Template-Type: ReDIF-Article 1.0 Author-Name: Nur Subekti Author-X-Name-First: Nur Author-X-Name-Last: Subekti Author-Name: M. Furqon Hidayatullah Author-X-Name-First: M. Furqon Author-X-Name-Last: Hidayatullah Author-Name: Rony Syaifullah Author-X-Name-First: Rony Author-X-Name-Last: Syaifullah Author-Name: Noor Alis Setiyadi Author-X-Name-First: Noor Alis Author-X-Name-Last: Setiyadi Author-Name: Muhad Fatoni Author-X-Name-First: Muhad Author-X-Name-Last: Fatoni Title: Pencak silat combat: dominant technique in national student competition based on gender and weight Abstract: This research analyses the technical actions of student Pencak silat athletes in national competitions. A total of 180 student-athletes (114 male, 66 female) were observed using notation system analysis in 90 game video recordings (57 male, 33 female). Punches (PT), round-kicks (RK), front-kicks (FK), sidekicks (SK), back-kicks (BK), slams (SL), cuts (CUT), and sweeps (SW) are recorded compared by gender and the results. The most used technique was RK (9.89 ± 4.68), followed by PT (7.12 ± 4.090), FK (4.30 ± 2.37), SK (3.31 ± 1.73), SL (2.09 ± 1.04), CUT (1.60 ± 1.53), SW (0.97 ± 0.83), and BK (0.15 ± 0.11). Female athletes were more likely to use CUT actions (1.60 ± 1.53) than male athletes (p < 0.05). Most technical measures had poor efficacy, and there were changes in PT, RK, FK, SK, BK, SL, CUT, and SW with moderate effect sizes (ES 0.1-0.8), resulting in a success: failure ratio technical action (1: 1.6). These findings suggest optimizing training techniques for accuracy, coordination, and technical skills because correct target contact will result in points. Journal: Int. J. of Innovation and Learning Pages: 1-15 Issue: 1 Volume: 37 Year: 2025 Keywords: technical action; Pencak silat; combat category; student-athlete. File-URL: http://www.inderscience.com/link.php?id=142977 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:1:p:1-15 Template-Type: ReDIF-Article 1.0 Author-Name: Zhengnan Qi Author-X-Name-First: Zhengnan Author-X-Name-Last: Qi Author-Name: Fang Han Author-X-Name-First: Fang Author-X-Name-Last: Han Title: The impact of perceived organisational support on organisational commitment of vocational college teachers - the mediating effect of career-related continuous learning Abstract: This study uses a sample of 220 questionnaires from vocational college teachers in China. It introduces dimensions of career-related continuous learning, including advantage analysis, disadvantage analysis, and focusing on scientific research, as mediating variables to construct a research model, and explores the impact of perceived organisational support on organisational commitment from the perspective of teacher perception. The findings are as follows: perceived organisational support has a significant positive effect on organisational commitment and each dimension of career-related continuous learning. The advantage analysis of career-related continuous learning has a significant positive effect on organisational commitment and acts as a mediator in the relationship between perceived organisational support and organisational commitment. The conclusions of this study provide important managerial implications for higher vocational colleges on how to promote teachers' career-related continuous learning and enhance organisational commitment through organisational support. Journal: Int. J. of Innovation and Learning Pages: 38-59 Issue: 1 Volume: 37 Year: 2025 Keywords: vocational college teachers; perceived organisational support; organisational commitment; career-related continuous learning; mediating effect. File-URL: http://www.inderscience.com/link.php?id=142981 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:1:p:38-59 Template-Type: ReDIF-Article 1.0 Author-Name: Tina Vukasović Author-X-Name-First: Tina Author-X-Name-Last: Vukasović Author-Name: Biljana Dragojević Author-X-Name-First: Biljana Author-X-Name-Last: Dragojević Author-Name: Lidija Weis Author-X-Name-First: Lidija Author-X-Name-Last: Weis Title: Factors influencing consumer purchase behaviour when buying an electric car Abstract: The aim of this research is to find out what factors motivate respondents to buy an electric car. The empirical part was conducted with the help of a quantitative research method, using the technique of an online survey questionnaire. The target group were users of electric cars, of different age groups, work status and different levels of education. The target population will include both men and women from the Slovenian regions. The obtained research results showed that increasing the awareness of environmental pollution affects the decision of potential customers to buy an electric car. The most important factors influencing the purchase of an electric car are price, range and charging time. Based on the results, innovative strategies and valuable insights are presented to guide efforts in motivating consumers towards the adoption of electric cars. Journal: Int. J. of Innovation and Learning Pages: 85-103 Issue: 1 Volume: 37 Year: 2025 Keywords: consumer behaviour; electric car; innovation; purchase motive; Slovenia. File-URL: http://www.inderscience.com/link.php?id=142991 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:1:p:85-103 Template-Type: ReDIF-Article 1.0 Author-Name: Chioma Okoro Author-X-Name-First: Chioma Author-X-Name-Last: Okoro Author-Name: Jonathan Tembo Author-X-Name-First: Jonathan Author-X-Name-Last: Tembo Title: Predictive performance of higher education students: the role of tutor attributes Abstract: Pedagogical approaches influence student performance. This study examines the extent to which student performance is impacted by aspects such as tutor work ethic, personality, and content delivery, which are yet to be fully theorised from an educational context. Data was collected from 114 first- and second-year students in the business faculty of a higher education institution in South Africa. An artificial neural network (ANN) was used to complement correlation analysis findings and examine the importance of specific tutor qualities and student experiences on overall student performance. Results showed that self-directed learning actions such as self-planning, self-regulation and self-evaluation were significant predictors of overall student performance. The study provided substantial evidence for improving the tutoring function to enhance students' performance. Journal: Int. J. of Innovation and Learning Pages: 16-37 Issue: 1 Volume: 37 Year: 2025 Keywords: academic achievement; learning; neural networks; student performance; tertiary institutions; tutoring. File-URL: http://www.inderscience.com/link.php?id=142999 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:1:p:16-37 Template-Type: ReDIF-Article 1.0 Author-Name: Lídia Serra Author-X-Name-First: Lídia Author-X-Name-Last: Serra Author-Name: José Matias Alves Author-X-Name-First: José Matias Author-X-Name-Last: Alves Author-Name: Diana Soares Author-X-Name-First: Diana Author-X-Name-Last: Soares Title: Innovation on the margins of the external evaluation of Portuguese schools Abstract: Accountability is a tool to support school cultures focused on continuous improvement and promoting education quality. This article presents a study developed in Portugal regarding the external evaluation of schools operated between 2018 and 2021. The study, supported by documentary analysis of 60 external evaluation reports, combines qualitative and quantitative methods to understand whether there is an effect between the strengths and improvement areas and the evaluation assigned by the Inspectorate. The results suggest that a robust strategic vision and mobilising leadership are transversal predictors of all the schools' evaluation domains. Other predictors are academic outcomes, teaching and learning-focused self-assessment, deepening self-evaluation practices, active teaching and learning methodologies, and commitment to inclusion. Some correlations presented problematic levels of consistency. No relationships were found between school evaluation and the factors regarding innovation. Thus, innovation appears as a marginal dimension of the school's reality with no relevant impact on the external review. Journal: Int. J. of Innovation and Learning Pages: 60-84 Issue: 1 Volume: 37 Year: 2025 Keywords: external evaluation; innovation; school improvement; accountability; leadership; school autonomy; school self-evaluation; trust evaluation; mobilising middle leadership; school vision. File-URL: http://www.inderscience.com/link.php?id=143000 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:1:p:60-84 Template-Type: ReDIF-Article 1.0 Author-Name: Aryati Prasetyarini Author-X-Name-First: Aryati Author-X-Name-Last: Prasetyarini Author-Name: Sofyan Anif Author-X-Name-First: Sofyan Author-X-Name-Last: Anif Author-Name: Harsono Author-X-Name-First: Author-X-Name-Last: Harsono Author-Name: Sabar Narimo Author-X-Name-First: Sabar Author-X-Name-Last: Narimo Author-Name: Mohamad Setio Nugroho Author-X-Name-First: Mohamad Setio Author-X-Name-Last: Nugroho Title: Peer collaboration in P5: students' perspective of project-based learning in multicultural school setting Abstract: In response to the imperative of nurturing citizens capable of thriving in a multicultural society, the Indonesian Government has launched the 'strengthening the profile of Pancasila students' project (P5). This study employed a mixed-method design, utilising online surveys featuring closed and open-ended questions for data collection. Out of the 805 participants invited to complete the survey, 487 willingly participated. The data were analysed using descriptive statistics and thematic content analysis. The findings highlight that P5, as an innovation in project-based learning, can serve not only to enhance problem-solving skills but also to promote mutual understanding among students. This aligns with Indonesia's educational objectives, particularly those about the realisation of the Pancasila student profile, with a specific focus on fostering critical thinking and embracing global diversity. This research offers valuable insights into students' perspectives on collaborating with their peers. Schools implementing P5 should consider innovative approaches to its implementation. Journal: Int. J. of Innovation and Learning Pages: 104-119 Issue: 1 Volume: 37 Year: 2025 Keywords: project-based learning; PjBL; Pancasila profile; multicultural education; P5. File-URL: http://www.inderscience.com/link.php?id=143003 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:1:p:104-119 Template-Type: ReDIF-Article 1.0 Author-Name: Pratheesh Abraham Author-X-Name-First: Pratheesh Author-X-Name-Last: Abraham Author-Name: Roshna Varghese Author-X-Name-First: Roshna Author-X-Name-Last: Varghese Title: Effect of reflection-based English language instruction on writing quality among secondary school students Abstract: Teaching English as a second language is a complex and challenging activity, especially in the school education context. Reflective practice encourages engagement and is a method of learning through and from experience. This study investigates the effect of reflective teaching on English writing quality among higher secondary students. This study proposes an instructional design - reflection-based English language instruction - to improve the writing quality of the students. The current study employed mixed methods approach to collect and analyse the data. The data was