The Eurasia Proceedings of Educational and Social Sciences
The Eurasia Proceedings of Educational and Social Sciences (EPESS) is a peer-reviewed and online free journal. As an open access journal, the Eurasia Proceedings of Educational and Social Sciences (EPESS) does not charge article submission or processing fees.The manuscripts which are accepted for publication in the EPESS are invited from the conferences. EPESS will be published in the last six months of the year (July, August, September, October, November and December) starting from 2024. The journal will continue its academic life by publishing 6 issues per year. The Eurasia Proceedings of Educational and Social Sciences (EPESS) welcomes any research papers on education and social sciences using techniques from and applications in any technical knowledge domain: original theoretical works, literature reviews, research reports, social issues, psychological issues, curricula, learning environments, and review articles. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the EPESS. The full paper versions of the conference papers are published in the EPESS. EPESS only publishes full texts of conferences organized by International Society for Research in Education and Science (ISRES) Period Months July August September October November December
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A Simple Neural Network Model of University Preferences: Two Algorithms and a Case Study
In this paper, we make use of two algorithms/methods, namely the neural networks and the multi-objective evolutionary fuzzy classifier to develop a simple model of university preferences. We use technology, teaching quality, research productivity, managerial quality, physical capital and social capital as the input variables. We first construct a neural network with a hidden layer and determine the degrees of importance of the input variables in relation to the university preferences having dichotomous values signifying the positive and negative attitudes towards the relevant higher educational institutions. With the setup and the data, it turns out the teaching quality is the most influential factor followed by the managerial quality. The second algorithm we make use of is the multi-objective evolutionary fuzzy classifier. We choose 90% of the data for training and the rest (10%) testing purposes. We obtain a 93.33% accuracy, which is quite high. In sum, machine learning algorithms turn out to be fairly successful in modeling university preferences. The classification performance of the algorithms is remarkable. In an extended framework, we can reasonably expect that the forecasting models based on machine learning algorithms would also yield high degrees of accuracy. In addition to the algorithms exemplified in this paper, algorithms such as support vector machines, random forest and bagging are likely to produce results that could be of practical significance for managerial policy makers.
Multi-objective evolutionary fuzzy classifier
Degrees of importance of input variables
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Algebraic Thinking and Habits of Mind: A Systematic Review of Conceptual Foundations and Pedagogical Challenges
Algebraic thinking, a cornerstone of mathematical literacy, supports learners in recognizing patterns, articulating relationships, and forming generalizations across representations. However, persistent challenges—particularly in understanding variables, equivalence, and structural relationships—reveal that its development requires more than procedural fluency. Emerging research highlights the role of algebraic habits of mind—cognitive dispositions such as doing and undoing, building rules to represent functions, and abstracting from computation—in fostering flexible reasoning about mathematical structures. This study presents a systematic review conducted within the TÜBİTAK 1001 Project (No. 223K317), synthesizing 41 empirical and theoretical studies published between 1990 and 2024. Following the updated PRISMA 2020 guidelines, the review addresses three objectives: (1) identifying the conceptual components of algebraic thinking, (2) examining recurring cognitive and pedagogical challenges in developing algebraic habits of mind, and (3) deriving implications for instructional design that cultivates structural reasoning and representational fluency. Findings indicate that difficulties often stem from fragmented representational understanding, limited structural awareness, and procedural teaching orientations. The review underscores the importance of integrating multiple representations, scaffolding generalization and justification, and aligning instruction with reasoning-centered practices. These insights inform the design of evidence-based professional learning programs aimed at supporting teachers in cultivating algebraic thinking and algebraic habits of mind.
Methodological Challenges in Assessing the Quality of Inclusive Education
Introduction: Assessing the quality of inclusive education is a critical yet complex task, particularly in countries undergoing education reform. In the Republic of Macedonia, inclusive education has been elevated in national policy through the Law on Primary Education (2019) and supported by donor-funded projects promoting equity and access. However, the practical assessment of inclusion remains challenging, as traditional metrics—such as enrolment and attainment—do not capture the full scope of participation, differentiated instruction, or social inclusion (Black-Hawkins & Florian, 2011; UNESCO, 2020). Methods: This study critically examines methodological approaches to evaluating inclusive education with particular reference to the Macedonian context. It reviews international tools such as the Index for Inclusion (Booth & Ainscow, 2011), UNESCO’s Inclusive Education Monitoring Framework, and OECD inclusion indicators, alongside recent evaluation reports and pilot studies from Macedonia. Emphasis is placed on mixed-methods approaches, including school self-assessment, stakeholder interviews, and classroom-level observations. Results: Findings suggest that while Macedonia has adopted inclusive education as a strategic goal, the evaluation mechanisms remain underdeveloped. Quantitative indicators (e.g., number of inclusion support teams or individualized education plans) offer limited insight without qualitative data that reflect classroom realities and stakeholder experiences. In some municipalities, locally adapted tools inspired by the Index for Inclusion have shown promise but lack systematic integration. Discussion/Conclusion: A national framework for evaluating inclusive education in Macedonia should balance system-level indicators with school-level processes and community voices. The paper argues for a participatory and reflexive evaluation model that combines standardized data with context-rich qualitative evidence. Such an approach would better inform policy, support teacher practice, and contribute to building an inclusive culture across schools.
