Technology-Based Video Analysis for Evaluating Pedagogical Competence of Prospective Elementary School Teachers Using Gagné’s Conditions of Learning
Abstract
Purpose of the study: This study aims to examine the use of digital learning videos as a technology-based assessment tool to evaluate the pedagogical competence of prospective elementary school teachers using Gagné’s Conditions of Learning framework.
Methodology: A qualitative descriptive method supported by simple quantitative analysis was employed by analyzing 20 digitally recorded learning videos from a Teacher Professional Education program. A structured video analysis rubric was applied as a form of technology-mediated observation to identify pedagogical indicators, including responding, reinforcement, retrieval, and generalization.
Main Findings: The findings indicate that digital video analysis effectively captures pedagogical practices, with responding (43.5%) and reinforcement (29.0%) dominating classroom interactions, while retrieval (14.5%) and generalization (13.0%) appear less frequently. The use of video as a digital medium enables detailed, repeatable, and objective observation of instructional practices across different teaching contexts.
Novelty/Originality of this study: This study contributes to educational technology research by integrating classical learning theory with video-based digital assessment, offering a scalable and evidence-based approach for evaluating teacher pedagogical competence in professional education programs.
References
Z. Lavicza et al., “Developing and evaluating educational innovations for STEAM education in rapidly changing digital technology environments,” Sustain., vol. 14, no. 12, pp. 1–15, 2022, doi: 10.3390/su14127237.
G. Hassan, “Technology and the transformation of educational practices: A future perspective,” Int. J. Econ. Business, Accounting, Agric. Manag. Sharia Adm., vol. 3, no. 1, pp. 1596–1603, 2023, doi: 10.54443/ijebas.v3i1.1136.
F. Tuma, “The use of educational technology for interactive teaching in lectures,” Ann. Med. Surg., vol. 62, no. January, pp. 231–235, 2021, doi: 10.1016/j.amsu.2021.01.051.
L. Niekrenz and C. Spreckelsen, “How to design effective educational videos for teaching evidence-based medicine to undergraduate learners–systematic review with complementing qualitative research to develop a practicable guide,” Med. Educ. Online, vol. 29, no. 1, pp. 1–22, 2024, doi: 10.1080/10872981.2024.2339569.
S. Szilágyi, A. Körei, and I. Vaičiulytė, “The role of non-digital and digital UNO-type card games as learning media in different levels of mathematics education: A systematic review,” Educ. Sci., vol. 15, no. 8, pp. 1–32, 2025, doi: 10.3390/educsci15081030.
S. Chhorn, C. Chhe, and M. Serey, “Effectiveness of phosphorus and nitrogen removal in the water treatment process at Khmer Beverages, Phnom Penh,” J. Chem. Learn. Innov., vol. 2, no. 2, pp. 128–136, 2025, doi: 10.37251/jocli.v2i2.2249.
S. Surtini and T. Muhtar, “Teachers’ pedagogic competence in strengthening character education of students in elementary schools : exploring effective strategies,” J. Paedagogy J. Penelit. dan Pengemb. Pendidik., vol. 11, no. 3, p. 2024, 2024.
E. Rizkasari, Yufiarti, D. Yatimah, and M. S. Sumantri, “The importance of developing elementary school teachers’ pedagogical competencies in 21st century education,” 2024, p. 040041. doi: 10.1063/5.0242521.
N. Goyibova, N. Muslimov, G. Sabirova, N. Kadirova, and B. Samatova, “Differentiation approach in education: Tailoring instruction for diverse learner needs,” MethodsX, vol. 14, no. January, p. 103163, 2025, doi: 10.1016/j.mex.2025.103163.
H. N. Ahmed, R. P. Ali, and M. Malik, “The role of teacher training programs in optimizing teacher motivation and professional development skills,” Bull. Educ. Res., vol. 43, no. 2, pp. 17–37, 2021.
G. G. Padillo, R. P. Manguilimotan, R. G. Capuno, and R. C. Espina, “Professional development activities and teacher performance,” Int. J. Educ. Pract., vol. 9, no. 3, pp. 497–506, 2021, doi: 10.18488/journal.61.2021.93.497.506.