collected from two different divisions of a government-aided school in the state of Kerala, India. Results reveal that there is significant progress in the writing quality of students after the treatment with RELI. The proposed RELI model can be an effective instructional design to facilitate reflective learning process in the teaching of the English language. This research provides practical advice to teacher educators, English teachers, school administrators, and policymakers. Journal: Int. J. of Innovation and Learning Pages: 121-148 Issue: 2 Volume: 37 Year: 2025 Keywords: reflective practices; writing quality; mixed methods approach; English language instruction; reflective diaries; secondary school students; task completion; comprehensibility; fluency; coherence and cohesion; vocabulary; language control. File-URL: http://www.inderscience.com/link.php?id=144193 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:2:p:121-148 Template-Type: ReDIF-Article 1.0 Author-Name: Mohammed Hasan Ali Al-Abyadh Author-X-Name-First: Mohammed Hasan Ali Author-X-Name-Last: Al-Abyadh Title: The influence of technostress and gratitude on university students' vitality: the roles of prosocial behaviours and psychological resilience Abstract: This study investigates the role of technostress, gratitude, prosocial behaviours, psychological resilience, and their interrelationships on vitality among Egyptian and Kingdom of Saudi Arabia (KSA) university students. The data collected from 527 students from both countries was examined using the PLS-SEM technique. According to the findings, students' vitality is significantly impacted by technostress, which also has a detrimental impact on students' feelings of thankfulness and prosocial activities. Furthermore, the data demonstrated that thankfulness had a positive influence on the prosocial behaviours and vitality of students. Students not only have a good association between their prosocial activities and their vitality, but they also have a negative relationship between their vitality and the relationship between technostress and vitality, as well as a negative relationship between gratitude and vitality (positively). Additionally, the psychological resilience of students acts as a positive moderator in the link between prosocial activities and vitality. The research makes a contribution to education representatives, educators, and students in both a theoretical and practical sense. Journal: Int. J. of Innovation and Learning Pages: 149-178 Issue: 2 Volume: 37 Year: 2025 Keywords: technostress of gratitude; prosocial behaviours; vitality university; influence of technostress; university students' vitality; roles of prosocial behaviours; psychological resilience. File-URL: http://www.inderscience.com/link.php?id=144197 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:2:p:149-178 Template-Type: ReDIF-Article 1.0 Author-Name: Sabar Narimo Author-X-Name-First: Sabar Author-X-Name-Last: Narimo Author-Name: Hernawan Sulistyanto Author-X-Name-First: Hernawan Author-X-Name-Last: Sulistyanto Author-Name: Harun Joko Prayitno Author-X-Name-First: Harun Joko Author-X-Name-Last: Prayitno Author-Name: Murfiah Dewi Wulandari Author-X-Name-First: Murfiah Dewi Author-X-Name-Last: Wulandari Author-Name: Devary Pradana Setyabudi Author-X-Name-First: Devary Pradana Author-X-Name-Last: Setyabudi Author-Name: Bambang Sumardjoko Author-X-Name-First: Bambang Author-X-Name-Last: Sumardjoko Author-Name: Sofyan Anif Author-X-Name-First: Sofyan Author-X-Name-Last: Anif Author-Name: Aziz Awaludin Author-X-Name-First: Aziz Author-X-Name-Last: Awaludin Title: An empirical study in Indonesia: is adaptive inquiry learning effective for improving higher-order thinking skills of elementary school students? Abstract: Students' higher order thinking skills (HOTS) must be developed in today's global competition era. This study aims to develop an adaptive inquiry learning model to improve the higher order thinking skills of elementary school students. This research was carried out using the design-based research (DBR) method by carrying out four action steps. Problem identification and analysis were carried out on data collected from questionnaires, observations, and interviews. Problem solution was designed by developing an adaptive inquiry learning (AIL) model. The developed model was tested in initial trials, large-scale trials, and product effectiveness testing on 48 elementary school students. The final reflection is carried out by holding discussions with experts so that a solid AIL product is produced. Data analysis uses a descriptive interpretive model of classroom action research. The results of testing and reflection show that the product developed meets the eligibility criteria for product design principles. Based on experiments it is proven that AIL is able to improve students' HOTS better than discovery learning which is asymptotic significant (2-tailed) ≤ 0.05. Thus, AIL can meet the needs of model design in the current learning process. Journal: Int. J. of Innovation and Learning Pages: 179-194 Issue: 2 Volume: 37 Year: 2025 Keywords: adaptive inquiry learning; AIL; higher order thinking skills; HOTS; learning model; design-based research; DBR; Indonesia. File-URL: http://www.inderscience.com/link.php?id=144198 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:2:p:179-194 Template-Type: ReDIF-Article 1.0 Author-Name: Hai Thi Thu Tran Author-X-Name-First: Hai Thi Thu Author-X-Name-Last: Tran Author-Name: Thanh Lan Mai Author-X-Name-First: Thanh Lan Author-X-Name-Last: Mai Author-Name: Thi Minh Ngoc Luu Author-X-Name-First: Thi Minh Ngoc Author-X-Name-Last: Luu Title: The influence of work environment on employees' innovative work behaviours in Vietnam construction companies Abstract: Despite its pivotal role in economic development, the construction industry in Vietnam grapples with a slow pace of innovation. This stagnation leads to limited differentiation in construction technologies and skills, intensifying competition among firms. While employees' innovative work behaviours (IWB) represent a crucial organisational resource for overcoming these challenges, research on the interplay between individual factors and the work environment within this context remains scarce. Addressing this gap, this study proposes a research model drawing upon social cognitive theory (SCT), affective event theory (AET), and the extended person-environment fit theory (PEF). These theoretical frameworks provide an apt lens for examining how employees' interactions with their work environment shape their IWB within the Vietnamese construction industry. The results show that both the social and physical work environment exert positive influences on employees' innovation trust, subsequently impacting their IWB. Furthermore, the paper confirms the moderating role of personal innovativeness in the relationship between innovation trust and IWB. Journal: Int. J. of Innovation and Learning Pages: 195-225 Issue: 2 Volume: 37 Year: 2025 Keywords: innovation; innovative work behaviours; work environment; construction companies; Vietnam. File-URL: http://www.inderscience.com/link.php?id=144199 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:2:p:195-225 Template-Type: ReDIF-Article 1.0 Author-Name: Harun Joko Prayitno Author-X-Name-First: Harun Joko Author-X-Name-Last: Prayitno Author-Name: Hengki Purnomo Author-X-Name-First: Hengki Author-X-Name-Last: Purnomo Author-Name: Choiriyah Widyasari Author-X-Name-First: Choiriyah Author-X-Name-Last: Widyasari Author-Name: Laili Etika Rahmawati Author-X-Name-First: Laili Etika Author-X-Name-Last: Rahmawati Author-Name: Naufal Ishartanto Author-X-Name-First: Naufal Author-X-Name-Last: Ishartanto Author-Name: Sutama Sutama Author-X-Name-First: Sutama Author-X-Name-Last: Sutama Author-Name: Sugeng Riyanto Author-X-Name-First: Sugeng Author-X-Name-Last: Riyanto Title: Belajar.id vs. WAG: as feedback digital learning tools in primary school Abstract: The application of belajar.id based on Google Workspace for Education is an assistance from Indonesian Ministry of Education to facilitate teachers in online learning. The study aims to test the effectivity of belajar.id application on online learning compared with conventional methods with WhatsApp Groups (WAG). The population of this study is all VA and VB grade students total of 55 Students. The research is a quasi-experiment. The effectivity was calculated using N-Gain formula. The results proved that the use of belajar.id is categorised as an effective learning with 53% N-Gain score, while WAG with less effective categories (49%). The belajar.id system offers distinct features, including secure storage on Google Drive for materials, individual or group feedback options, and indefinite learning, making it superior to WAG for assessment, assignment, and questions exchange despite requiring more time management. This study contributed effectivity information of belajar.id application, a new model of online learning. Journal: Int. J. of Innovation and Learning Pages: 226-241 Issue: 2 Volume: 37 Year: 2025 Keywords: belajar.id; digital tools; Google workspace; learning pandemic era; online learning. File-URL: http://www.inderscience.com/link.php?id=144204 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:2:p:226-241 Template-Type: ReDIF-Article 1.0 Author-Name: Jessie Ming Sin Wong Author-X-Name-First: Jessie Ming Sin Author-X-Name-Last: Wong Author-Name: William Ko Wai Tang Author-X-Name-First: William Ko Wai Author-X-Name-Last: Tang Author-Name: Kam Cheong Li Author-X-Name-First: Kam Cheong Author-X-Name-Last: Li Title: Digital transformation in higher education: tertiary students' perspectives on online learning and its implications for the future Abstract: This study investigated 400 Hong Kong tertiary students' experiences during a rapid transition to online learning. Through quantitative surveys, researchers examined technology access, teacher digital competency, learning environments, privacy concerns, and perceived teaching effectiveness. While most students had the necessary devices, poor internet connectivity and disruptive home environments posed challenges, especially for lower-income students. Teachers' digital skills were generally rated positively, though areas for instructional improvement were identified. Students appreciated online learning flexibility but struggled with concentration and missed face-to-face interaction. Privacy concerns regarding webcams and online security were prominent. Income levels correlated negatively with resource adequacy and environmental disruptions. The findings suggest implementing an agile-blended learning approach that combines online flexibility with in-person instruction while addressing digital equity, teacher training, and student privacy needs. The research emphasises the importance of continuous adaptation to meet evolving student needs and technological advancements in higher education. Journal: Int. J. of Innovation and Learning Pages: 1-18 Issue: 5 Volume: 37 Year: 2025 Keywords: online learning; higher education; digital equity; student experience; agile-blended learning. File-URL: http://www.inderscience.com/link.php?id=144600 File-Format: text/html File-Restriction: Open Access Handle: RePEc:ids:ijilea:v:37:y:2025:i:5:p:1-18 Template-Type: ReDIF-Article 1.0 Author-Name: G.P. Raja Author-X-Name-First: G.P. Author-X-Name-Last: Raja Author-Name: AR. Saravanakumar Author-X-Name-First: AR. Author-X-Name-Last: Saravanakumar Author-Name: Muthukrishnan Nagarajan Author-X-Name-First: Muthukrishnan Author-X-Name-Last: Nagarajan Title: Influence of innovative teaching methods on academic performance of students with moderating effect of active learning in higher education sector Abstract: In the higher education sector, innovative teaching methods are always welcome and are changing over the periods of time horizon and efficient teaching methods are largely depending on quality, quantity and sufficiency of subject content and needs and requirements of students perusing their higher education. The findings reveal that multimedia and active teaching methods are positively significantly influencing academic performance of arts and science college students. Further, interaction between multimedia and active learning and interaction between role playing and active learning are also positively significantly influencing academic performance of arts and science college students. Furthermore, multimedia, flipped and role playing teaching methods have significant, positive and direct influence on active learning, while, active learning has positive, direct and significant influence on academic performance of students in higher education sector. Thus, only the five hypotheses are supported by the findings and limitation of the study is also presented. Journal: Int. J. of Innovation and Learning Pages: 269-286 Issue: 3 Volume: 37 Year: 2025 Keywords: academic performance; active learning; higher education sector; innovative teaching methods. File-URL: http://www.inderscience.com/link.php?id=145325 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:3:p:269-286 Template-Type: ReDIF-Article 1.0 Author-Name: Wipada Sutthiroj Author-X-Name-First: Wipada Author-X-Name-Last: Sutthiroj Author-Name: Pornpimol Sukavatee Author-X-Name-First: Pornpimol Author-X-Name-Last: Sukavatee Title: Enhancing English oral communication skills and motivation: the impact of AR hotel situated-learning board game in Thai EFL contexts Abstract: This study aims to develop an AR hotel situated-learning board game to enhance Thai EFL learners' oral communication skills and motivation. Grounded in the literature and needs analysis, this research is based on the idea that authentic experiences are crucial for English language practice through situated learning. The board game, set in a hotel context, allowed learners to engage with diverse scenarios through AR markers on game cards. A mixed-methods approach was used to assess the game's impact on the participants' oral communication skills and motivation. Post-test results showed an improvement in all categories, particularly in intelligibility, compared to pre-test scores. This indicates enhanced English oral communication skills across various aspects. The significance of the research lies in its implications for developing effective language learning strategies that boost oral communication and motivation, and it encourages further exploration of AR technology in language education. Journal: Int. J. of Innovation and Learning Pages: 304-322 Issue: 3 Volume: 37 Year: 2025 Keywords: English oral communication; augmented reality; AR; motivation; situated learning; board game. File-URL: http://www.inderscience.com/link.php?id=145327 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:3:p:304-322 Template-Type: ReDIF-Article 1.0 Author-Name: Sakineh Arebi Author-X-Name-First: Sakineh Author-X-Name-Last: Arebi Author-Name: Sayeda Zahra Ali Bakshi Author-X-Name-First: Sayeda Zahra Ali Author-X-Name-Last: Bakshi Title: The systematic innovation training efficiency in creative thinking and problem-solving skills in teachers Abstract: This research aimed to teach systematic innovation, creative thinking, self-efficacy, and problem-solving skills to female teachers in Karaj City. The systematic innovation training intervention program (TRIZ) was presented to the experimental group during eight 90-minute sessions. The control group did not receive any training. The torrance tests of creative thinking, self-efficacy scale Bandura, and problem-solving questionnaire Cassidy and long were applied. The statistical analysis showed that systematic innovation education (TRIZ) is effective in developing the creative thinking, self-efficacy, and problem-solving skills of teachers. It is suggested that educational officials should prioritise systematic innovation training to improve the creativity of teachers and students and strengthen their self-efficacy and problem-solving skills. Journal: Int. J. of Innovation and Learning Pages: 323-337 Issue: 3 Volume: 37 Year: 2025 Keywords: systematic innovation; TRIZ; creative thinking; self-efficacy; problem-solving skills. File-URL: http://www.inderscience.com/link.php?id=145328 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:3:p:323-337 Template-Type: ReDIF-Article 1.0 Author-Name: Rui-Xiao Li Author-X-Name-First: Rui-Xiao Author-X-Name-Last: Li Author-Name: Yet-Mee Lim Author-X-Name-First: Yet-Mee Author-X-Name-Last: Lim Author-Name: Garry Wei-Han Tan Author-X-Name-First: Garry Wei-Han Author-X-Name-Last: Tan Title: Nurturing innovation in virtual work climate: the power of self-determination and learning orientation Abstract: This study delves into the impact of the virtual work climate on employee innovative performance, with a focus on the mediating roles of perceived autonomous motivation and temporal flexibility. Data from 825 employees engaged in Chinese small and medium-sized enterprises (SMEs) were gathered via an online questionnaire and analysed using partial least squares structural equation modelling (PLS-SEM). Anchored in the framework of self-determination theory, our findings underscore the importance of a supportive virtual work context. Virtual work climate fosters temporal flexibility by fulfilling employees' basic psychological needs and improves their autonomous motivation. Consequently, employees demonstrate heightened innovative performance at work. Additionally, this research highlights that a learning orientation has a negative moderating influence on the relationships between autonomous motivation and innovative performance, which reveals that higher learning orientation may divert employees' focus away from improving innovative performance. These insights emphasise the critical role of cultivating a conducive virtual work climate within organisations to enhance employee innovation. The implications of this study hold significant value for enterprises seeking to optimise their employees' innovative potential. Journal: Int. J. of Innovation and Learning Pages: 243-268 Issue: 3 Volume: 37 Year: 2025 Keywords: virtual work climate; VWC; self-determination theory; temporal flexibility; autonomous motivation; employee learning orientation; employee innovative performance; EIP; small and medium-sized enterprises; SMEs. File-URL: http://www.inderscience.com/link.php?id=145331 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:3:p:243-268 Template-Type: ReDIF-Article 1.0 Author-Name: Shouwei Li Author-X-Name-First: Shouwei Author-X-Name-Last: Li Author-Name: Meng Yu Author-X-Name-First: Meng Author-X-Name-Last: Yu Title: How does an organisation's experiential learning affect its process innovation capabilities? The moderated mediating effect of absorption capability and network dependence Abstract: This study examines the relationship between experiential learning and process innovation in innovative companies, focusing on the mediating role of absorptive capacity and the moderating impact of network dependence. The empirical investigation, based on data from the Chinese integrated circuit industry, highlights a significant and positive correlation between experiential learning and process innovation activities. Additionally, firm absorptive capacity mediates this relationship, with network dependence moderating its effects. These findings contribute valuable insights into organisational learning, process innovation, and the management of absorptive capacity and network dependence. However, caution should be exercised when generalising these results beyond the specific industry context. This research offers practical guidance for effectively managing the process of innovation within firms. Journal: Int. J. of Innovation and Learning Pages: 338-359 Issue: 3 Volume: 37 Year: 2025 Keywords: experiential learning; process innovation capability; absorptive capability; network dependence; moderating mediating effect. File-URL: http://www.inderscience.com/link.php?id=145347 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:3:p:338-359 Template-Type: ReDIF-Article 1.0 Author-Name: Vishnu Lal Author-X-Name-First: Vishnu Author-X-Name-Last: Lal Author-Name: Avuduri Venkata Amarnadh Reddy Author-X-Name-First: Avuduri Venkata Amarnadh Author-X-Name-Last: Reddy Author-Name: G. Varaprasad Author-X-Name-First: G. Author-X-Name-Last: Varaprasad Title: Emotions at the heart of learning: exploring the role of teacher emotions in student engagement using facial emotion recognition Abstract: This study aims to use facial emotion recognition (FER) to investigate the influence of teachers' emotions on student engagement to gain a comprehensive understanding of the dynamics between teachers' emotional expressions and student engagement in the classroom. A pre-trained deep learning MTCNN model was used for face detection and a modified VGG16 CNN model for FER. The emotions of teachers are recorded, analysed and compared with the emotions, state of the students and their engagement levels. Findings show the contagious nature of emotions as students tend to mirror and respond to the emotional states conveyed by their teachers. The results also highlight that students typically experience heightened engagement and attention at the beginning of a lecture and drop midway through the lecture. This research underscores the importance of differentiated strategies and modes of instruction while also emphasising the importance of equipping educators with emotional intelligence and effective emotion management skills. Journal: Int. J. of Innovation and Learning Pages: 287-303 Issue: 3 Volume: 37 Year: 2025 Keywords: student management; emotional intelligence; convolutional neural network; CNN; facial emotion recognition; deep learning. File-URL: http://www.inderscience.com/link.php?id=145352 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:3:p:287-303 Template-Type: ReDIF-Article 1.0 Author-Name: Shikha Chahar Author-X-Name-First: Shikha Author-X-Name-Last: Chahar Author-Name: Gunjan Tripathi Author-X-Name-First: Gunjan Author-X-Name-Last: Tripathi Title: The interplay of academic leadership and psychological capital in PhD scholars' innovation: a mediated-moderation approach Abstract: This study explores the influence of psychological capital (PsyCap) on innovation among PhD scholars, focusing on the mediating role of academic leadership. PsyCap, which includes self-efficacy, optimism, hope, and resilience, is recognised as a key factor driving innovation by enhancing scholars' creativity and problem-solving abilities. By creating a supportive and intellectually enriching environment, academic leadership enables scholars to better utilise their psychological strengths for innovative outcomes. A quantitative survey was conducted among 414 PhD scholars from universities in Haryana (India) using a 39-item questionnaire to assess variables including academic leadership, university structure, psychological capital, and innovation. Analysis through partial least