Challenges and Difficulties at Work and Work-Related Stress Among Newly Qualified Nurses
The nursing profession involves emotional strain, time pressure, responsibility and the need to recognise teamwork standards in specific conditions. These stress-inducing factors pose a particular challenge for young employees. Objective: The aim of the study was to determine the occurrence of difficulties and the level of stress at work among nurses entering the profession. Material and methods: The study was conducted in the form of an MSForms survey among 89 nurses using the Stress Perception Questionnaire and an original survey questionnaire. The results of the study were analysed using Excel and SPSS software. The result was considered statistically significant when p < 0.05. Results: In the area of exposure to stressors, 67.42% of respondents felt overworked at least once a week, and for 79.78%, a lack of resources and support made it difficult to perform their tasks. 56.18% of nurses worked overtime. Sixty-four point zero four per cent of all respondents indicated that their remuneration was inadequate for their workload, while 83.15% of respondents confirmed their satisfaction with the support of their superiors and colleagues. The respondents experienced a moderate level of general stress (KPS_WO: M = 59.52), with slightly elevated emotional tension (KPS_NE: M = 22.40). The frequency of excessive workload correlated significantly with the intensity of stress, with no significance for the control scale. Conclusions: Organisational and relational stressors in the work environment are related to the stress experienced by respondents starting their nursing careers. The occurrence of difficulties in the workplace points to the need for interventions that build a safe working environment and reduce the risk of stress escalation.
The Role of Innovation and Human Creativity in the Life of Economic Actors
Our aim is to present the contribution of human creativity to the innovation of economic actors based on opinion of regional market players. In this study we wanted to review the connection between human creativity and innovation. This topic appears periodically during research activities; its processing can be seen as significant. Therefore, we are going to think through and focus attention on innovation’s human side, and the ability of creativity without a full literature review. Furthermore, we briefly touched on the sources of creativity, how imagination and different mindsets can help to create innovation, how creativity can be improved, how proper environment might be nurtured and what the leaders and organisations can do to support that. We conducted a 22-question survey among regional market players and used the results to provide evidence of how creativity plays a role in life of the economic actors and gained insight into their innovation management processes. Our study contributes to the expansion of understanding the literature in this topic and provides an opportunity for economic actors to improve the connection of creativity and innovation in their organisation. The study may draw the attention of local higher education institutions to how they can support economic actors in this area through their third mission activities.
Exploring the Impact of Innovation Support Mechanisms on RDI Result Utilization: Survey Evidence from Hungary
The effective economic and societal exploitation of research, development, and innovation (RDI) project outcomes plays a critical role in the performance of national innovation ecosystems. In recent years, national policy frameworks in Hungary have introduced a wide range of support schemes designed to promote diverse commercialization strategies. These mechanisms include resource mobilization support, utilization through RDI grants, independent technology transfer, as well as collaborative approaches involving industrial or academic partners. This study investigates the extent to which these distinct forms of support facilitate the practical application and utilization of project-based research results. Primary data were collected through a structured questionnaire survey administered to domestic innovation-oriented organizations (n = 287), assessing their experiences with various utilization pathways. Quantitative statistical methods were applied to explore the relationship between support types and utilization outcomes. The findings indicate that consortium-based and industry-partnered models are significantly associated with enhanced market-oriented exploitation, whereas independently pursued commercialization efforts tend to lead primarily to academic or scientific outputs. Furthermore, the institutional presence of structured innovation management functions emerged as a key moderating factor influencing utilization success. This study contributes to the ongoing refinement of innovation policy instruments by offering empirical insights into the effectiveness of targeted support mechanisms, and by highlighting critical enablers of successful RDI result exploitation in the Hungarian innovation landscape.
Hysteresis Effects on Post-Crisis Economic Recovery: Recent Evidence from Central European Economies
This study investigates hysteresis effects in unemployment within the European Union, with a particular focus on the Visegrád Four (V4) countries—Czech Republic, Hungary, Poland, and Slovakia—over the period 2000Q1 to 2024Q2. Using Eurostat quarterly unemployment data, we employ Augmented Dickey-Fuller tests with structural breaks for 2008–2009 and fractional integration methods to test the hysteresis hypothesis against the natural rate framework. The results provide little evidence of hysteresis: unemployment rates in both the EU27 and V4 countries are stationary once structural breaks are accounted for, with estimated fractional differencing parameters below unity. This implies that shocks such as the 2008 financial crisis and the COVID-19 pandemic had transitory rather than permanent effects on unemployment. Among the V4, all four countries display mean reversion, with differences in adjustment speeds but no persistence consistent with hysteresis. These findings support the natural rate hypothesis and suggest that unemployment dynamics in Central Europe are more resilient than often assumed. Policy implications emphasize the importance of stabilizing demand during downturns but indicate that long-term scarring in labor markets has been limited.