L. Darling-Hammond, A. C. W. Schachner, S. K. Wojcikiewicz, and L. Flook, “Educating teachers to enact the science of learning and development,” Appl. Dev. Sci., vol. 28, no. 1, pp. 1–21, 2024, doi: 10.1080/10888691.2022.2130506.
S. Fernandes, A. M. Araújo, I. Miguel, and M. Abelha, “Teacher professional development in higher education: The impact of pedagogical training perceived by teachers,” Educ. Sci., vol. 13, no. 3, pp. 1–13, 2023, doi: 10.3390/educsci13030309.
L. S. Didier, K. Schildkamp, A. J. Visscher, and R. J. Bosker, “Factors influencing the implementation of a teacher professional development program to improve teaching quality,” Front. Educ., vol. 10, no. February, pp. 1–12, 2025, doi: 10.3389/feduc.2025.1546448.
B. Afriadi, B. Tola, and D. D. Triana, “Evaluation of the implementation of teacher professional education in Indonesia,” Int. Educ. Trend Issues, vol. 1, no. 1, pp. 1–9, 2023, doi: 10.56442/ieti.v1i1.111.
S. Syahrial, A. Asrial, H. Sabil, M. Z. Azzahra, and A. M. Nawahdani, “Application of constructivism, Gagne’s 9 events of learning and formative assessment for teaching economics in a government college of Bangladesh,” J. Ilm. Ilmu Terap. Univ. Jambi, vol. 8, no. 2, pp. 509–523, 2024, doi: 10.22437/jiituj.v8i2.37239.
S. M. A. Rahman, “Application of constructivism, gagne’s 9 events of learning and formative assessment for teaching economics in a Government College of Bangladesh,” J. Soc. Sci., vol. 4, no. 1, pp. 15–41, 2023.
S. Vijayakumar, V. Saravanan, L. R. Buckingham, Tamilarasan, and A. Catherine Anna Pushpam, “Impact of Gagne’s model on L2 online environments,” CALL-EJ, vol. 24, no. 1, pp. 63–83, 2023, [Online]. Available: http://hdl.handle.net/11531/79774
M. Nasrullah, S. Ulfa, and P. Rochmahwati, “Gagne’s nine events in mobile-assisted vocabulary learning for higher education,” Al-Hayat J. Islam. Educ., vol. 8, no. 4, pp. 1366–1382, 2024, doi: 10.35723/ajie.v8i4.69.
Freddy Tua Musa Panggabean et al., “Bridging pedagogy and reality: Classroom management and lesson planning of pre-service chemistry teachers,” Manag. Indones. J. Educ. Manag., vol. 7, no. 3, pp. 262–274, 2025, doi: 10.52627/managere.v7i3.790.
S. Hong, J. Moon, T. Eom, I. D. Awoyemi, and J. Hwang, “Generative AI-enhanced virtual reality simulation for pre-service teacher education: A mixed-methods analysis of usability and instructional utility for course integration,” 2025. doi: 10.3390/educsci15080997.
S. Syahrial et al., “Content analysis of student learning videos for teacher professional education programs based on Gagne’s learning theory,” J. Ilm. Pendidik. Profesi Guru, vol. 7, no. 3, pp. 552–563, 2024, doi: 10.23887/jippg.v7i3.84354.
A. Daniel, K. Nagandla, and S. Daniel, “Application of Gagné’s instructional design in clinical simulation: Enhancing learning in obstetric emergency management,” Cureus, vol. 17, no. 1, pp. 1–10, 2025, doi: 10.7759/cureus.76845.
R. Kabelo and P. M. Nkoane, “Pedagogical challenges faced by lecturers without formal higher education teacher qualification,” Int. J. Arts Humanit. Soc. Sci. Stud., vol. 10, no. 08, pp. 28–41, 2025, [Online]. Available: https://www.ijahss.com/Paper/10082025/1179452079.pdf
S. Muksimova, S. Umirzakova, J. Baltayev, and Y. I. Cho, “RL-Cervix.Net: a hybrid lightweight model integrating reinforcement learning for cervical cell classification,” Diagnostics, vol. 15, no. 3, pp. 1–23, 2025, doi: 10.3390/diagnostics15030364.