square-structural equation modelling 4 demonstrated that psychological capital has a strong direct impact on innovation (0.825), with academic leadership serving as a partial mediator (0.097), enhancing PsyCap's effect. Demographic factors such as marital status, university type, and PhD year were also evaluated as potential moderators, but their influence on innovation was minimal, except for the moderating effect of marital status with university structure. The study underscores the critical role of academic leadership in promoting innovation by harnessing the psychological capital of scholars, highlighting the importance of leadership strategies that cultivate supportive and adaptable academic environments. Journal: Int. J. of Innovation and Learning Pages: 360-379 Issue: 3 Volume: 37 Year: 2025 Keywords: psychological capital; PsyCap; innovation; academic leadership; PhD scholars; university structure; PLS-SEM. File-URL: http://www.inderscience.com/link.php?id=145392 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:3:p:360-379 Template-Type: ReDIF-Article 1.0 Author-Name: Borut Kodrič Author-X-Name-First: Borut Author-X-Name-Last: Kodrič Author-Name: Anita Trnavčevič Author-X-Name-First: Anita Author-X-Name-Last: Trnavčevič Author-Name: Tine Bertoncel Author-X-Name-First: Tine Author-X-Name-Last: Bertoncel Author-Name: Nada Trunk Širca Author-X-Name-First: Nada Trunk Author-X-Name-Last: Širca Title: Garbage in garbage out: Likert scale in management research Abstract: Master's and PhD programs worldwide vary in the quality of their programs, learning opportunities, and outcomes, including those in management. Master's and PhD theses can be published in various forms, such as traditional theses, articles, or monographic publications. These academic works often incorporate data gathered through surveys, especially in the case of social sciences research, whether in quantitative studies or mixed methods research designs. Psychometric measurements and Likert scales are often employed in surveys. However, the proper use of Likert and other measurement scales is sometimes questionable due to inappropriate application. Management research holds dual values: one for researchers and another for practitioners, policymakers, consultants, and companies. Therefore, master's and PhD theses must contribute high-quality results, which are achieved through high-quality data collection instruments. To gain initial insight into the quality of questionnaires used in Master's and PhD theses in the field of management, this research was conducted. Journal: Int. J. of Innovation and Learning Pages: 1-21 Issue: 6 Volume: 37 Year: 2025 Keywords: research; business education; learning; PhD thesis; quality of data; web-scraping; questionnaire; measurement scales; Likert scale; content validity. File-URL: http://www.inderscience.com/link.php?id=145684 File-Format: text/html File-Restriction: Open Access Handle: RePEc:ids:ijilea:v:37:y:2025:i:6:p:1-21 Template-Type: ReDIF-Article 1.0 Author-Name: Armand Faganel Author-X-Name-First: Armand Author-X-Name-Last: Faganel Author-Name: Blaž Kovač Author-X-Name-First: Blaž Author-X-Name-Last: Kovač Title: Inquiring and strengthening the environmental awareness among elementary school children Abstract: Promoting a strong grasp of environmental concerns holds paramount significance in achieving objectives within the realm of environmental safeguarding. The development of environmental awareness is contingent upon a multitude of factors, and its intricate influence stems from their collaborative and comprehensive effects. The core objective of the paper encompasses the systematic evaluation of the levels of environmental consciousness among primary school students, educators, and parents. It aims to gauge their perceptions concerning the gravity and obligations tied to environmental protection, along with their grasp of environmental awareness. The theoretical facet entailed an exhaustive review of literature, centred on knowledge dissemination pertaining to children's environmental awareness. The empirical study was realised through an online survey methodology. The research sample comprises three distinct groups, with 102 students from primary school classes (6-9th grade), 168 parents, and 34 primary school teachers. The findings indicate that, despite the varied approaches employed by children and adults to convey knowledge, the prevailing status of environmental consciousness and sustainable education remains inadequate. Journal: Int. J. of Innovation and Learning Pages: 439-473 Issue: 4 Volume: 37 Year: 2025 Keywords: environmental protection; primary school; environmental awareness; knowledge communication; sustainability; innovation; learning. File-URL: http://www.inderscience.com/link.php?id=146510 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:4:p:439-473 Template-Type: ReDIF-Article 1.0 Author-Name: Siti Hajar Halili Author-X-Name-First: Siti Hajar Author-X-Name-Last: Halili Author-Name: Norharyanti Mohsin Author-X-Name-First: Norharyanti Author-X-Name-Last: Mohsin Author-Name: Zamzami Zainuddin Author-X-Name-First: Zamzami Author-X-Name-Last: Zainuddin Author-Name: Juliana Othman Author-X-Name-First: Juliana Author-X-Name-Last: Othman Author-Name: Shukri Sulaiman Author-X-Name-First: Shukri Author-X-Name-Last: Sulaiman Title: Instructional design needs analysis for innovative pedagogy in open-badges learning Abstract: Open-badges learning (OBL) is an innovative pedagogy to demonstrate students' knowledge, skills and achievement. This study intends to identify the needs analysis in exploring instructional design for OBL utilising Hutchinson and Waters' (1987) needs analysis model. Mixed-method research was used which purposely involved five experts for an interview and 320 students were randomly selected to answer the survey. In the interview process, five themes emerged such as knowledge and readiness in designing the OBL, relevant instructional mapping of the OBL, design learning experience in OBL, technical support to design OBL and introduce OBL practice in higher education programs. From the survey, most of the respondents agreed that there is a need to explore OBL and they are ready to utilise OBL in their learning. Further study could investigate the effectiveness of OBL, the aspect of motivation and engagement in OBL and factors influencing to implementation of OBL in educational programs. Journal: Int. J. of Innovation and Learning Pages: 494-515 Issue: 4 Volume: 37 Year: 2025 Keywords: needs analysis; open-badges learning; OBL; open education; innovative pedagogy; Education 4.0; Instructional design; credentials; mixed-method; experts; students. File-URL: http://www.inderscience.com/link.php?id=146511 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:4:p:494-515 Template-Type: ReDIF-Article 1.0 Author-Name: Mohamed Rafiq Nagoor Meeran Author-X-Name-First: Mohamed Rafiq Nagoor Author-X-Name-Last: Meeran Author-Name: Shamsuddin Khuthbuddin Author-X-Name-First: Shamsuddin Author-X-Name-Last: Khuthbuddin Author-Name: Asila Abdullah Saif Al-Hinai Author-X-Name-First: Asila Abdullah Saif Author-X-Name-Last: Al-Hinai Author-Name: Naseema Nazeer Ahmed Author-X-Name-First: Naseema Nazeer Author-X-Name-Last: Ahmed Author-Name: V. Muruga Prakash Author-X-Name-First: V. Muruga Author-X-Name-Last: Prakash Title: Exploring learning mechanisms and influences on student engagement and academic performance Abstract: Learning and its mechanisms have been revolutionised, and technology is fuelling the velocity. This research investigates the impact of learning mechanisms students use, such as traditional classrooms, online platforms, faculty-student interactions, and self-regulated learning, on students' learning, engagement, and academic achievement. This research will help improve education quality and provide vital insights into the larger debate on successful educational approaches in today's digital age. The exploratory research design and mixed research approach were employed in this study using a convenience sampling approach. A sample size of 320 students who use various learning mechanisms/methods in the Sultanate of Oman. Tests like the independent sample 't' test, one-way ANOVA, correlation, multiple regression, and structural equation model were used. The four learning mechanisms are as follows: 'classroom activities' has the highest predictive contribution, while 'course materials' has a smaller impact on both learning engagement and academic performance. Furthermore, the study discovered a strong and statistically significant relationship between learning engagement and academic performance. Strategies for improving the learning experience, encouraging student success, and establishing a culture of continuous improvement were recommended. This study intends to contribute to the continued pursuit of educational quality, benefiting the education community. Journal: Int. J. of Innovation and Learning Pages: 474-493 Issue: 4 Volume: 37 Year: 2025 Keywords: learning mechanisms; engagement; academic performance; course materials; classroom activities; digital learning; self-learning style and techniques. File-URL: http://www.inderscience.com/link.php?id=146512 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:4:p:474-493 Template-Type: ReDIF-Article 1.0 Author-Name: Wang Wanmei Author-X-Name-First: Wang Author-X-Name-Last: Wanmei Author-Name: Siti Mariam Binti Abdullah Author-X-Name-First: Siti Mariam Binti Author-X-Name-Last: Abdullah Author-Name: Chin-Hong Puah Author-X-Name-First: Chin-Hong Author-X-Name-Last: Puah Title: Evaluating flipped classroom's impact on students' satisfaction in vocational and technical colleges Abstract: This research clarifies the level of students' satisfaction with the flipped classroom model in Chinese vocational and technical colleges. This research collects the empirical data by using surveys and interviews to examine the multidimensional aspects of the satisfaction towards flipped classroom in different phases before class, in class and after class. The theoretical perspective has an open combination of customer satisfaction theories, self-directed learning and Moos' social climate theory. It helps to explain degree of student satisfaction and the relationship between factors. The major findings show that student satisfaction exceeds the average degree for all different phases, with the highest reported in class, significant correlations in different phases and significant differences in both gender and grade level. Results of this study showed that perceived quality and perceived value are directly related to satisfaction and that expectations and self-directed learning abilities significantly affected satisfaction, but through perceived quality and perceived value as mediators. The findings also reaffirmed that the implementation of the flipped classroom can be enhanced whenever we take into account students' perceptions and experiences as a focus of instruction. Journal: Int. J. of Innovation and Learning Pages: 381-417 Issue: 4 Volume: 37 Year: 2025 Keywords: flipped classroom; students' satisfaction; vocational and technical colleges; self-directed learning. File-URL: http://www.inderscience.com/link.php?id=146516 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:4:p:381-417 Template-Type: ReDIF-Article 1.0 Author-Name: S.M. Akramul Kabir Author-X-Name-First: S.M. Akramul Author-X-Name-Last: Kabir Title: An insight into curriculum policy and classroom practice of teaching