Examining Project Success Factors and Success Criteria in a Company from the Perspective of Project Leaders
Within the project management literature, there is a decades-long history of interpreting and investigating the success of projects, and of uncovering the details behind the success of projects. The present project success research study covered the project leaders of a pharmaceutical development and manufacturing company in the corporate sector in Hungary. The aim of the study was to identify and evaluate the success factors and success criteria of projects with the help of using the results of the relevant project management literature and the relevant project success research. A questionnaire survey was used as a quantitative research method to assess project leaders' perceptions of success factors and success criteria. The questionnaire survey investigated what success factors project leaders consider important in achieving project success and what success criteria they use to judge the success of projects. The study shows that the understanding of project success often goes beyond the classic project triangle (time, cost, quality) and the human factors, including stakeholder satisfaction, play an important role. The results of this research can contribute to a deeper understanding of project management practices and can also support the development of a project culture at organizational level.
Examining the Relationship of Hungarian Students with Agile Approaches
A number of abilities and skills may be required to perform the tasks of a given job efficiently, effectively, and successfully. However, there is one trait that has been appearing in more and more job advertisements in recent years, and across a wider spectrum, as a requirement or at least an advantage: agility. Whether a job applicant is truly agile - and not just claiming to be - usually only becomes apparent later, when they have proven themselves through their work and attitude. However, whether someone is familiar with the basics of the agile approach or is able to identify with them without specific knowledge, can be determined relatively quickly. In the research that forms the basis of this study, we attempted the latter: we examined Hungarian university students' identification with the four pillars and values of the Agile Manifesto, which was originally created in the world of software development in 2001 but is now much more widely known. Our main goal was to gain a better understanding of the relationship between future employees and the agile approach, and to gain insight into whether agility is rather distant from them or whether working according to the agile approach is unlikely to cause them any particular difficulty.
Utilization of Algebraic Habits of Mind According to Types of Algebraic Demands
This study aims to explore the utilization of algebraic habits of mind according to types of algebraic demands. To this end, algebraic demands in middle school mathematics textbooks were examined and evaluated through content analysis, employing a document analysis design. The research design of this study is document analysis. The findings indicate that algebraic demands can be categorized into four groups: (1) demands requiring the construction of rules, (2) demands requiring the application of a constructed rule to a specific case, (3) demands requiring the validation of a rule, and (4) demands requiring the use of a known rule. Results show that different types of algebraic demands directly influence the ways in which algebraic habits of mind are activated. For instance, when students are asked to explain why a given rule holds, explicit justification is expected; however, when students are engaged in constructing the rule themselves, justification emerges naturally within the process. Thus, the same habit of mind may function differently depending on the nature of the algebraic demand. In conclusion, the study highlights that algebraic thinking extends beyond the mechanical application of rules. It emphasizes the importance of exposing students to diverse types of algebraic demands in order to enrich their algebraic habits of mind. Accordingly, teachers are encouraged to develop awareness of these habits, to critically consider the nature of algebraic demands in textbooks, and to design learning environments that foster their effective development.
Integrating Artificial Intelligence into Support Education Rooms
In the digital era, educational systems are undergoing a structural transformation driven by technological innovation, reshaping every stage of learning—from instruction to assessment. A key component of this transformation is the integration of artificial intelligence (AI) systems into educational environments. AI functions as an assistant for teachers and a learning companion for students, enhancing flexibility, personalization, and interactivity in the learning process. This study investigates the potential impacts of AI assistants on diverse student profiles within Support Education Rooms. Using a scenario-based analytical framework, the research explores how AI tools can be effectively implemented for five student groups: those with dyslexia, autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), visual impairments, and giftedness. The methodological approach follows a practice-oriented recommendation model developed through a comprehensive literature review. The analysis suggests that AI-based tools may offer varying levels of benefit depending on the student profile. For instance, speech recognition and text-to-speech technologies can improve reading fluency among students with dyslexia, while social interaction simulators may enhance communication skills for students with ASD. Accessibility applications foster independent learning for visually impaired students, and task management assistants can extend attention span in learners with ADHD. Moreover, adaptive AI tutoring systems provide enriched, self-paced learning experiences for gifted students.