Z. Tan, G. Wen, Z. Pan, S. Yin, X. Wu, and G. Tohti, “Control of a nonlinear active suspension system based on deep reinforcement learning and expert demonstrations,” Proc. Inst. Mech. Eng. Part D J. Automob. Eng., vol. 238, no. 13, pp. 4093–4113, Nov. 2024, doi: 10.1177/09544070231191842.
M. C. Sirait and P. Ratti, “Buildinghealth awareness: analysis of the relationship between knowledge and attitude with BSE behavior in public health science students,” J. Heal. Innov. Environ. Educ., vol. 1, no. 2 SE-Articles, pp. 53–59, Dec. 2024, doi: 10.37251/jhiee.v1i2.1206.
Z. V. Zhang, “Promoting student engagement with feedback: insights from collaborative pedagogy and teacher feedback,” Assess. Eval. High. Educ., vol. 47, no. 4, pp. 540–555, May 2022, doi: 10.1080/02602938.2021.1933900.
I. S. Azis, S. D. Maharani, and V. I. Indralin, “Implementation of differentiated learning with a culturally responsive teaching approach to increase students’ interest in learning,” J. Elem. Edukasia, vol. 7, no. 2, pp. 2750–2758, 2024, doi: 10.31949/jee.v7i2.9348.
R. A. M. de Kleijn, “Supporting student and teacher feedback literacy: An instructional model for student feedback processes,” Assess. Eval. High. Educ., vol. 48, no. 2, pp. 186–200, 2023, doi: 10.1080/02602938.2021.1967283.
V. Gunaretnam, “A study on increasing positive behaviors using positive reinforcement techniques,” Int. J. Res. Innov. Soc. Sci., vol. 05, no. 07, pp. 198–219, 2021, doi: 10.47772/ijriss.2021.5706.
R. G. G. Bonghawan and D. S. Macalisang, “Teachers’ learning reinforcement: effects on students’ motivation, self efficacy and academic performance,” Int. J. Sci. Res. Manag., vol. 12, no. 02, pp. 3218–3228, 2024, doi: 10.18535/ijsrm/v12i02.el08.
M. Vandaele and S. Stålhammar, “'Hope dies, action begins?’ The role of hope for proactive sustainability engagement among university students,” Int. J. Sustain. High. Educ., vol. 23, no. 8, pp. 272–289, 2022, doi: 10.1108/IJSHE-11-2021-0463.
A. O. Theodorio, T. W. Mataka, and B. Shambare, “Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment,” Educ. Inf. Technol., vol. 29, no. 14, pp. 18675–18694, 2024, doi: 10.1007/s10639-024-12587-1.
C. S. Lappa and C. N. Mantzikos, “Teaching individuals with down syndrome and moderate or severe intellectual disability with the aim of their acquiring, retaining and recalling knowledge: An intervention programme for discovering and understanding the environment,” Int. J. Pedagog. Teach. Educ., vol. 5, no. 2, p. 66, 2021, doi: 10.20961/ijpte.v5i1.54526.
K. Halimi and H. Seridi-Bouchelaghem, “Students’ competencies discovery and assessment using learning analytics and semantic web,” Australas. J. Educ. Technol., vol. 37, no. 5, pp. 77–97, 2021, doi: 10.14742/ajet.7116.
L. H. Wijaya, M. Sholeh, and M. Mispandi, “Evaluation of teacher’s pedagogical competence in developing 2013 curriculum learning,” JPI (Jurnal Pendidik. Indones., vol. 10, no. 2, pp. 379–386, 2021, doi: 10.23887/jpi-undiksha.v10i2.29531.
S. Aimah, M. Ifadah, and D. Bharati, “Building teacher’s pedagogical competence and teaching improvement through lesson study,” Arab World English J., vol. 8, no. 1, pp. 66–78, 2017, doi: 10.24093/awej/vol8no1.6.