listening: problems and possibilities Abstract: The teaching of listening has significant importance in a language classroom. Therefore, the policymakers in Bangladesh have designed curricula and English textbooks following the English education policy focusing more on English language practice in the classroom through listening. The findings of this study may help Bangladeshi teachers at the secondary level to deal with the difficulties of teaching listening. The findings may also help learners develop their listening skills because language learning begins with listening (Schmidt, 2016). The data in this study was derived from interviews with both urban and rural secondary English teachers and policymakers. The data was then analysed qualitatively using the thematic analysis method. The data explore the policy and practice-related barriers to listening practice in classrooms. To overcome these barriers, the article proposes a conceptual framework as an enabler of teaching listening at the secondary level. The conceptual framework may also help other similar EFL contexts where listening skill is taught as a part of English language learning. Journal: Int. J. of Innovation and Learning Pages: 418-438 Issue: 4 Volume: 37 Year: 2025 Keywords: listening skill; teaching listening; listening assessment; secondary level; listening problems; Bangladesh. File-URL: http://www.inderscience.com/link.php?id=146521 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:37:y:2025:i:4:p:418-438 Template-Type: ReDIF-Article 1.0 Author-Name: Chioma Okoro Author-X-Name-First: Chioma Author-X-Name-Last: Okoro Author-Name: Abejide Ade-Ibijola Author-X-Name-First: Abejide Author-X-Name-Last: Ade-Ibijola Author-Name: Jonathan Damilola Oladeji Author-X-Name-First: Jonathan Damilola Author-X-Name-Last: Oladeji Title: University students' perceptions of game-based learning for property inspection Abstract: Game-based learning is an effective way to stimulate and support students' learning. This study assessed students' perceptions about an educational game designed for teaching property inspection for condition assessment and maintenance purposes. Second-year students in a higher education institution in South Africa were surveyed. Data was analysed using descriptive and inferential analyses. The gaming environment and its relevance ranked the highest in the game design and content categories, respectively. 'Improving understanding' and 'not being very good at it' were the key motivating and demotivating factors, respectively. Further findings showed significant relationships between learning more and the game's relevance for teaching property inspection, and between the interest in the topic and the perception that gaming made it more understandable. The study provides useful evidence on educational gaming in the property field. Recommendations were around introducing other property scenarios/types, instructions and competition and extending the survey to a diverse socio-demographic samples. Journal: Int. J. of Innovation and Learning Pages: 1-21 Issue: 1 Volume: 38 Year: 2025 Keywords: experiential learning; game-based learning; higher education; property inspection and maintenance; teaching and learning; innovation and technology. File-URL: http://www.inderscience.com/link.php?id=147973 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:1:p:1-21 Template-Type: ReDIF-Article 1.0 Author-Name: Gazi Mahabubul Alam Author-X-Name-First: Gazi Mahabubul Author-X-Name-Last: Alam Author-Name: Md. Mahfuzur Rahman Author-X-Name-First: Md. Mahfuzur Author-X-Name-Last: Rahman Author-Name: Vesna Skrbinjek Author-X-Name-First: Vesna Author-X-Name-Last: Skrbinjek Author-Name: Nor Azni Abdul Aziz Author-X-Name-First: Nor Azni Abdul Author-X-Name-Last: Aziz Author-Name: Karima Bashir Author-X-Name-First: Karima Author-X-Name-Last: Bashir Author-Name: Romana Kader Author-X-Name-First: Romana Author-X-Name-Last: Kader Title: Does the digitalised era adjust the mismatch as match? A comparison of graduates from different streams to align HE and industry in Bangladesh Abstract: Extensive research has been conducted on the causes of the developing mismatch between education and the labour market, its consequences, and potential solutions. Despite this, the mismatch issue persists, exacerbated by ongoing digitisation and the rise of artificial intelligence (AI) in the workplace. Acknowledging this, the researchers delve deeper into whether the challenges of mismatch find resonance in the digital era. An individualist approach was taken to address each research question, employing descriptive statistics, multinomial logistic regression, and interviews. This encompassed both quantitative and qualitative methodologies. The results indicate that the performance of the fully mismatched group (science graduates) surpasses that of their fully matched counterparts (business graduates). Consequently, digitalisation has heightened the mismatch problem, rendering business graduates relatively irrelevant to the workplace. This paper enriches the discussion on education and the labour market mismatch by employing a unique measurement approach. This study contends that digital and computer-related skills have become a universal competency for various industries, irrespective of their nature (scientific or trade-related). Consequently, all education disciplines (business, science, social sciences) should equip graduates with digitalised/computing skills so that they are not excluded from the labour market. Journal: Int. J. of Innovation and Learning Pages: 92-115 Issue: 1 Volume: 38 Year: 2025 Keywords: mismatch; digital skills; innovation; business education; banking sector; higher education; Bangladesh. File-URL: http://www.inderscience.com/link.php?id=147981 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:1:p:92-115 Template-Type: ReDIF-Article 1.0 Author-Name: Wipawan Buathong Author-X-Name-First: Wipawan Author-X-Name-Last: Buathong Author-Name: Pita Jarupunphol Author-X-Name-First: Pita Author-X-Name-Last: Jarupunphol Title: Assessing the emotional feedback of teaching and learning service beneficiaries using machine learning on text comments Abstract: This study evaluates emotional responses to educational services using advanced machine-learning techniques to categorise sentiment in feedback. The dataset includes 1,033 comments from 402 individuals, collected via various platforms. Three algorithms were applied: random forest, Naïve Bayes, and long short-term memory (LSTM). The ten-folds cross-validation method ensured model robustness. Random forest achieved the highest F1-score of 0.833, LSTM at 0.827, and Naïve Bayes at 0.807. The analysis indicated that neutral sentiments were most accurately predicted, followed by positive and negative sentiments. Additionally, latent Dirichlet allocation (LDA) identified key themes within the feedback. Positive topics included teaching effectiveness, subject variety, and professional development. Negative topics highlighted issues with technology and resources. Word cloud dashboards focused on curriculum design, learning support mechanisms, and instructional quality. These insights are crucial for enhancing the effectiveness of teaching services, indicating areas of strength and potential improvement. Journal: Int. J. of Innovation and Learning Pages: 22-49 Issue: 1 Volume: 38 Year: 2025 Keywords: sentiment analysis; machine learning; educational services; natural language processing; data visualisation. File-URL: http://www.inderscience.com/link.php?id=147982 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:1:p:22-49 Template-Type: ReDIF-Article 1.0 Author-Name: Thiendanai Sermboonpaisarn Author-X-Name-First: Thiendanai Author-X-Name-Last: Sermboonpaisarn Author-Name: Patchanita Thamyongkit Author-X-Name-First: Patchanita Author-X-Name-Last: Thamyongkit Author-Name: Wichai Sawekngam Author-X-Name-First: Wichai Author-X-Name-Last: Sawekngam Title: Enhancing chemistry undergraduates' innovation ability through the implementation of the innovative instructional process Abstract: The aim of the study was to develop and implement the instructional process integrated with strategic planning and lateral thinking approaches to enhance the innovation ability of chemistry undergraduate students. During the implementation, students spent all semester planning and developing their innovations in the Chemistry natural products course. The evaluation was conducted on both the product innovation and innovation process. The findings suggest that students can identify the target's problem and adopt the related chemistry knowledge for systematically designing the chemistry innovation with a suitable approach leading to efficient problem-solving innovation in chemistry with a high innovation ability. This instructional process provided context-rich learning experiences; enhanced innovation ability and understanding, skill, and the suitable way to learn the nature of chemistry. Journal: Int. J. of Innovation and Learning Pages: 67-91 Issue: 1 Volume: 38 Year: 2025 Keywords: innovation ability in chemistry; strategic planning; lateral thinking; instructional process. File-URL: http://www.inderscience.com/link.php?id=147986 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:1:p:67-91 Template-Type: ReDIF-Article 1.0 Author-Name: Shih-Hsiung Liu Author-X-Name-First: Shih-Hsiung Author-X-Name-Last: Liu Title: Empowering teacher education students' learning with 360° video cameras in classroom observations Abstract: Instructors and classroom observers can utilise a 360° video camera to record and assess student responses to lessons, thereby adjusting teaching strategies accordingly. This process has the potential to enhance the teaching efficacy of instructors. This study aimed to investigate the teaching self-efficacy of teacher education students (TESs) and their perceptions regarding the use of 360° video cameras in classroom observations. Twenty-two TESs voluntarily participated in a teacher education program that involved using 360° video cameras for classroom observations. Both quantitative and qualitative data were collected. The study findings revealed that integrating 360° video cameras into classroom observations strengthened the teaching self-efficacy of TESs. Specifically, TESs engaged in discussions about the video recordings with each other, enabling them to gain a clearer understanding of students' learning mistakes. These findings suggest that the cameras assisting teachers in recognising students' learning difficulties can help them effectively navigate the complexities of teaching. Journal: Int. J. of Innovation and Learning Pages: 116-131 Issue: 1 Volume: 38 Year: 2025 Keywords: 360° video camera; classroom observation; teacher education students; TESs; self-efficacy in teaching. File-URL: http://www.inderscience.com/link.php?id=147988 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:1:p:116-131 Template-Type: ReDIF-Article 1.0 Author-Name: Phattarasak Sintara Author-X-Name-First: Phattarasak Author-X-Name-Last: Sintara Author-Name: Prompilai Buasuwan Author-X-Name-First: Prompilai Author-X-Name-Last: Buasuwan Author-Name: Wanwisa Suebnusorn Klaijumlang Author-X-Name-First: Wanwisa Suebnusorn Author-X-Name-Last: Klaijumlang Author-Name: Chinapah Vinayagum Author-X-Name-First: Chinapah Author-X-Name-Last: Vinayagum Title: Role of school administrators in implementing competency-based curriculum in teaching and learning management Abstract: Thailand's shift towards