Analysis of Students' Scientific Arguments in Physical Chemistry Laboratory Course
Building scientific arguments based on conducted laboratory experiments is a crucial aspect of chemistry education. Scientific arguments involve systematic collection, analysis, and interpretation of data to support or refute specific hypotheses. This process not only enriches students' understanding of scientific concepts but also enhances their ability to communicate ideas and findings in a logical and structured manner. This study aims to analyze the quality of arguments constructed by students in a physical chemistry laboratory course on the ternary liquid equilibrium topic. The research methodology employs a qualitative approach with a case study design. A sample consisting of 42 fourth-semester students from chemistry education programs was divided into 9 lab groups. Data collection was carried out through observation and document analysis, which were then analyzed qualitatively. The results indicate that the scientific arguments in lab reports constructed by students generally fall at level 1 (claim) and level 2 (claim + data or claim + warrant), with a greater emphasis on mathematical aspects than on chemistry aspects. Additionally, the use of “cookbook” lab procedures leads students to analyze the phenomena observed during the learning process adequately. Therefore, the researchers suggest developing inquiry-oriented lab procedures to address these issues.
Digital Loneliness and Internet Addiction: Educational Challenges for Mental Health
Loneliness and internet addiction have become significant challenges to mental health in contemporary society. Loneliness, defined as a subjective feeling of discrepancy between desired and actual social relationships, is witnessing a worrying global increase, with serious consequences for mental and physical health. Simultaneously, internet addiction, characterized by excessive and compulsive use that disrupts daily functioning, is on the rise, especially among adolescents and young adults. These two phenomena are often interconnected; lonely individuals may use the internet to fulfil social needs, which can lead to addiction, while internet addiction can increase feelings of loneliness due to withdrawal from real-life social interactions. The aim of this research is to examine the relationship between loneliness and internet addiction among individuals aged 18 to 35. We have developed our own measurement instrument, tailored to the specific needs of the research, using elements from the UCLA Loneliness Scale and the Internet Addiction Test. We expect that the results will contribute to a better understanding of the dynamics between loneliness and internet addiction and provide empirical data for the development of effective preventive and intervention programs. In the context of increasing digitalization and changes in the way social interaction occurs, understanding these phenomena is crucial for improving individuals' mental health and well-being.
Language Development Learning Outcomes: Effectiveness of Project-Based Learning with Mind Mapping
Developing effective and student-centered learning environments in teacher education is crucial for shaping competent future educators. This study examines the impact of integrating Project-Based Learning (PBL) with mind mapping strategies on students’ learning outcomes in the Child Language Development course within the Primary School Teacher Education (PGSD) program at Yogyakarta State University (UNY). A quasi-experimental design was employed involving 70 first-semester students, divided equally into experimental and control groups. The experimental group received PBL combined with mind mapping interventions, while the control group followed conventional instruction. Quantitative data were collected through pretests and posttests using validated multiple-choice instruments, and analyzed using the Mann–Whitney U test and normalized gain (n-Gain). Additionally, qualitative reflections from students and lecturers were recorded to capture learning engagement and classroom dynamics. The results revealed a statistically significant improvement in the experimental group’s performance (p < .001) with a moderate average n-Gain score (0.56), compared to a low score (0.12) in the control group. Observations indicated that students in the experimental group displayed higher creativity, motivation, and collaboration during project completion. The findings affirm that combining PBL with mind mapping enhances cognitive understanding and active participation in language-related learning. This approach not only supports 21st-century learning competencies but also promotes independent and enjoyable learning experiences. The study concludes with pedagogical recommendations for implementing integrated PBL–mind mapping models in teacher education curricula.
Development of Augmented Reality (AR) Based Learning Media for Geometry
Students’ limited understanding of surface area and volume in three-dimensional geometry is influenced by insufficient instructional time and a lack of innovative learning media. This development research aims to produce an augmented reality (AR)–based learning application that is valid and practical for geometry instruction. The study employed the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. During the implementation phase, peer teaching was conducted involving 17 graduate students from the Mathematics Education Department at Universitas Negeri Malang. The results indicate that the AR learning application was successfully developed for three-dimensional geometry topics. Data analysis shows that the average validity score of the developed media was 3.35, while the average practicality score was 3.87. These findings suggest that the AR-based learning media are valid and practical for supporting students’ understanding of surface area, volume, and geometric elements.