N. Simonović, “Teachers’ key competencies for innovative teaching,” Int. J. Cogn. Res. Sci. Eng. Educ., vol. 9, no. 3, pp. 331–345, 2021, doi: 10.23947/2334-8496-2021-9-3-331-345.
A. Amaliah, Frez Djaxxas Daleon Clorion, and G. Pasaribu, “The importance of mastering teacher pedagogical competence in improving the quality of education,” PEBSAS J. Pendidik. Bhs. dan Sastra, vol. 2, no. 1, pp. 29–37, 2024, doi: 10.61721/pebsas.v2i1.346.
B. Turlybekov, G. Seidaliyeva, B. Abiev, and L. Kazyhankyzy, “Development of professional-pedagogical competence in future English language teachers,” Int. J. Innov. Res. Sci. Stud., vol. 7, no. 3, pp. 1009–1016, 2024, doi: 10.53894/ijirss.v7i3.3009.
A. Koohang et al., “Shaping the metaverse into reality: a holistic multidisciplinary understanding of opportunities, challenges, and avenues for future investigation,” J. Comput. Inf. Syst., vol. 63, no. 3, pp. 735–765, 2023.
D. Méndez, M. Méndez, and J. M. Anguita, “Digital teaching competence in teacher training as an element to attain SDG 4 of the 2030 agenda,” Sustain., vol. 14, no. 18, pp. 1–13, 2022, doi: 10.3390/su141811387.
K. Imara and F. Altinay, “Integrating education for sustainable development competencies in teacher education,” Sustain., vol. 13, no. 22, pp. 1–17, 2021, doi: 10.3390/su132212555.
M. E. Islam, M. R. Hasan Polas, A. A. Jahanshahi, and M. Falahat, “Valuing teachers’ voices in educational reform,” in Institutes of Higher Education (IHE) and Workforce Collaboration for Digital Literacy, IGI Global, 2025, pp. 153–180. doi: 10.4018/979-8-3373-0004-7.ch006.
M. C. Nguyễn and T. N. Le, “The impact of health education through animated videos on mothers ’ attitudes in providing complementary foods to breast milk,” J. Heal. Innov. Environ. Educ., vol. 2, no. 1, pp. 113–120, 2025, doi: 10.37251/jhiee.v2i1.2325.
L. Didion, M. J. Filderman, G. Roberts, S. A. Benz, and C. L. Olmstead, “Using audio recordings to reliably and efficiently observe teacher behavior related to explicit instruction,” Assess. Eff. Interv., vol. 48, no. 4, pp. 179–189, Sep. 2023, doi: 10.1177/15345084221148202.
A. W. Sheaffer, C. E. Majeika, A. F. Gilmour, and J. H. Wehby, “Classroom behavior of students with or at risk of ebd: student gender affects teacher ratings but not direct observations,” Behav. Disord., vol. 46, no. 2, pp. 96–107, 2021, doi: 10.1177/0198742920911651.
M. H. Kaya and T. Adiguzel, “Technology integration through evidence-based multimodal reflective professional training,” Contemp. Educ. Technol., vol. 13, no. 4, pp. 1–22, 2021, doi: 10.30935/cedtech/11143.
S. A. Nagro, K. Regan, C. Coogle, K. M. O’Brien, A. R. Raines, and C. B. Wade, “Promoting reflective ability through a comprehensive field experience that combined video analysis and bug-in-ear coaching,” J. Spec. Educ. Technol., vol. 37, no. 3, pp. 399–412, Sep. 2022, doi: 10.1177/01626434211022005.
S. A. Nagro and K. Monnin, “Using simulated video analysis to promote special education teacher candidates’ professional knowledge and reflective ability,” Teach. Educ. Spec. Educ. J. Teach. Educ. Div. Counc. Except. Child., vol. 45, no. 4, pp. 269–285, Nov. 2022, doi: 10.1177/08884064211059854.
S. Dadashnejad, S. Taklavi, and O. Ghafari, “Effectiveness of Gagne’s model of instructional design on attention level and working memory capacity of students with attention deficit hyperactivity disorder,” Iran. J. Educ. Sociol., vol. 5, no. 17, pp. 59–67, 2022.
