L’approche par les compétences en Algérie : de la théorie à la pratique by M’hand Ammouden

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Evaluating technology integration in education: a framework for professional development by Yacoub Siyam, Nur Siyam, Malak Hussain, Omar Alqaryouti

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REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES by Dwi Bayu Saputra, Didi Suherdi, Rojab Siti Rodliyah

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EFL teachers’ beliefs and practices in teaching vocabulary to 10th and 11th graders at Phan Chau Trinh high school, Danang city by Nguyễn Mai Thùy Dương, Lê Thị Giao Chi

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Students’ engagement in a hybrid classroom: a comparison between face-to-face and virtual environments by Sian Hoon Teoh, Joseph Boon Zik Hong, Nurshamshida Md Shamsudin, Parmjit Singh, Rudi Hartono

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A decade of flipped learning research in Indonesia: bibliometric insights by Oknaryana, Mega Asri Zona, Annur Fitri Hayati, Jean Elikal Marna, Dian Fitria Handayani, Yolandafitri Zulvia, Rita Syofyan, Haris Kurniawan

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Challenges and Successes of Teachers in Using Multilingual Classroom Practices in the Age of Artificial Intelligence by Christian Lawrence Nicolas Reyes

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Teachers’ Language Assessment Literacy: Indonesian Secondary EFL Teachers’ Knowledge, Perspective, and Classroom Practice by Fury Yulia Damayanti, Endang Setyaningsih, Sumardi Sumardi

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Supporting low-performing immigrant children’s development of basic arithmetic with a direct instruction teaching model by Joakim Samuelsson, Kristin Westerholm

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Integration of genocide studies in Rwandan secondary schools: challenges and strategies for enhanced educational impact by Delphine Mukingambeho, Jean Leonard Buhigiro, Jean Baptiste Ndagijimana, Nancy Rushohora, Philbert Gakwenzire, Jean Claude Rwabukamba

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Navigating inconsistencies: The challenges of implementing multilingual education policy in rural Indonesia by Rusdiansyah, Wawan Gunawan, Eri Kurniawan, Mohammad Andi Hakim

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Examining the relationship between teacher’s theoretical beliefs and classroom practices in teaching Arabic by Aidillah Suja, Muassomah Muassomah, Sutaman Sutaman, M. Abdul Hamid, Abdul Wahab Rosyidi

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Bibliometric analysis of project-based learning in early childhood education: trends in empathy for disability and bicultural practices by Lulu Yuliani, Achmad Hufad, Oong Komar, Cucu Sukmana, Viena Rusmiati Hasanah, Yus Darusman, Lilis Karwati, Ahmad Hamdan, Budi Setiawan

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Does teachers’ self-reported growth mindset ensure growth mindset-oriented feedback practices in the classroom? by Kai Zhang, Wu-jing He

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Exploring teaching practices for developing paragraph writing skills in English as a foreign language through a competence-based approach in Tanzania’s secondary schools by Devotha Msuya, Jafari Abdala

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Efficacy, Feasibility, and Utility of a Mental Health Consultation Mobile Application in Early Care and Education Programs by Ruby Natale, Yue Pan, Yaray Agosto, Carolina Velasquez, Karen Granja, Emperatriz Guzmán Garcia, Jason Jent

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Digital integration in the Saudi ELT context: a supervisory lens on teachers’ technological efficacy by Mohammad Hamad Al-Khresheh, Sahal R. Alshammari, Mayez Almayez

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Implications of aesthetic and efferent reading for understanding social cognition in discourse analysis learning by Rusdhianti Wuryaningrum

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Teachers’ beliefs and practices in social studies: aligning theory with practice by Solomon Tsehay Mengiste

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Comparison of teaching-learning behaviours in hands-on experiments and teacher-based demonstration chemistry laboratory sessions in Rwandan secondary schools by Pascal Kaneza, Jean Baptiste Nkurunziza, Innocent Twagilimana, Thumah Mapulanga, Anthony Bwalya

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