Utilizing Information Services to Educate Millennial Parents on Sharenting Trends in Indonesia: A Wise Parenting Alternative
Sharenting, the practice of parents sharing their children’s photos, milestones, and personal information on social media, has become increasingly common among millennial parents worldwide, including in Indonesia. While sharenting offers several benefits, such as fostering family connections, maintaining long-distance relationships, and documenting children’s milestones, it also raises significant concerns regarding children’s privacy, data security, and emotional well-being. The rapid growth of social media usage has introduced new challenges, yet many Indonesian parents, especially from the millennial generation, remain unaware of the risks associated with sharenting. This study aims to explore the potential of utilizing information services to educate millennial parents in Indonesia about sharenting trends, to promote responsible digital parenting practices. A mixed-methods approach was employed, combining a survey of 200 millennial parents and semi-structured interviews with 5 parents. The survey revealed that 80% of parents engage in sharenting, primarily through Instagram and Facebook. However, a significant gap in awareness was found, with only 30% of respondents reporting a clear understanding of privacy settings and the risks involved in sharenting. The semi-structured interviews revealed parents' desire for more guidance on how to manage their children's online presence and the ethical considerations of sharenting. The study concludes that information services, particularly those focused on digital literacy and privacy management, play a crucial role in empowering parents to make informed decisions about sharenting. These services can help mitigate the risks associated with sharenting by providing practical tools and knowledge to manage privacy settings effectively. Furthermore, the research highlights the importance of developing targeted digital literacy programs tailored to the unique needs and challenges faced by Indonesian parents. By promoting awareness and responsible online behavior, these services can contribute to wiser and more ethical parenting in Indonesia’s rapidly evolving digital landscape
Practical Guidelines for Inclusive Higher Education: The Voices of Students with Intellectual and Developmental Disabilities
In Higher Education (HE), inclusion occurs when equity and respect for diversity guide institutional approaches, enabling conditions of support and self-determination. Building on that premise, this qualitative study translated the categories proposed by the HiLives project (2022) for inclusive HE into practical guidelines based on Student voices, connecting them to international quality principles such as the Think College Accreditation Standards (TCAC) (2021). A focus group was conducted with students with Intellectual and Developmental Disabilities (IDD) enrolled in a three-year Portuguese inclusive program, to explore their experiences in both academic and internship contexts. Using a deductive-inductive approach, thematic analysis was conducted with categories developed from the HiLives framework (2022) and aligned with Think College's international accreditation standards (2021). These categories ensured the results were both contextually relevant and comparable on a global scale. The results stressed the importance of accessible teaching, tailored support, and fostering a sense of belonging to the academic community. Internships highlighted the value of hands-on experience, dedicated supervision, and recognition as active team members, positioning them as a gateway to employment. Person-centered planning also emerged as a structuring principle, aligning individual goals with the educational pathway. From these findings, guidelines were developed, translating both European and international quality frameworks into clear and actionable recommendations. The main contribution of this study lies in the proposal of a framework stemming from students with IDD voices, providing an innovative reference for HE institutions seeking to establish or enhance inclusive programs.
Intellectual and developmental disabilities
Paula Angela Coelho Henriques dos Santos
Key Features and Selection Criteria of Mathematical Activities: Perspectives of Teacher Educators and Teachers
This study aims to explore the key features of mathematical activities and the criteria valued in their selection from the perspectives of mathematics teacher educators and teachers. Designed as a qualitative study, data were collected through four focus group discussions conducted both online and face-to-face with 22 participants, including 10 teacher educators and 12 teachers selected via criterion sampling. The transcripts were analyzed using a two-stage coding process. In the first stage, open coding was applied to examine the data line by line and generate initial codes. In the second stage, axial coding was carried out to relate codes, construct categories, and organize them around the research questions. Coding was conducted independently by two researchers and verified through expert review to ensure reliability. The findings reveal both commonalities and distinctions between the two participant groups. Both teacher educators and teachers emphasized the importance of activities being goal-oriented, clearly structured, supported with accessible materials, and fostering active student participation. However, teacher educators highlighted dimensions such as didactic quality, conceptual depth, collaborative learning, and contextual richness, whereas teachers focused more on practical applicability, classroom management, workload balance, and the inclusion of assessment components. These results suggest that teacher educators tend to prioritize design principles and the quality of the learning process, while teachers emphasize classroom functionality and practical considerations.
An Investigation of Pre-Service Science Teachers' Views on Artificial Intelligence Supported Instruction: A Qualitative Study
Today, with the advancement of technology, the use of artificial intelligence in education has increased. The aim of this study is to explore the views of pre-service science teachers towards artificial intelligence-supported teaching. The research was conducted using a phenomenological design, one of the qualitative research methods. The study group of this research consists of four pre-service science teachers from the fourth grade of science teaching at a university in Turkey in the spring semester of the 2024-2025 academic year. The data will be collected with a semi-structured interview form and analyzed by thematic analysis method. The data to be obtained contributed to understanding the pre-service teachers' use of artificial intelligence, their awareness of artificial intelligence- supported teaching, the advantages of using artificial intelligence applications in the course, pre-service teachers' views on their concerns about artificial intelligence and their level of competence to use the applications. This study aims to provide a pre-service teacher-centered perspective on artificial intelligence applications in science courses.