T. Amalia and W. Suryaningtyas, “Effectiveness implementation of Gagne’s learning theory with combination problem-solving approach to ability think critical student,” Math. Educ. J., vol. 7, no. 1, pp. 31–46, 2023, doi: 10.22219/mej.v7i1.24117.
M. Nicmanis, “Reflexive content analysis: an approach to qualitative data analysis, reduction, and description,” Int. J. Qual. Methods, vol. 23, Jan. 2024, doi: 10.1177/16094069241236603.
A. Maranzoni, M. D’Oria, and C. Rizzo, “Quantitative flood hazard assessment methods: a review,” J. Flood Risk Manag., vol. 16, no. 1, pp. 1–31, 2023, doi: 10.1111/jfr3.12855.
K. T. P. Nguyen, K. Medjaher, and D. T. Tran, “A review of artificial intelligence methods for engineering prognostics and health management with implementation guidelines,” Artif. Intell. Rev., vol. 56, no. 4, pp. 3659–3709, Apr. 2023, doi: 10.1007/s10462-022-10260-y.
J. Jeon and S. Lee, “Large language models in education: a focus on the complementary relationship between human teachers and ChatGPT,” Educ. Inf. Technol., vol. 28, no. 12, pp. 15873–15892, Dec. 2023, doi: 10.1007/s10639-023-11834-1.
I. Alberola-Mulet, M. J. Iglesias-Martínez, and I. Lozano-Cabezas, “Teachers’ beliefs about the role of digital educational resources in educational practice: a qualitative study,” Educ. Sci., vol. 11, no. 5, pp. 1–14, 2021, doi: 10.3390/educsci11050239.
W. K. Ahmed, A. C. Calimbo, and L. T. G. Chi, “Pragmatic study: Types and functions of speech acts in Pooh’s dialogue in ‘Winnie the Pooh’’,’” J. Lang. Lit. Educ. Res., vol. 2, no. 1, pp. 10–24, 2025, doi: 10.37251/jolle.v2i1.1622.
H. Tanang and B. Abu, “Teacher professionalism and professional development practices in South Sulawesi, Indonesia,” J. Curric. Teach., vol. 3, no. 2, pp. 25–42, 2014, doi: 10.5430/jct.v3n2p25.
K. M. Q. Magnone and E. J. Yezierski, “Beyond convenience: a case and method for purposive sampling in chemistry teacher professional development research,” J. Chem. Educ., vol. 101, no. 3, pp. 718–726, 2024, doi: 10.1021/acs.jchemed.3c00217.
M. Eroglu and V. D. Kaya, “Professional development barriers of teachers: A qualitative research,” Int. J. Curric. Instr., vol. 13, no. 2, pp. 1896–1922, 2021, [Online]. Available: https://www.researchgate.net/publication/349773957
F. Wadood, F. Akbar, and I. Ullah, “The importance and essential steps of pilot testing in management studies: A quantitative survey results,” J. Contemp. Issues Bus. Gov., vol. 27, no. 5, p. 2021, 2021, [Online]. Available: https://cibg.org.au/
A. Roebianto, S. I. Savitri, I. Aulia, A. Suciyana, and L. Mubarokah, “Content validity: Definition and procedure of content validation in psychological research,” TPM - Testing, Psychom. Methodol. Appl. Psychol., vol. 30, no. 1, pp. 5–18, 2023, doi: 10.4473/TPM30.1.1.
A. M. Abrianto, I. Amaefuna, and A. F. Onyemowo, “Biology learning innovation using booklet media,” J. Acad. Biol. Biol. Educ., vol. 1, no. 2, pp. 75–81, 2024, doi: 10.37251/jouabe.v1i2.1158.
V. Braun and V. Clarke, “Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches,” Couns. Psychother. Res., vol. 21, no. 1, pp. 37–47, 2021, doi: 10.1002/capr.12360.
C. R. Lochmiller, “Conducting thematic analysis with qualitative data,” Qual. Rep., vol. 26, no. 6, pp. 2029–2044, 2021, doi: 10.1108/978-1-83549-966-520251028.
