An Overview of Literature, Language and Education Research Vol. 3

EdTech or educational technology generally are utilised by educators, schools, and other organisations to enable and support their efforts to teach students in fresh and engaging ways. Technology-enabled education has been trending worldwide for many years but the recent pandemic of COVID 19 has brought a paradigm shift in teaching-learning processes. EdTech has facilitated learning by breaking walls of geographical and cultural boundaries across all sections of societies in India. The paper aims at understanding the perception and responsiveness of people towards EdTech. The study also focuses on identifying opportunities and challenges of EdTeching future. The structured questionnaire was circulated using a convenient sampling method to collect primary data from 44 respondents. The questionnaire included aspects of devices used, frequency of use, preference to learn and so on. It was found that the respondents had a fair idea about the functioning of EdTech and respondents used EdTech as a primary and secondary source of knowledge equally. The key challenges faced in using EdTech were found to be technical issues, lack of personal touch and attention and inability to pose questions on the spot. If the interface is made user-friendly and lectures are made available on offline platforms too then the utility can be multiplied so as to reach to last leg of society.

In order to remain competitive, education must adapt to the demands of the 21^st century. Competitiveness demands a fresh approach to 21^st-century education where every aspect of our education system must be aligned to prepare citizens with 21^st-century skills. The 21^st Century Skills refer to a broad set of knowledge, skills, work habits, and character traits of fourth-year students. Saint Michael College (SMC), a prominent private higher education institution in Surigao del Sur, Mindanao, Philippines, recognizes the importance of equipping its learners with the necessary 21^st-century skills. This study aimed to assess the extent to which fourth-year Teacher Education students at SMC possess and practice these skills. A descriptive research design was employed, with fourth-year students from the 2016-2017 academic year serving as respondents. Data were collected using a questionnaire adapted from Corpuz and Salandanan (2013) and the 2008 Partnership for 21^st Century Skills framework. The study population was all the fourth-year students enrolled in the Teacher Education program. Statistical analysis, including frequency counts and weighted mean, was applied to the gathered data.

The findings revealed that among the five 21^st-century skills, SMC fourth-year Teacher Education students excelled in Information, Media, and Technology Skills. They also demonstrated proficiency in Life and Career Skills, as well as Social and Cross-Cultural Skills. However, Communication Skills and Learning and Innovation Skills were identified as areas needing improvement, as they received lower mean scores. The study also revealed that they have poorly demonstrated reasoning with numbers, analyzing and evaluating, using digital technology, networking tools and social networks, entrepreneurial skills, and appropriate timing in listening and speaking. The study also uncovers areas requiring further attention such as the relatively low ratings for skills related to mathematical reasoning and scientific argumentation indicating potential gaps in the curriculum's emphasis on critical thinking and analytical abilities.

The objective of this work is to describe the stages involved in conducting a technology transfer project with rural and indigenous farmers using the Field Schools model. Additionally, it includes an analysis of the results obtained in various studies using this method with the aim of contributing to alternative schemes for technology transfer in rural areas of the country. Subsistence farming is carried out in the southeastern region of Mexico by elderly farmers who speak indigenous languages and have little to no formal education. These farmers have been the focus of several agricultural extension programs, but the results have not been what was anticipated, primarily due to administrative and methodological issues. The results identified that administrative problems in linear methods have frequently been that programs started late, fee payments were inopportune, and for the most part, the technicians were dedicated to covering administrative tasks. To implement the Field Schools model, bibliographic information was gathered, and the initial training sessions were conducted on a monthly basis, with a two-day duration. As for the methodological aspect, it refers to the fact that field technicians do not have the capacity or preparation to work with elderly producers, speakers of Indigenous languages, have a limited understanding of Spanish, and have received little or no schooling, which requires an appropriate work method. However, the attention of the extension service has been conventional, with practices aimed at covering operational goals. The results, measured in the adoption rates of the technological components, indicate an average of 60% adoption of the technological components, in basic crops, lemon and tomato in the greenhouse. Further results from the Field Schools were obtained in commercial crops, specifically for greenhouse tomato production in the southern region of Oaxaca with Zapotec indigenous producers. It is concluded that the andragogical method, mainly learning by doing, has demonstrated its efficiency in the training of adult producers. The scheme shifts from a traditional linear transfer model to a consensus-based decision-making model and a process of critical empowerment of technological innovations tailored to each context.