A Bibliometric Review of Counselors’ Professional Competency Literature
Research on counselor professional competencies has gained attention due to its crucial role in shaping effective counseling practices and strengthening professional identity. Although a growing body of literature exists, the motivations, contexts, and findings remain diverse. Therefore, this study conducts a bibliometric analysis to map the patterns and directions of research on counselor professional competencies. A total of 241 documents, comprising 223 journal articles and 18 reviews, were extracted from the Scopus database covering the period from 1957 to 2025. We employed RStudio, VOSviewer, and Microsoft Excel for citation, content, and network analyses. The bibliometric analysis was complemented by a systematic review of relevant publications. The results reveal that the United States dominates the research output, followed by Australia, Canada, and the United Kingdom. Co-authorship patterns show relatively low levels of international collaboration. The cartography analysis identified three major research clusters: (1) ethics and professional practice in genetic counseling, (2) clinical supervision and counselor professional development, and (3) clinical competencies, counseling practice, and therapeutic effectiveness. This study represents the first bibliometric review of counselor professional competencies, addressing gaps in the literature and offering directions for future research, particularly in the integration of supervision, cultural competence, and the development of professional identity in diverse socio-cultural contexts.
Flourishing in Academic Life: A Phenomenological Study of Students' Empowerment and Meaningful Living
The phenomenon of flourishing has gained significant attention in the context of higher education, given the increasing challenges faced by students, such as academic pressure, the need for self-development, and maintaining a balance in social life. Within the campus environment, flourishing not only reflects academic success but also encompasses emotional and social well-being, enabling students to thrive optimally. However, understanding how students perceive and achieve flourishing remains limited, particularly in the context of higher education in Indonesia. This study aims to understand the phenomenon of flourishing in students' academic lives, focusing on their experiences in achieving empowerment and meaningful living. A qualitative approach with a phenomenological design was employed to explore students' subjective experiences in depth. Ten students from the University of Bengkulu, Indonesia, were selected as participants through purposive sampling, based on their engagement in academic and non-academic activities as well as their self-perception of life success. Data were collected through semi-structured in-depth interviews and analyzed using thematic phenomenological analysis. The findings reveal that flourishing in students' academic lives is influenced by key factors such as social support, stress management, academic achievement, and involvement in meaningful activities. Participants described flourishing as a dynamic experience involving a balance between challenges and resources, self-confidence, and a sense of meaningful living. The study highlights that flourishing is not solely determined by academic success but also by personal growth through social interactions and activities that foster individual development. These findings emphasize the importance of creating a campus environment that supports students' well-being through programs focusing on emotional and social aspects. In conclusion, flourishing among students is a multidimensional process requiring both internal and external support. This study recommends more inclusive educational policies to support students' psychological well-being.
The Essence of Students' Adaptive Reasoning Ability in Mathematics Learning: A Systematic Literature Review
Adaptive reasoning is an essential ability in learning mathematics, which helps students face challenges in problem-solving. This study aims to identify the essence of adaptive reasoning skills through a systematic literature analysis using the content analysis method of a number of articles published in Scopus and Sinta-accredited journals during the period 2013-2024. The main focus of this study was to explore research contributions related to adaptive reasoning, including year of publication, research subject, research design, methods, and learning approaches used, characteristics, and influencing factors. From a total of 66 articles, 19 publications met the inclusion and exclusion criteria after the screening process. After further analysis, 17 articles were selected as the primary sources in this study. Reporting of the study refers to the modified PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines as the standard for conducting systematic literature reviews. The authors highlighted, evaluated, and discussed the importance of the SLR approach in this study. The findings show that most of the studies used experimental designs (29.41%) and qualitative description investigations (23.53%), with the main focus on junior high school students (35.29%). Learning methods such as STEM, CPS, and PBL proved effective in improving adaptive reasoning skills. The results provide important insights into adaptive reasoning in mathematics learning, as well as the importance of innovative learning strategies to support its development.
Fostering College Students' Gratitude: A Study on the Impact of Group-Based Spiritual Theistic Practices
Gratitude, as a multidimensional construct, plays a pivotal role in fostering psychological well-being, resilience, and personal growth. This study aimed to examine the levels and determinants of sustainable gratitude among third-semester students at five universities in South Sulawesi, Indonesia. Utilizing a descriptive quantitative approach complemented by qualitative thematic analysis, the research involved 250 participants and in-depth interviews with 10 students. Key findings indicated that 45% of students exhibited high gratitude levels, 40% medium, and 15% low. Regression analysis identified significant predictors, including gender, socioeconomic status, and academic performance, while thematic analysis highlighted emotional barriers, social relationships, and theistic values as critical factors. The study's results emphasize the need for targeted interventions that address psychological and emotional challenges, enhance social support, and integrate theistic principles into educational practices. By extending the existing literature on gratitude, this research underscores the potential of holistic approaches in higher education to foster sustainable gratitude and student well-being. While the findings are context-specific, they provide a foundation for future studies to explore gratitude across diverse cultural and educational settings, contributing to the broader discourse on educational psychology and personal development.