K. L. Du, R. Zhang, B. Jiang, J. Zeng, and J. Lu, “Understanding machine learning principles: Learning, inference, generalization, and computational learning theory,” Mathematics, vol. 13, no. 3, pp. 1–57, 2025, doi: 10.3390/math13030451.
G. K. Kassymova, F. R. Vafazov, F. D. Pertiwi, A. I. Akhmetova, and G. A. Begimbetova, “Upgrading quality of learning with e-learning system,” in Materials of International Practical Internet Conference “Challenges of Science,” 2021, pp. 26–34. doi: 10.31643/2021.04.
F. Ortan, C. Simut, and R. Simut, “Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system,” Int. J. Environ. Res. Public Health, vol. 18, no. 23, pp. 1–32, 2021, doi: 10.3390/ijerph182312763.
M. Ramzan, Z. K. Javaid, A. Kareem, and S. Mobeen, “Amplifying classroom enjoyment and cultivating positive learning attitudes among ESL learners,” Pakistan J. Humanit. Soc. Sci., vol. 11, no. 2, pp. 2298–2308, 2023, doi: 10.52131/pjhss.2023.1102.0522.
L. Fernandez, M. G. Vega, and E. N. Wahyuningsih, “Exploring the interplay of self-regulated learning , critical thinking , and scientific communication : insights from international biology learners,” J. Acad. Biol. Biol. Educ., vol. 2, no. 1, pp. 123–131, 2025, doi: 10.37251/jouabe.v2i1.2107.
S. K. Carpenter, S. C. Pan, and A. C. Butler, “The science of effective learning with spacing and retrieval practice,” Nat. Rev. Psychol., vol. 1, no. 9, pp. 496–511, 2022, doi: 10.1038/s44159-022-00089-1.
R. Sajja, Y. Sermet, and I. Demir, “End-to-end deployment of the educational AI hub for personalized learning and engagement: A case study on environmental science education,” IEEE Access, vol. 13, no. April, pp. 55169–55186, 2025, doi: 10.1109/ACCESS.2025.3554222.
H. Akram and A. H. Abdelrady, “Examining the role of classpoint tool in shaping EFL students’ perceived E-learning experiences: a social cognitive theory perspective,” Acta Psychol. (Amst)., vol. 254, no. February, p. 104775, 2025, doi: 10.1016/j.actpsy.2025.104775.
M. Gagné and R. Hewett, “Assumptions about human motivation have consequences for practice,” J. Manag. Stud., vol. 62, no. 5, pp. 2098–2124, 2025, doi: 10.1111/joms.13092.
H. Ma and Y. Yang, “Learning agility as a mediator between job involvement, professional identity, and job satisfaction among Chinese primary and secondary school teachers,” BMC Psychol., vol. 13, no. 1, pp. 1–17, 2025, doi: 10.1186/s40359-025-03273-z.
S. Yulianti and J. S. Awingan, “The relationship between assertive behavior and academic achievement of biology education students: The contribution of assertive behavior in improving academic outcomes,” J. Acad. Biol. Biol. Educ., vol. 1, no. 2, pp. 46–55, 2024, doi: 10.37251/jouabe.v1i2.1167.
M. K. Jena and S. Barad, “Professional development of secondary school teachers: Adapting to 21st century educational paradigms,” Int. J. Sci. Res. Mod. Sci. Technol., vol. 3, no. 1, pp. 27–33, 2024, doi: 10.59828/ijsrmst.v3i1.172.
A. Aghaziarati, S. Nejatifar, and A. Abedi, “Artificial intelligence in education: investigating teacher attitudes ali,” AI Tech Behav. Soc. Sci., vol. 1, no. 1, pp. 35–42, 2023, doi: 10.61838/kman.aitech.1.1.6.
A. Arifin, S. Suryaningsih, and O. Arifudin, “The relationship between classroom environment, teacher professional development, and student academic performance in secondary education,” Int. Educ. Trend Issues, vol. 2, no. 2, pp. 151–159, 2024, doi: 10.56442/ieti.v2i2.467.