a competency-based curriculum faces practical challenges in implementation. This research aims to examine the roles of school administrators in driving competency-based curriculum and their influence on teacher's ability to implement it in teaching and learning management. The research employed a two-phase approach: interviews with school administrators and teachers in Bangkok on methods used in applying for said competency-based curriculum, and the quantitative part, followed by a survey collected from 112 school personnel from 4 schools in Thailand. Thematic analysis was used for phase 1, while descriptive statistics, t-test, and multiple regression were used for phase 2. The study found that school administrators' roles in leadership, teacher development, and curriculum support significantly influence teachers' ability to manage competency-based teaching, with curriculum support showing the strongest effect (β = 0.354), followed by development (β = 0.295) and leadership (β = 0.177). Journal: Int. J. of Innovation and Learning Pages: 50-66 Issue: 1 Volume: 38 Year: 2025 Keywords: competency-based curriculum; 21st century skills; leadership; teacher and personnel development; support curriculum implementation; role of school administrators. File-URL: http://www.inderscience.com/link.php?id=147989 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:1:p:50-66 Template-Type: ReDIF-Article 1.0 Author-Name: Jakub Helvich Author-X-Name-First: Jakub Author-X-Name-Last: Helvich Author-Name: Lukas Novak Author-X-Name-First: Lukas Author-X-Name-Last: Novak Author-Name: Stepan Hubalovsky Author-X-Name-First: Stepan Author-X-Name-Last: Hubalovsky Author-Name: Katerina Juklova Author-X-Name-First: Katerina Author-X-Name-Last: Juklova Title: The analysis of cross-applicational effectiveness of gamification in English teaching Abstract: Over the last decade, gamification applications have successfully permeated the English language learning framework with promising results. However, there is still a notable scarcity of quality research on gamified English teaching. Specifically, how English teachers perceive individual gamification applications and how their perceptions differ. The objective is to compare English teachers' perceptions of gamification applications and explore their perceived differential impact on learners' motivation, language learning outcomes, GPAs, and applicability. A sample of 615 Czech English teachers was used to conduct a series of Kruskal-Wallis and subsequent post-hoc tests to examine the differences between four gamification applications (Kahoot!, Quizizz, Quizlet, and Wordwall). The analysis found no statistically significant difference between the applications in how they impact learners' motivation, language learning outcomes, and GPAs, but statistically significant differences have been found between Quizizz, Kahoot!, and Quizlet in how they are applicable to English teaching. Journal: Int. J. of Innovation and Learning Pages: 158-178 Issue: 2 Volume: 38 Year: 2025 Keywords: gamification; English teaching; motivation; learning outcomes; applicability; gamification application; Kahoot! ; Quizizz; Quizlet; Wordwall. File-URL: http://www.inderscience.com/link.php?id=148244 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:2:p:158-178 Template-Type: ReDIF-Article 1.0 Author-Name: Abas Setiawan Author-X-Name-First: Abas Author-X-Name-Last: Setiawan Author-Name: Zaenal Abidin Author-X-Name-First: Zaenal Author-X-Name-Last: Abidin Author-Name: Adhi Kusumastuti Author-X-Name-First: Adhi Author-X-Name-Last: Kusumastuti Author-Name: Sri Ratna Rahayu Author-X-Name-First: Sri Ratna Author-X-Name-Last: Rahayu Title: An innovative framework for sensitive healthcare education in serious game design Abstract: Recently, serious games have been used in patient and health professional education. The lack of methods to design sensitive healthcare frameworks is a prevalent issue. Ensuring a sensitive healthcare game that is understandable and engaging for the user is an objective of this study. This study proposed object specification, profile analysis, design and development, and implementation and evaluation (OSPADDIE), which amalgamates several methods to fill this gap. Enhancing serious game design for sensitive healthcare education was the goal. Methodical development uses instructional material, health data, and game mechanics. In a practical scenario, the Teeny Boy game was used to teach male circumcision. A methodical and complete methodology has allowed this app to deliver critical health information. In the study, serious games are used to teach sensitive healthcare themes. Health education's challenges have tested the framework. Comparing the Teeny Boy game's user experience to other serious health games showed the framework's usefulness. Journal: Int. J. of Innovation and Learning Pages: 133-157 Issue: 2 Volume: 38 Year: 2025 Keywords: serious game; framework; sensitive healthcare; health education; male circumcision. File-URL: http://www.inderscience.com/link.php?id=148245 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:2:p:133-157 Template-Type: ReDIF-Article 1.0 Author-Name: Denny Robert Author-X-Name-First: Denny Author-X-Name-Last: Robert Author-Name: Chwen Jen Chen Author-X-Name-First: Chwen Jen Author-X-Name-Last: Chen Title: The music rhythm tour board game for rhythmic sight-reading Abstract: Board games are recognised for their positive impact on learning across various disciplines. Despite their benefits, there is a noticeable lack of focus on utilising board games within music education. This study examined the effects of the music rhythm tour board game on rhythmic sight-reading ability among music learners aged 13–18 who completed their theory of music grade one. The quasi-experimental design involved a pre-test, gameplay sessions, and post-test with 36 participants from a music learning centre. The Music Rhythmic Reading Test (MRRT) measured participants' rhythmic efficiency, focusing on note duration, timing, and tempo. Data analysis involved descriptive statistics and paired t-tests, revealing significant post-test improvements in rhythmic sight-reading. Additionally, the analysis showed decreased rhythmic errors post-intervention. The results highlight the effectiveness of the music rhythm tour board game in enhancing rhythmic sight-reading skills and promoting game-based interventions in music education. Journal: Int. J. of Innovation and Learning Pages: 179-196 Issue: 2 Volume: 38 Year: 2025 Keywords: music education; rhythmic sight-reading; board game; rhythmic errors; quasi-experimental design; effectiveness. File-URL: http://www.inderscience.com/link.php?id=148248 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:2:p:179-196 Template-Type: ReDIF-Article 1.0 Author-Name: Dinh Van Hoang Author-X-Name-First: Dinh Van Author-X-Name-Last: Hoang Author-Name: Duong Bich Ngoc Author-X-Name-First: Duong Bich Author-X-Name-Last: Ngoc Author-Name: Vu Hong Ha Author-X-Name-First: Vu Hong Author-X-Name-Last: Ha Author-Name: Le Hien Trang Author-X-Name-First: Le Hien Author-X-Name-Last: Trang Title: Digital skills, adaptive performance and sustainable employee performance: the case of social science graduates in an emerging market Abstract: This study aims to clarify the impact of digital skills on sustainable employee performance, emphasising the mediating role of adaptive performance among social science graduates as labour market newcomers in an emerging market, specifically Vietnam. Utilising a simple random sampling method, data were collected from 415 social science graduates in Vietnam. The analysis was conducted using partial least squares-structural equation modelling (PLS-SEM). The findings reveal that digital skills significantly and positively influence both adaptive performance and sustainable employee performance. Furthermore, adaptive performance positively affects sustainable employee performance and mediates the relationship between digital skills and sustainable employee performance. This research contributes to both theoretical frameworks and practical applications. Journal: Int. J. of Innovation and Learning Pages: 212-239 Issue: 2 Volume: 38 Year: 2025 Keywords: digital skills; adaptive performance; sustainable employee performance; SEP; social science graduates. File-URL: http://www.inderscience.com/link.php?id=148258 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:2:p:212-239 Template-Type: ReDIF-Article 1.0 Author-Name: Nichanach Katemukda Author-X-Name-First: Nichanach Author-X-Name-Last: Katemukda Title: Enhancement of national productivity by the source of innovation: a study of ASEAN-developing countries Abstract: Research and development (R%D) is one source of innovation that delivers wealth to the country. The aim of the research is to investigate the appropriate number for budgeting on R%D in ASEAN developing countries, as well as to explore key index to track budget utilisation performance. To prove the theorem, the research model and hypothesis employed a regression analysis. National productivity is the dependent variable, whereas R%D budgeting per GDP is the independent variable. ASEAN countries of study include Thailand, Malaysia, Indonesia, Cambodia, Laos, Myanmar, the Philippines, and Vietnam. The research results suggested that national productivity is a useful index for measuring and monitoring the performance of budget utilisation. Moreover, the regression model was fitted, and the R-square adj. is 79.42%. Research results suggest that at least 1% of R%D should be reserved as budget for ASEAN's developing countries and conclude that R%D budgeting per GDP increases national productivity. Journal: Int. J. of Innovation and Learning Pages: 197-211 Issue: 2 Volume: 38 Year: 2025 Keywords: national productivity; innovation; developing countries; research and development; R%D. File-URL: http://www.inderscience.com/link.php?id=148263 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:2:p:197-211 Template-Type: ReDIF-Article 1.0 Author-Name: Sri Handayani Author-X-Name-First: Sri Author-X-Name-Last: Handayani Author-Name: Virgiawan Adi Kristianto Author-X-Name-First: Virgiawan Adi Author-X-Name-Last: Kristianto Author-Name: Rizky Ajie Aprilianto Author-X-Name-First: Rizky Ajie Author-X-Name-Last: Aprilianto Author-Name: Harianingsih Harianingsih Author-X-Name-First: Harianingsih Author-X-Name-Last: Harianingsih Title: Aspects affecting learning management policy acceptance for teachers in vocational higher schools: a structural equation modelling approach Abstract: This study explores the factors influencing teacher performance in engineering and technology vocational schools, emphasising the pivotal role of teacher competence in determining the quality of Indonesian vocational education. Five key variables were evaluated: work motivation, work ethic, teacher performance, management innovation, and learning management. Data were collected using simple random sampling from 30 teachers in three vocational schools in Semarang, Indonesia. Factor analysis and regression analysis were conducted using second-order PLS-SEM to assess convergent and discriminant validity. Results indicate that work motivation (63.9%) and work ethic (28.2%) positively impact teacher performance, with all hypotheses accepted. The model achieved a Q<SUP align="right"><SMALL>2</SMALL></SUP> score of 0.446, highlighting strong predictive relevance. Exogenous variables explain 69.8% of the variance in learning