Comparison of Indonesian and Japanese Textbooks on Integer Concepts: A Praxeological Analysis
Mathematics textbooks played a crucial role in shaping students' understanding and mastery of mathematical concepts. As essential resources in formal education, they fostered critical thinking, problem-solving, and analytical skills. However, textbook quality and design varied significantly, affecting their effectiveness in supporting meaningful learning. This study examined how mathematics textbooks from different educational systems addressed the teaching of integers, focusing on Indonesia’s Kurikulum Merdeka and Japan’s Gakko Tosho textbooks. Using qualitative methods and hermeneutic phenomenological approaches, the analysis evaluated how these textbooks presented integer concepts to align with students' needs and contexts. The findings revealed significant differences in contextual alignment, task design, and concept integration. Kurikulum Merdeka textbooks emphasized procedural skills and provided theoretical support but lacked contextual relevance and coherence. In contrast, Gakko Tosho textbooks adopted a systematic, exploratory approach with integrated real-world tasks, enhancing conceptual understanding. This study contributed to mathematics education by highlighting the strengths and weaknesses of these didactic approaches. The findings served as a foundation for improving mathematics textbook design in Indonesia and globally, promoting a balance between procedural skills and conceptual understanding.
Impact of VSWR Network Analyzer and Advanced Program Interface on User Performance
The present study investigates the frequency measurement process of mobile phone antennas utilizing a VSWR (Voltage Standing Wave Ratio) network analyzer, and the impact of an automatic measurement program interface developed in this process on user performance. Prior to the study, the antennas of the phones were measured manually with the support of the network analyzer, and the results were calculated by the test engineer. The development of a program in C# has enabled the automation of the measurement process, enhanced measurement accuracy, and improved user interaction. In this study, the structural features of mobile antennas are examined, along with their importance, the measurement principles of the network analyzer device, and the effects of program interface design on performance. Consequently, the development of a program and test jig has led to the automation and acceleration of the testing process for mobile phone antennas. The configuration files were compiled using data obtained from 600 tests conducted on each phone model produced. The improved interface design increased operator efficiency, allowing more time for high-value tasks. Consequently, the developed software and test jig automated and accelerated the testing process for mobile phone antennas. With the improved system, the analysis and sorting process, which previously took one hour, was reduced to 20 seconds, resulting in an annual profit of 25,000$.
Topic Modeling of Popular Science Magazine Issues with Latent Dirichlet Allocation (LDA)
TÜBİTAK is an institution that pioneers science in Turkey. In addition, it offers the opportunity to learn science at their level for various age groups with the journals it publishes. The scientific topics covered in the journals published by TÜBİTAK have evolved over the years, reflecting the dynamic nature of science. When examining literature studies on popular science, numerous studies are encountered. Popular science books and magazines are generally reviewed in these studies according to various subjects. However, studies that examine popular science magazines with the machine learning method are limited. It is essential to reveal how continuous and high-quality journals shape popular science in the context of projecting the popularity of future scientific topics. The Latent Dirichlet Allocation algorithm has been used intensively in topic modeling for many years. Within the scope of this study, multiple topics were identified for each journal by applying Latent Dirichlet Allocation to the textual content of the journals, and the distribution of each topic within the journal was calculated. As a result, this study automatically and independently extracted the topics and themes in the journals published by TÜBİTAK. These results allowed us to gain insight into how various content areas have evolved throughout the journal's history. With the results obtained from this study, new researchers can use the data to examine how topic change and/or topic expansion occur in a field.
Innovative Technologies in Science Education: Virtual Laboratory Applications
Laboratories are essential environments frequently utilized in fields such as education, engineering, medicine, veterinary sciences, and pharmacy. They are specialized spaces equipped for conducting scientific research, experiments, analyses, and measurements. Traditionally, laboratories are designed and furnished based on the specific needs of their disciplines. However, with advances in technology, virtual laboratories have emerged as a significant alternative, enabling remote experimentation through realistic software simulations. While virtual laboratories do not entirely replace physical ones, they enrich the learning and research process by offering flexibility and accessibility. Virtual laboratories offer several advantages, including cost efficiency, time savings, enhanced collaboration, reduced safety risks by minimizing workplace accidents, and unrestricted access to experiments at any time. Additionally, the ability to repeat experiments multiple times helps reinforce learning. Despite these benefits, virtual laboratories have certain limitations. They may not fully replicate the hands-on experience, can be subject to technical issues, and might limit teacher-student interactions. Moreover, these platforms may not adequately foster social skills development, which is crucial for teamwork-based learning environments. This study aims to explore virtual laboratories across various disciplines, analyzing their features and potential. By providing comprehensive information on the content and structure of these innovative technologies, the research seeks to highlight both the strengths and challenges associated with virtual laboratory applications.
