspectives on the alignment of intermediate-level language tests (B1 & B2) applied in the 2023-2024 academic year at a preparatory school in Turkey. A qualitative case study was adopted in the study and qualitative data were collected from 6 lecturers in the testing office of the preparatory school through reflection papers and semi-structured interviews. The purposive sampling method was conducted in the study, in which all the instructors in the testing office participated. Moreover, all the tests throughout the academic year were purposefully included in the study, as sets of B1 and B2 levels would lead to more comprehensive results. Content analysis was conducted for data analysis. The results demonstrated diversity in the alignment rates of the B1 and B2 level tests with the help of factors that contributed to the alignment and detracted from the alignment with the target levels. The study is of importance with the suggestions of to enhance the tests at intermediate levels and provides practical implications for all the stakeholders in language assessment depending on the CEFR.

INVESTIGATION OF THE RELATIONSHIP OF EMOTIONAL INTELLIGENCE WITH CREATIVITY AND PROBLEM-SOLVING SKILLS IN GIFTED STUDENTS

2025-04-25T09:02:21+03:00

This study aimed to compare the emotional intelligence levels of gifted students with their creativity and problem-solving skills based on various variables. The research was conducted using the relational survey model, a quantitative research method. The study involved 169 high school students aged 13-17, including 102 girls and 67 boys, who were identified as gifted and enrolled at the Science and Art Center in Kayseri during the 2023-2024 academic year. Data were collected using the Personal Information Form, Emotional Intelligence Trait Scale-Adolescent Short Form, Perception Scale for Problem-Solving Skills for Gifted High School Students, and Individual Creativity Scale. The data were analyzed using SPSS 22.0 software. The results indicated a significant relationship between students' emotional intelligence levels and their creativity and problem-solving skills. However, no significant differences were found in emotional intelligence, creativity, or problem-solving skills based on variables such as gender, grade level, or family income status (p>0.05).

A QUALITATIVE STUDY ON INFORMATION AND DIGITAL TECHNOLOGY SKILLS DEVELOPMENT FOR EVIDENCE-BASED PRACTICE APPLICATION IN REPRODUCTIVE AND GYNECOLOGICAL NURSING CARE AMONG NURSING STUDENTS

2025-05-25T19:27:39+03:00

This qualitative study explored the experiences of nursing students developing information and digital technology skills for evidence-based practice application in reproductive and gynecological nursing care. Using a descriptive qualitative approach, data were collected through in-depth interviews, reflective journals, and focus group discussions with 15 second-year nursing students at Boromarajonani College of Nursing, Uttaradit, Thailand. Thematic analysis revealed five major themes: transforming perceptions of evidence-based practice, navigating the digital information landscape, bridging theory and practice through evidence application, encountering and overcoming barriers, and developing professional identity and confidence. Participants experienced a shift from viewing evidence-based practice as an academic exercise to recognizing it as an essential clinical tool, while developing sophisticated strategies to overcome language barriers and resource limitations. The integration of evidence into clinical learning involved complex cognitive work in contextualizing research for individual patients and Thai healthcare settings. Cultural considerations emerged as foundational elements shaping how evidence was conceptualized and applied, with participants actively navigating tensions between evidence and traditional practices. These findings suggest that effective evidence-based practice education must address not only technical skills but also cultural dimensions and professional identity formation, with implications for developing culturally responsive approaches to nursing education in increasingly digital healthcare environments.