N. N. Le and M. Z. Aye, “The effect of integrating green sustainable science and technology into STEM learning on students ’ environmental literacy,” Integr. Sci. Educ. J., vol. 6, no. 3, pp. 232–239, 2025, doi: 10.37251/isej.v6i3.2116.
M. Noetel et al., “Video improves learning in higher education: a systematic review,” Rev. Educ. Res., vol. 91, no. 2, pp. 204–236, Apr. 2021, doi: 10.3102/0034654321990713.
M. Muhasriady and S. S. Tiwari, “Examining the influence of maternal education, nutritional knowledge, and toddler food intake on nutritional status,” J. Heal. Innov. Environ. Educ., vol. 1, no. 2, pp. 38–46, 2024, doi: 10.37251/jhiee.v1i2.1211.
D. Asregid, D. M. Mihiretie, and S. A. Kassa, “Teacher educators use of feedback to facilitate reflective practice among pre-service teachers during microteaching,” Cogent Educ., vol. 10, no. 2, pp. 1–13, 2023, doi: 10.1080/2331186X.2023.2257121.
A. H. Usman and A. F. Mahmud, “Addressing low speaking proficiency in EFL students: the impact of integrated teaching strategies in an islamic education setting,” Int. J. Lang. Educ., vol. 8, no. 3, pp. 503–519, 2024, doi: 10.26858/ijole.v8i3.66493.
W. Nurwendari, Y. Yusrizal, S. Musnadi, and M. Yunus, “Development of online vid-eo-based learning media as an alternative for accounting education, a conceptual,” J. Educ. Cult. Soc., vol. 16, no. 2, pp. 461–482, 2025, doi: 10.15503/jecs2025.3.461.482.
M. M. Jackson, A. Abdallah, and O. Alfaki, “Advancing sustainable development goal 6 : Innovations, challenges, and pathways for clean water and sanitation,” Integr. Sci. Educ. J., vol. 6, no. 3, pp. 224–231, 2025, doi: 10.37251/isej.v6i3.2114.
S. Worachananant, S. Shamshiri, and G. R. Semilla, “Approach management in marine protected areas : A case study of Surin Marine National Park, Thailand,” Multidiscip. J. Tour. Hosp. Sport Phys. Educ., vol. 2, no. 1, pp. 11–18, 2025, doi: 10.37251/jthpe.v2i1.1655.
J. Littenberg-Tobias and R. Slama, “Large-scale learning for local change: The challenge of massive open online courses as educator professional learning,” Front. Educ., vol. 7, no. August, pp. 1–15, 2022, doi: 10.3389/feduc.2022.899535.
S. V. Rachmatika and N. Salighehdar, “The influence of health education via whatsapp media on the level of knowledge of adolescents about gastritis,” J. Heal. Innov. Environ. Educ., vol. 1, no. 2, pp. 32–37, 2024, doi: 10.37251/jhiee.v1i2.1204.
Y. N. Somantri, “Analysis of the physical education learning process through online media,” Multidiscip. J. Tour. Hosp. Sport Phys. Educ., vol. 1, no. 1, pp. 11–15, 2024, doi: 10.37251/jthpe.v1i1.1037.
N. S.-K. Pang, “Teachers’ reflective practices in implementing assessment for learning skills in classroom teaching,” ECNU Rev. Educ., vol. 5, no. 3, pp. 470–490, Sep. 2022, doi: 10.1177/2096531120936290.
Ş. Orakcı, “Teachers’ reflection and level of reflective thinking on the different dimensions of their teaching practice,” Int. J. Mod. Educ. Stud., vol. 5, no. 1, p. 117, 2021, doi: 10.51383/ijonmes.2021.88.
M. S. Raharjo and A. Kumyat, “Analysis of driving factors for the implementation of clean technology to optimize green manufacturing in the wiradesa batik small and medium enterprises ( SMEs ),” Integr. Sci. Educ. J., vol. 6, no. 3, pp. 258–268, 2025, doi: 10.37251/isej.v6i3.2115.
M. Njenga, “Teacher participation in continuing professional development: a theoretical framework,” J. Adult Contin. Educ., vol. 29, no. 1, pp. 69–85, 2023, doi: 10.1177/14779714221123603.