Empirical Evaluation of Continuous Review Inventory Policies for Spare Parts in the Wire and Cable Manufacturing Industry: A Multi-Scenario Cost Analysis with Multi-Criteria Classification and Demand Behavior Integration
This study aims to enhance spare parts inventory management efficiency in the wire and cable manufacturing industry through a systematic analysis and data-driven approach. The analysis combines multi-criteria inventory classification methods: ABC analysis (based on annual consumption value), VED analysis (assessing vital, essential, and desirable criticality), and SDE analysis (evaluating scarce, difficult, and easy procurement levels) to efficiently group inventory based on annual consumption value, operational criticality, and procurement difficulty. Subsequently, demand pattern analysis is performed to evaluate each spare part’s demand characteristics. From an empirical dataset of 377 spare part items, fifteen items were selected from four high-priority classification groups ESA, VEA, VDA, and VSA for a detailed evaluation of suitable inventory control policies. Analysis of the selected items showed smooth demand behavior, whereas only two items in the ESA group exhibited intermittent demand. Two continuous review inventory control models, (s, S) and (s, Q), were assessed across four service levels 80, 90, 95, and 99 percent to evaluate their effectiveness in minimizing shortages and overall inventory costs. Accurately estimating shortage and opportunity-loss costs remains a significant challenge. To analyze the cost-performance trade-offs among ordering, holding, and shortage costs, three scenarios were considered: (1) total inventory cost (TIC) without shortage cost, (2) TIC including expedited shortage cost, and (3) TIC including opportunity-loss shortage. Results revealed that the (s, S) policy not only eliminated spare part shortages but also yielded significant reductions in total inventory costs by approximately 46 percent for TIC with expedited shortage costs and 97 percent for TIC with opportunity loss shortages relative to the manufacturer’s existing operational practices. Optimal service levels were determined by balancing TIC and shortage risk based on each item’s demand variability and criticality. The findings indicate that aligning inventory control policies with demand behavior and part criticality enhances cost efficiency, reliability, and production continuity.
The Implementation of Deep Learning Based Experiential Learning in Developing Metacognitive and Critical Thinking Skills of High School Students: A Systematic Literature Review
This study explores the application of experiential learning to improve high school students' metacognitive and critical thinking skills in understanding electrical and non-electrical concepts. Using a Systematic Literature Review (SLR) method, this study identified and analyzed research on the integration of immersive learning in chemistry education. The abstract nature of electrolyte and non-electrolyte topics often hinders students' conceptual understanding and requires higher-level skills. The findings suggest that experiential learning fosters individualized, flexible, and reflective learning. Students participate in role-playing, modeling, and problem-solving exercises that encourage exploration, analysis, and self-development. This approach enhances students' conceptual understanding and metacognitive skills by helping them understand, remember, and evaluate their learning process. The results of the study indicate that experiential learning methods based on classroom instruction significantly increase students' ability to connect concepts, engage in critical thinking, and refine their learning. Even though it is effective, there are still issues including teacher competency gaps, inadequate technology infrastructure, and the need for curriculum adaptation. Overall, this study offers a synthetic perspective on how learning activities that are specific to experiential learning can increase metacognitive and critical thinking skills. This study offers cost-effective assistance to educators and policy makers in developing technology-based kimia education strategies that encourage understanding and analytical skills in learning complex concepts such as electrical and non-electrical.
Didactical Design Research: Developing Technology-Based Instructional Designs to Enhance Problem-Solving Skills in Mathematics
The integration of technology into education has become an urgent necessity, particularly in regions with limited access to advanced teaching practices. In South Sulawesi, especially in rural areas, technological resources such as smartboards and computers remain underutilized. This underutilization stems from the absence of instructional designs that can guide teachers in effectively integrating technology into their teaching practices. Consequently, traditional teaching methods, which are often misaligned with the demands of the 21st century, still dominate, leaving critical skills like problem-solving underdeveloped. This study adopts the Didactical Design Research (DDR) approach to address these challenges. DDR facilitates the development of technology-enhanced instructional designs aimed at improving the problem-solving abilities of senior high school students. The instructional designs are created using the HTML5 Package (H5P), an interactive digital tool designed to foster student engagement in the learning process. The research is conducted in three stages. The first stage, prospective analysis, involves identifying educational needs and creating the initial design. The second stage, metapedadidactic analysis, evaluates the implementation of the design in real classroom settings. Finally, the retrospective analysis stage reflects on the outcomes to refine and optimize the instructional design further. This study aims to provide a robust framework for technology-based instructional design, addressing the technological and pedagogical gaps in mathematics education. The findings are expected to significantly enhance the quality of mathematics learning by strengthening students’ problem-solving skills, equipping them with essential competencies to tackle future challenges, and offering adaptable solutions for schools in similar contexts.