Artificial intelligence, or AI, is revolutionising many industries and our daily lives, workplaces, and educational systems. In the ever-evolving landscape of technology, artificial intelligence (AI) has emerged to challenge traditional paradigms and revolutionise various sectors including higher education. It is now necessary to investigate how AI integration in higher education institutions in England may affect instructional strategies, operational procedures, and student experiences. For example, by utilising AI algorithms, adaptive learning platforms analyse student performance and deliver personalised feedback to increase engagement and information retention. This article explores the implications of AI in the English higher education sector, highlighting the benefits, challenges, and prospects. Moreover, it discusses the potential of AI to improve student experiences, streamline administrative tasks, and transform teaching and learning methods. It emphasizes the benefits of automated assessments, virtual classrooms, and personalised learning. Nevertheless, it is important to consider privacy and ethical concerns, as well as the future role of educators. Therefore, it recognises the necessity of precise regulations and policies to ensure the ethical and responsible application of AI in higher education. By embracing AI while addressing its challenges, England’s higher education institutions can deliver a more inclusive, efficient, and effective learning experience for all. We conclude by providing recommendations for stakeholders, such as focusing on faculty training and data privacy best practices, to navigate the transformative impact of AI on English higher education.

The skill of transforming semiotic representations is so important that the students who do not have this skill are considered weak in utilizing mathematical ideas and relationships studied. Likewise, having good ways of thinking (WoT) is a condition for being a good mathematical problem solver too. Therefore, the aim of this research is to describe students' semiotic representation skills and WoT in solving mathematical problems. To achieve this goal, researchers conducted qualitative research with a case study design through the following three steps: First, after conducting a literature review regarding semiotic representation theory and WoT, the researcher designed questions (problems) that involved aspects of semiotic representation skills of algebraic material and their application. Second, give two test items to 31 class XI students (aged 16–17 years), followed by interviews. Third, the test results are analyzed using a mathematical semiotic representation perspective. The results of the analysis show that in problem 1, students' semiotic representation skills involving simple (less complex) content were stated to be good, and they also had good algebraic invariant WoT. On the contrary, it is stated as less. In problem 2, students' semiotic representation skills are stated to be lacking and have non-referential symbolic WoT. These results conclude that students who have good semiotic representation skills also have good WoT, and vice versa. This indicates that semiotic representation skills and WoT are the keys to success in solving mathematical problems. 

Nowadays, English for Specific Purposes (ESP) is a major area of interest around the world. The researchers believe that ESP is an enterprise involving education, training and practice; it draws upon three major realms of knowledge: language, pedagogy and the student’s areas of interest. ESP courses are offered in all academic disciplines with the aim of providing the essential knowledge and skills of the target language to the learners. This study investigated the present and target occupational English needs of Iranian bank clerks (IBCs). For this purpose, two groups (a total of 60 participants) were studied. The first group included 40 IBCs out of 10 banks in Rasht, Iran, and the other group included 20 English for Occupational Purposes (EOP) teachers from two universities in Rasht. They were MA and PhD holders in English Teaching and Applied Linguistics. The data were collected through two semi-structured interviews and two questionnaires for both groups and then analyzed using the SPSS software. The results obtained through descriptive and inferential statistics including the Mann-Whitney U Test revealed a statistically significant difference between IBCs’ and EOP teachers’ perceptions of present and target occupational English needs. Many EOP teachers (p = 76%) and IBCs (p = 84%) supported the existence of such problems in EOP learning. Besides, both groups emphasized EOP teachers’ limited competence and lack of compatible equipment as the main problems and challenges of teaching and learning EOP in Iran. Moreover, most of them reflected that the number of credits devoted to EOP courses for banking affairs was not adequate. Furthermore, both groups mostly believed that an integration of three methods, namely, Task-Based Language Teaching, Interaction Learning Teaching and Participatory Approach is highly effective for IBCs to be mastered. Therefore, it is proposed that stakeholders take these perceptual mismatches into consideration, as they influence the effectiveness of EOP classes and courses to a great extent.