J. A. Luft, S. Jeong, R. Idsardi, and G. Gardner, “Literature reviews, theoretical frameworks, and conceptual frameworks: an introduction for new biology education researchers,” CBE—Life Sci. Educ., vol. 21, no. 3, Sep. 2022, doi: 10.1187/cbe.21-05-0134.
E. Perez, S. Manca, R. Fernández-Pascual, and C. Mc Guckin, “A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective,” Educ. Inf. Technol., vol. 28, no. 9, pp. 11921–11950, 2023, doi: 10.1007/s10639-023-11647-2.
A. C. Breese et al., “Examining implicit biases of pre-service educators within a professional development context,” Contemp. Sch. Psychol., vol. 27, no. 4, pp. 646–661, Dec. 2023, doi: 10.1007/s40688-023-00456-6.
L. R. Tropp and C. L. Rucinski, “How implicit racial bias and concern about appearing racist shape K-12 teachers’ race talk with students,” Soc. Psychol. Educ., vol. 25, no. 4, pp. 697–717, 2022, doi: 10.1007/s11218-022-09715-5.
A. N. Hidayah and P. Pujiarti, “Sociological aspects of eyes in the land of melus and their relevance to indonesian language learning,” J. Lang. Lit. Educ. Res., vol. 2, no. 1, pp. 106–112, 2025, doi: 10.37251/jolle.v2i1.1991.
E. Costan et al., “Education 4.0 in developing economies: A systematic literature review of implementation barriers and future research agenda,” Sustain., vol. 13, no. 22, pp. 1–23, 2021, doi: 10.3390/su132212763.
C. Van Zyl, M. Badenhorst, S. Hanekom, and M. Heine, “Unravelling € low-resource settings’: A systematic scoping review with qualitative content analysis,” BMJ Glob. Heal., vol. 6, no. 6, pp. 1–14, 2021, doi: 10.1136/bmjgh-2021-005190.
D. N. Junita and R. D. Prasad, “The effect of using english animation videos on students’ speaking ability,” J. Lang. Lit. Educ. Res., vol. 1, no. 2, pp. 39–44, 2024, doi: 10.37251/jolle.v1i2.1063.
E. Kormos and K. Wisdom, “Digital divide and teaching modality: it’s role in technology and instructional strategies,” Educ. Inf. Technol., vol. 28, no. 8, pp. 9985–10003, Aug. 2023, doi: 10.1007/s10639-022-11488-5.
E. Kormos, “Technology as a facilitator in the learning process in urban high-needs schools: Challenges and opportunities,” Educ. Urban Soc., vol. 54, no. 2, pp. 146–163, Feb. 2022, doi: 10.1177/00131245211004555.
H. R. Hagad and H. Riah, “Augmented reality-based interactive learning media: Enhancing understanding of chemical bonding concepts,” J. Chem. Learn. Innov., vol. 2, no. 1, pp. 52–59, 2025, doi: 10.37251/jocli.v2i1.1919.
Y. Li, Z. Liang, Z. Li, Y. Yu, Q. Yang, and X. Li, “Effectiveness of Gagné’s 9 events of instruction in health professions education: A systematic review and meta-analysis,” 2025. doi: 10.3389/fmed.2025.1522830.
N. Mustofa and I. S. Wahyuni, “Fostering better chemistry learning outcomes with the cooperative integrated reading and composition learning model,” J. Chem. Learn. Innov., vol. 2, no. 1, pp. 120–127, 2025, doi: 10.37251/jocli.v2i1.1966.
M. Amiin, H. A. Faqier, and A. M. Nuevo, “Analysis of the relationship between leg muscle strength and leg power in school students’ athletic performance,” Multidiscip. J. Tour. Hosp. Sport Phys. Educ., vol. 2, no. 1, pp. 56–61, 2025, doi: 10.37251/jthpe.v2i1.1857.
Copyright (c) 2025 Syahrial Syahrial, Asrial Asrial, Haryanto Haryanto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Educational Technology and Learning Creativity is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
.png)
.png)