management. Therefore, schools are encouraged to enhance teacher performance by fostering work motivation and improving the learning process, from planning to execution. Journal: Int. J. of Innovation and Learning Pages: 240-260 Issue: 2 Volume: 38 Year: 2025 Keywords: learning management system; LMS; management innovation; work ethic; work motivation; structural equation modelling; SEM. File-URL: http://www.inderscience.com/link.php?id=148268 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:2:p:240-260 Template-Type: ReDIF-Article 1.0 Author-Name: Neeraj Chopra Author-X-Name-First: Neeraj Author-X-Name-Last: Chopra Author-Name: Rajiv Sindwani Author-X-Name-First: Rajiv Author-X-Name-Last: Sindwani Author-Name: Manisha Goel Author-X-Name-First: Manisha Author-X-Name-Last: Goel Title: Analysing post adoption factors for determining MOOC continuance intentions: interpretive structural modelling and fuzzy MICMAC approach Abstract: This study investigates the post-adoption behaviour of MOOC participants and aims to enhance our understanding of the cognitive-affective-conative framework in this context. Despite the recognised benefits of MOOCs, their adoption is still at an early stage, which is crucial for MOOC platforms due to high dropout rates. Fifteen post-adoption factors were identified through a comprehensive literature review and expert opinions, and a hierarchical model was developed using ISM and, fuzzy MICMAC techniques to capture the mutual interactions among these factors. Intentions to recommend and cultural intelligence occupied the highest and lowest positions in the hierarchical model, respectively. The fuzzy MICMAC analysis examined the driving and dependence power of the factors for clustering purposes, revealing the absence of autonomous factors and ten factors in the linkage region. This pioneering work provides practitioners and decision-makers with valuable resources to improve retention rates based on the relationships and power dynamics among these factors. Journal: Int. J. of Innovation and Learning Pages: 263-281 Issue: 3 Volume: 38 Year: 2025 Keywords: MOOC; cognitive-affective-conative framework; adoption; ISM; fuzzy MICMAC. File-URL: http://www.inderscience.com/link.php?id=148421 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:3:p:263-281 Template-Type: ReDIF-Article 1.0 Author-Name: Marisa Kuntasup Author-X-Name-First: Marisa Author-X-Name-Last: Kuntasup Author-Name: Pupong Pongcharoen Author-X-Name-First: Pupong Author-X-Name-Last: Pongcharoen Author-Name: Thatchai Thepphakorn Author-X-Name-First: Thatchai Author-X-Name-Last: Thepphakorn Title: Moth flame optimisation based timetabling tool for educational course timetabling Abstract: Educational timetabling plays an important role in providing academic activities under limited time and resources. It determines the effective utilisation of teachers' and students' hours with no conflicts on resource constraints and individual preferences. Manually solving large-scale timetabling problems is time consuming and extremely difficult to find a good feasible solution. This paper presents the first application of discrete moth flame optimisation (MFO) for solving university course scheduling problems. A novel automated MFO-based timetabling (AMFOT) tool was programmed and tested using six case studies obtained from a collaborating university in Thailand. The computational experiments confirmed that all timetables generated by the proposed AMFOT tool were feasible as they satisfied all hard constraints. The timetables obtained from the proposed MFO method were better than those obtained from another computational intelligence based algorithm. In four out of six cases (66.67%), the best timetables were created by using the proposed MFO method. Journal: Int. J. of Innovation and Learning Pages: 282-300 Issue: 3 Volume: 38 Year: 2025 Keywords: crow search algorithm; CSA; course scheduling; automated timetabling; swarm intelligence; resource allocation; moth flame optimisation; MFO. File-URL: http://www.inderscience.com/link.php?id=148422 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:3:p:282-300 Template-Type: ReDIF-Article 1.0 Author-Name: Bobby Ardiansyahmiraja Author-X-Name-First: Bobby Author-X-Name-Last: Ardiansyahmiraja Author-Name: Satria Fadil Persada Author-X-Name-First: Satria Fadil Author-X-Name-Last: Persada Author-Name: Reny Nadlifatin Author-X-Name-First: Reny Author-X-Name-Last: Nadlifatin Author-Name: Junaid Kajee Author-X-Name-First: Junaid Author-X-Name-Last: Kajee Author-Name: Irene Dyah Ayuwati Author-X-Name-First: Irene Dyah Author-X-Name-Last: Ayuwati Title: Students' acceptance of gamified learning in a developing country before and after the pandemic Abstract: This study examines changes in the adoption of gamified learning technologies among students in developing countries due to COVID-19. This study uses the extended unified theory of acceptance and use of technology (UTAUT2) and an additional construct of perceived playfulness. Data were collected from 310 high school and university students in Indonesia using a 55-item questionnaire, both before (N = 151) and after (N = 159) the pandemic. PLS-SEM was employed to analyse the data. Results reveal a significant shift in behavioural predictors of gamified learning adoption. Pre-pandemic, effort expectancy, perceived playfulness, and price value were key drivers, while post-pandemic, their influence diminished. SI and habit remained significant. Conversely, hedonic motivation gained prominence post-pandemic. Journal: Int. J. of Innovation and Learning Pages: 354-373 Issue: 3 Volume: 38 Year: 2025 Keywords: gamification; gamified learning; COVID-19; developing countries. File-URL: http://www.inderscience.com/link.php?id=148423 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:3:p:354-373 Template-Type: ReDIF-Article 1.0 Author-Name: M. Noris Author-X-Name-First: M. Author-X-Name-Last: Noris Author-Name: Sajidan Sajidan Author-X-Name-First: Sajidan Author-X-Name-Last: Sajidan Author-Name: Sulistyo Saputro Author-X-Name-First: Sulistyo Author-X-Name-Last: Saputro Author-Name: Sri Yamtinah Author-X-Name-First: Sri Author-X-Name-Last: Yamtinah Title: The potential of a socio-scientific issue framework based on industrial biotechnology in science learning Abstract: The utilisation of socio-scientific issues has shifted significantly towards the development of technology and science. The use of SSI is closely related to learning based on local wisdom. Learning based on local wisdom utilises the potential of local wisdom that lives in the community. The purpose of this research is to see the potential of socio-scientific issues on the process of biological technology innovation that lives in the community of Bima district, West Nusa Tenggara which leads to the Biotechnology industry. The method used in this research is a qualitative analysis method with theoretical and literature studies related to the utilisation of SSI. Then, the researcher synthesised the theory, to determine its relevance to learning based on local wisdom. The results of the theoretical study resulted in four dimensions of SSI including: 1) students are presented with a problem; 2) engage with socioscientific reasoning practice; 3) local wisdom based inquiry; 4) moral reasoning. The results showed that the SSI synthesised by the researcher has a very high potential to be used in local wisdom-based learning by reconstructing the cultural values of conventional biotechnology towards modern biotechnology and industrial biotechnology. Journal: Int. J. of Innovation and Learning Pages: 320-337 Issue: 3 Volume: 38 Year: 2025 Keywords: biotech industry; local wisdom; socio-scientific innovation issues; SSI framework. File-URL: http://www.inderscience.com/link.php?id=148424 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:3:p:320-337 Template-Type: ReDIF-Article 1.0 Author-Name: Kan Wen Huey Author-X-Name-First: Kan Wen Author-X-Name-Last: Huey Author-Name: Hoo Yee Hui Author-X-Name-First: Hoo Yee Author-X-Name-Last: Hui Title: Optimising online learning: a strategic approach for open universities Abstract: The study explored strategies to enhance student satisfaction via the institution's partnership with a leading online platform provider, focused on the unique challenges faced by institutions offering open distance learning. Employing a comprehensive review of literature and empirical analysis, we identified key factors influencing satisfaction. Our findings advised a forward-thinking approach that emphasises holistic improvements in technology, course design, and support systems. The research aimed to guide open universities (OU) and similar institutions in navigating through the complexities of online education. By addressing the evolving needs of students in this digital era, we contributed to ongoing discussions on effective online learning strategies. This research was vital for educators, administrators, and policymakers seeking to optimise the student experience in external online courses. Journal: Int. J. of Innovation and Learning Pages: 301-319 Issue: 3 Volume: 38 Year: 2025 Keywords: online learning; student satisfaction; technology-mediated education; strategic approach; open universities; OU. File-URL: http://www.inderscience.com/link.php?id=148425 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:3:p:301-319 Template-Type: ReDIF-Article 1.0 Author-Name: Shao-Fu Li Author-X-Name-First: Shao-Fu Author-X-Name-Last: Li Author-Name: Steven Kwan-Keung Ng Author-X-Name-First: Steven Kwan-Keung Author-X-Name-Last: Ng Author-Name: Simon K.S. Cheung Author-X-Name-First: Simon K.S. Author-X-Name-Last: Cheung Author-Name: Kwok Tai Chui Author-X-Name-First: Kwok Tai Author-X-Name-Last: Chui Author-Name: Lap-Kei Lee Author-X-Name-First: Lap-Kei Author-X-Name-Last: Lee Title: Integrating AI learning in higher education: the role of educational AI tools and the need for continuous adaptation Abstract: Integrating AI in higher education is an emerging trend. As one of the leading educational AI tools, Microsoft Learn for educators provides quality AI materials, empowering educators outside the IT field to incorporate AI content into their courses. This study focuses on how to provide students with artificial intelligence experiences to adapt to the rapid changes in future technology. Interviews with educators and students reveal that while students are receptive to AI learning experiences, educators recognise their constraints in teaching AI without an IT background. Preliminary research found that if teachers intend to participate in the integration of AI content, they must continue to receive advanced training. Teaching in collaboration with IT teachers during the teaching process is also recommended. Teachers' psychological development must also be addressed to strengthen their confidence. Course content must be well integrated with students' interests and the need to increase participation. Journal: Int. J. of Innovation and Learning Pages: 338-353 Issue: 3 Volume: 38 Year: 2025 Keywords: artificial intelligence; agile blended learning; educational AI tools; student engagement; student satisfaction. File-URL: http://www.inderscience.com/link.php?id=148431 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:3:p:338-353 Template-Type: ReDIF-Article 1.0 Author-Name: Pg Emeroylariffion Abas Author-X-Name-First: Pg Emeroylariffion Author-X-Name-Last: Abas Author-Name: Hirdy Othman Author-X-Name-First: Hirdy Author-X-Name-Last: Othman Author-Name: Chan Chung Sun Author-X-Name-First: Chan Chung Author-X-Name-Last: Sun Author-Name: Noel Mendiola Author-X-Name-First: Noel Author-X-Name-Last: Mendiola Author-Name: Hazwani Suhaimi Author-X-Name-First: Hazwani Author-X-Name-Last: Suhaimi Title: Innovative one-arm operable wheelchair attachment: enhancing mobility for hemiplegic and triplegic users Abstract: Hemiplegic individuals often face significant challenges in operating standard manual wheelchairs due to their condition, which restricts the use of one side of the body. Addressing this gap, this paper presents a novel wheelchair attachment that enables single-arm operation, enhancing mobility and independence. Developed through a systematic engineering design process, this research involved the identification of critical user requirements - usability, flexibility, portability, adaptability, affordability, and safety. These considerations guided the design and iterative prototyping of multiple models, leading to the selection and extensive testing of a final design. The results demonstrate that the optimised prototype not only significantly improves task efficiency and accuracy for wheelchair users but also provides substantial benefits to hemiplegic/triplegic individuals, allowing them to perform activities that were previously difficult. Highlighting the potential for patentability and marketability, this invention stands as a significant advancement in assistive technology, promising to transform the accessibility landscape for disabled individuals. Journal: Int. J. of Innovation and Learning Pages: 375-394 Issue: 4 Volume: 38 Year: 2025 Keywords: assistive technology; adaptive wheelchair attachment; hemiplegic mobility aids; triplegic assistive devices; single-arm wheelchair operation; innovation. File-URL: http://www.inderscience.com/link.php?id=149559 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:4:p:375-394 Template-Type: ReDIF-Article 1.0 Author-Name: Hina Zahoor Author-X-Name-First: Hina Author-X-Name-Last: Zahoor Author-Name: Nasir Mustafa Author-X-Name-First: Nasir Author-X-Name-Last: Mustafa Author-Name: K.M. Ashifa Author-X-Name-First: K.M. Author-X-Name-Last: Ashifa Author-Name: Mehdi Safaei Author-X-Name-First: Mehdi Author-X-Name-Last: Safaei Author-Name: Rehab El Gamil Author-X-Name-First: Rehab El Author-X-Name-Last: Gamil Title: Unlocking resilience: emotional intelligence and self-leadership shape stress perception among health students Abstract: Academic expectations, interpersonal issues, and patient care can stress students. If unaddressed, these pressures can affect kids' learning, performance, and well-being. Still, emotional intelligence and self-leadership will help health sciences students manage stress and perform better in any subject. This study examined how emotional intelligence, self-leadership, and stress affected health sciences students. A cross-sectional descriptive study examined 411 undergraduate students from Istanbul Gelisim University, categorised by year of study (first, second, third, and fourth). The survey included 305 females and 106 males. Data were collected using demographics, SSEIT, ASLQ, and PSS-10 scales; 96.5% responded. Higher emotional intelligence, constructive cognition, task drive, and behaviour awareness predict lower reported stress. A negative and significant relationship between felt stress and emotional intelligence, constructive cognition, task motivation, behaviour awareness, and self-leadership. The authors suggest including self-leadership, emotional intelligence, stress management seminars, and positive reframing in the curriculum to help students develop emotional regulation, constructive thinking, and resilience. Journal: Int. J. of Innovation and Learning Pages: 395-419 Issue: 4 Volume: 38 Year: 2025 Keywords: health sciences students; emotional intelligence; perceived stress; self-leadership; constructive cognition; task motivation; behaviour awareness; volition. File-URL: http://www.inderscience.com/link.php?id=149560 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:4:p:395-419 Template-Type: ReDIF-Article 1.0 Author-Name: Oktay Kizkapan Author-X-Name-First: Oktay Author-X-Name-Last: Kizkapan Title: Student science teachers' semantic and emotional orientations towards flipped learning practice Abstract: The aim of this research is to examine the emotional and semantic orientation of student science teachers towards flipped learning model (FLM). The study employed a convergent design of mixed methods research. The participant group consisted of 37 SSTs enrolled in the research methods in education course. Data collection involved the use of a semantic and emotional orientation scale and open-ended questions, with analysis conducted through deductive content analysis. The findings indicated that SSTs' orientations towards FLM were predominantly positive, perceiving it as effective, enjoyable, novel, instructive, valuable, flexible, and advantageous. However, their orientations were neutral regarding its simplicity, strenuousness, and ease. The research concluded that predominantly positive perceptions of SSTs regarding FLM can lead to more successful integration of FLM in their future teaching practices and enhance the quality of their teaching and potentially lead to improved student engagement and learning outcomes. Journal: Int. J. of Innovation and Learning Pages: 468-489 Issue: 4 Volume: 38 Year: 2025 Keywords: flipped learning; science teachers; semantic and emotional orientations. File-URL: http://www.inderscience.com/link.php?id=149562 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:4:p:468-489 Template-Type: ReDIF-Article 1.0 Author-Name: Suraphol Pudhom Author-X-Name-First: Suraphol Author-X-Name-Last: Pudhom Author-Name: Mullika Sungsanit Author-X-Name-First: Mullika Author-X-Name-Last: Sungsanit Title: Enhancing entrepreneurial intentions in higher education: a comparative study of design thinking and technopreneurship courses in Thailand Abstract: This quasi-experimental study examined the effects of entrepreneurship education on students' entrepreneurial intentions and related attitudes at Suranaree University of Technology. The research focused on two courses: design thinking and technopreneurship. A sample of 280 undergraduate students participated in pretest and posttest measures assessing changes in entrepreneurial intentions, attitudes toward entrepreneurship, attitudes toward failure, and self-efficacy. Results revealed significant improvements in entrepreneurial intentions and attitudes toward entrepreneurship and failure, particularly in the technopreneurship course. Unexpectedly, both courses showed a decline in self-efficacy, indicating a need for curriculum adjustments to support students' entrepreneurial confidence better. Correlation analysis demonstrated strong positive relationships between entrepreneurial intentions and attitudes toward entrepreneurship, learning, failure, and self-efficacy. Multiple regression analysis identified attitudes toward entrepreneurship and self-efficacy as significant predictors of entrepreneurial intentions in the design thinking course, while attitudes toward learning and self-efficacy were significant predictors in the technopreneurship course. These findings underscore the importance of a comprehensive approach to entrepreneurship education that enhances attitudes while maintaining self-efficacy. The study's implications suggest that policymakers and educators should integrate practical, hands-on experiences and supportive mentorship to cultivate a more effective entrepreneurship education ecosystem. Ethical approval was obtained from the university's Institutional Review Board. Journal: Int. J. of Innovation and Learning Pages: 420-440 Issue: 4 Volume: 38 Year: 2025 Keywords: entrepreneurship education; EE; entrepreneurial intention; EI; attitude toward entrepreneurship; ATE; attitude toward failure; ATF; self-efficacy; SE; Thailand. File-URL: http://www.inderscience.com/link.php?id=149611 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:4:p:420-440 Template-Type: ReDIF-Article 1.0 Author-Name: Laura Fink Author-X-Name-First: Laura Author-X-Name-Last: Fink Author-Name: Nataša Makovec Author-X-Name-First: Nataša Author-X-Name-Last: Makovec Author-Name: Jaka Vadnjal Author-X-Name-First: Jaka Author-X-Name-Last: Vadnjal Title: A comparative analysis of digital skills across various study forms and types of programs Abstract: This study focuses on students' digital readiness, perceptions, and attitudes toward e-learning. The findings show that perceptions and attitudes toward e-learning exhibit variations based on distinct groups of students, such as full-time versus part-time students, students enrolled in blended versus fully online programs, and students enrolled in faculty versus higher vocational school programs. We support the distinctions in digital abilities and readiness between students from the faculty and higher vocational school, as well as those from blended and online studies. Part-time students use or are more inclined to e-learning than full-time students. In contrast to students in online programs, participants in blended courses report a greater sense of digital readiness and proficiency. In contrast to the faculty, students at higher vocational schools have a greater propensity for utilising e-learning but feel less digitally literate. The findings indicate that students in fully online programs have a more favourable attitude toward e-learning compared to their counterparts in blended courses. Journal: Int. J. of Innovation and Learning Pages: 441-467 Issue: 4 Volume: 38 Year: 2025 Keywords: attitude toward e-learning; blended learning; digital skills and competencies; digital readiness; higher education. File-URL: http://www.inderscience.com/link.php?id=149612 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:4:p:441-467 Template-Type: ReDIF-Article 1.0 Author-Name: Santeri Halonen Author-X-Name-First: Santeri Author-X-Name-Last: Halonen Title: Entrepreneur's resilience development in one-to-one resilience coaching Abstract: An entrepreneur's ability to learn and apply what has been learned is the essence of entrepreneurship. The changes arising from external factors together with a rapidly changing business environment and customers' preferences require foresight and resilience from the entrepreneur. This study explores the impact of resilience coaching on the development of entrepreneurs' resilience. The data comprises coaching session and follow-up material from five entrepreneurs, including one to six coaching sessions with each entrepreneur along with sessions notes and entrepreneurs' self-assessments. The findings indicate a seven-factor framework consisting of resilience elements such as anticipation, mental and physical resources, networks, vision, and competence development. Resilience coaching strengthens the entrepreneur's resilience, enhances foresight skills and sharpens the entrepreneur's competence development. This research contributes to the theoretical understanding of entrepreneurial resilience and provides a practical framework for resilience coaching in the Nordic context. Journal: Int. J. of Innovation and Learning Pages: 490-514 Issue: 4 Volume: 38 Year: 2025 Keywords: entrepreneurship; change; resilience; learning; resilience coaching; resilience development. File-URL: http://www.inderscience.com/link.php?id=149617 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:ids:ijilea:v:38:y:2025:i:4:p:490-514