At the beginning of the 19th century, the elegant piano was introduced into China and became a well-known Western instrument. Parents in the education of their children, also pay more attention to piano education, which sets off a wave of learning piano upsurge. This paper analyzed the reasons why piano education can present such a strong popularity through personal practice and preliminary exploration of the current piano education. Piano learning is of great benefit to the growth of children and the development of people. The paper also made a series of reflections on some problems existing in the current piano education, including the talent and enjoyment of piano children, blind parents, training institutions and teachers, Immature grading and competition system. Then we reflected on the current situation of contemporary Chinese piano education. The future Chinese piano education should pay attention to the above problems and create a better music learning environment.

The present study aimed to determine the efficiency degree of emergency digital teaching during the COVID-19 pandemic in achieving students' quality learning outcomes. The study has the potential to enrich the theoretical literature on managing the teaching and learning processes during crises to help faculty and students adapt to emergency conditions. It clarifies the importance of planning and preparation for non-traditional learning environments based on modern technologies. Several studies have proven the usefulness of modern education forms such as distance education, online education and e-learning and their effectiveness in developing both academic achievement and attitudes toward learning. To achieve this aim, the researcher used a descriptive method. A 23-item survey was developed and answered by 360 teaching staff in some Saudi universities who were part of the study population from 2021 to 2022. According to the research sample, emergency digital education during the COVID-19 epidemic was of moderate efficiency in learning outcomes. The arithmetic mean of this dimension was (3.41). Meanwhile, the result exhibited a statistically significant effect at the significance level (\(\alpha \le 0.05\)) for the years of experience variable. The study results showed that emergency digital teaching had an impact on developing some positive values among students, such as taking responsibility for self-learning and striving to solve problems arising from the use of technology. Furthermore, the results identified factors that could have influenced the efficiency degree of emergency digital teaching during the COVID-19 pandemic in achieving students' quality learning outcomes. The second dimension averaged high, reaching (3.72). The study came out with executive recommendations based on its results. The study also showed Saudi universities' general lack of readiness for modern education forms that use technologies.

Background: In the past 10 years, the incidence rate of ADHD in children has increased year by year, and the prevention and education of ADHD children have become the focus of attention of all sectors of society. The etiology of ADHD is very complex, and there is no cure in medicine, requiring long-term and meticulous comprehensive intervention. Educational intervention has been proven to be an effective way to prevent and treat ADHD, and teachers' knowledge of ADHD is an important factor affecting educational intervention.

Objective: To explore the understanding of ADHD knowledge among ordinary primary school teachers and the use of teaching and behavioral management methods for ADHD students, as well as the relationship between the two.

Methods: A literature search is used to organize 73 influential articles in the past 20 years and analyze the main research trends.

Results: The understanding of ADHD knowledge among ordinary primary school teachers is at a moderate level, with a correct mastery rate of about 60%. Teachers use teaching and behavioral management methods for ADHD students more frequently than ordinary students, and the frequency of using various methods varies, influenced by teacher factors, teacher-student relationships, and method factors.

Conclusion: Understanding ADHD knowledge and related teaching and behavioral management methods are essential professional qualities for ordinary primary school teachers, and we should improve this quality as soon as possible.

This study employed a quantitative research methodology with a quasi-experimental approach. The research design was a non-equivalent control group design, encompassing two classes: a control group and an experimental group. The importance of mathematics increases students' ability to think logically, is structured, and helps solve problems so learning mathematics will hone thinking skills and self-confidence. Every mathematics lesson hopes that all students get maximum mathematics learning outcomes. The objective was to investigate the impact of the Missouri Mathematics Project (MMP) learning model on the mathematical problem-solving skills of elementary students, considering their self-efficacy levels. The study population comprised all fifth-grade students at SD Negeri 3 Parepare, South Sulawesi, involving two classes. A cluster random sampling technique was utilized to select the sample. Data collection methods included tests to assess mathematics problem-solving skills, observation sheets to monitor the implementation of learning, and questionnaires to evaluate students' self-efficacy. Descriptive and inferential statistical analysis techniques were employed to analyze the data. Every mathematics teacher needs to consider when determining a learning approach not only to focus on the development of cognitive aspects but also to pay attention to the development of affective aspects such as self-efficacy. The findings of the study indicate that: 1) the implementation of the MMP and Discovery-Based Learning model can enhance students' mathematical problem-solving skills; and 2) there is a differential effect on students' mathematical problem-solving abilities, with those possessing high self-efficacy showing greater improvement after the application of the MMP learning model compared to Discovery-Based Learning.