Journal of Educational Technology Innovation and Applications

Instructional Leadership and 21st-Century Pedagogy

2026-08-24T02:24:39+00:00

This study examined the predictive influence of school administrators' leadership and 21st-century science learning practices on Grade 9 students' critical thinking and academic performance in science. A quantitative, descriptive-correlational design with a predictive component was employed in 58 public junior high schools in the Zamboanga del Norte Division, Philippines. Data were collected from 58 school administrators, 89 Grade 9 science teachers, and 340 Grade 9 students using validated questionnaires, a critical thinking test, and official school records. Findings revealed that administrators' leadership was "Very High," 21st-century practices were implemented "Often," and students demonstrated "High" critical thinking and "Very Satisfactory" academic performance. Multiple regression analyses showed that learning environment and school culture (β = 0.31, p < 0.001) and instructional leadership (β = 0.28, p < 0.001) were significant predictors of critical thinking, while authentic assessment (β = 0.31, p < 0.001) and integration of critical thinking strategies (β = 0.27, p < 0.001) were the strongest predictors of academic performance. The study provides empirical evidence that school leadership and instructional practices are interconnected drivers of student success. It recommends that administrators prioritize instructional and cultural leadership, and that teachers consistently integrate inquiry-based and cognitively demanding strategies to foster critical thinking and improve science outcomes.

Integrating Unplugged Coding into Elementary Physical Education

2026-08-24T02:22:10+00:00

The integration of computational thinking (CT) into primary education has expanded rapidly, yet its application in non-STEM domains remains limited. This study investigates how unplugged coding can be embedded within elementary physical education (PE) through an embodied learning approach. Using a qualitative case study design, data were collected through an in-depth interview with a PE teacher who implemented unplugged coding after completing a four-month professional training program. Findings reveal that CT principles—particularly sequencing and algorithmic thinking—can be effectively translated into movement-based instruction. The teacher operationalized coding as structured movement sequences, supported by visual mapping, collaborative learning, and field-based practice. Students demonstrated increased engagement, improved conceptual understanding of motor sequences, and heightened motivation. The study contributes to interdisciplinary pedagogy by proposing an “embodied computational thinking” model that integrates cognitive and kinesthetic learning. The findings have implications for curriculum innovation, teacher professional development, and equitable access to CT education without reliance on digital technologies.

Artificial Intelligence as a Learning Tool and Teachers as Validators

2026-08-24T02:24:38+00:00

The rapid integration of artificial intelligence (AI) into educational settings has introduced both opportunities and tensions in classroom learning. This article examines the role of AI as a learning tool and positions teachers as validators who ensure accuracy, depth, and pedagogical integrity in AI-assisted environments. Drawing on growth mindset theory, the study proposes a conceptual framework, the AI-Teacher Synergy Framework (ATSF), which delineates three interconnected phases: AI-Assisted Exploration, Teacher Validation and Feedback, and Growth Mindset Reinforcement. Through a synthesis of recent literature, the article presents findings across three dimensions: the capacity of AI to catalyze active learning, the evolving role of teachers from content deliverers to validators and mentors, and the function of growth mindset as a bridge between technology use and meaningful learning outcomes. Results indicate that AI tools increase student engagement and personalize learning pathways, but their effectiveness depends on teachers who critically evaluate AI outputs and cultivate resilience in learners. The article concludes that sustainable AI integration requires a synergistic model where technology augments instruction and teachers remain the authoritative validators of knowledge construction.

Classroom Management Skills and Pupils’ Learning Outcomes in Elementary Araling Panlipunan, Philippines

2026-08-24T02:22:08+00:00

Classroom management is essential to effective teaching, yet limited evidence exists on how its specific dimensions relate to pupil achievement in elementary Araling Panlipunan (AP). This study examined the relationship between teachers’ classroom management skills and pupils’ learning outcomes in public elementary schools in Zamboanga del Norte, Philippines. Using a quantitative descriptive-correlational design, data were gathered from teachers and pupils through a validated questionnaire and official academic records. Data were analyzed using weighted mean, Pearson correlation, and multiple regression. Findings showed that teachers demonstrated high levels of classroom management skills, particularly in instructional management and classroom organization, while pupils achieved very satisfactory learning outcomes in AP. Results also revealed a significant positive relationship between classroom management and pupil achievement. Among the dimensions examined, instructional management emerged as the strongest predictor of learning outcomes, followed by classroom organization, discipline, and learner engagement. The findings highlight the critical role of effective instructional management in improving pupil achievement and support the development of evidence-based intervention programs.

Exploring the Usability of Peanut Shells as an Alternative Component for Manufacturing Pattern Paper

2026-08-24T02:22:06+00:00

This study explored the feasibility of utilizing peanut shells as an alternative component in the production of pattern paper for clothing construction. The research specifically aimed to determine the prospective usability of peanut-shell-based pattern paper, evaluate its marking performance after trial testing, examine the relationship between usability and marking performance, and propose recommendations based on the results. The study employed a descriptive–experimental research design and was conducted at a state university in Cebu City, Philippines. A total of 38 respondents, consisting of 17 fashion students, 2 cutters, and 19 sewers, were selected through convenience sampling. Data were gathered using a researcher-developed survey questionnaire that underwent pilot testing to ensure its validity and reliability. The collected data were analyzed using both descriptive and inferential statistical methods, including frequency counts, percentages, mean scores, ranking, and Pearson's correlation coefficient. Findings revealed that the peanut-shell-based pattern paper demonstrated satisfactory usability and effective marking performance during pattern drafting activities. Participants described the material as flexible, durable, and capable of producing visible and clear markings using common drafting tools. Statistical analysis also indicated a positive relationship between usability and marking performance. Overall, the results suggest that peanut shells can be processed into a practical and environmentally sustainable substitute for conventional pattern paper in garment construction.

Synergizing Growth Mindset and Generative AI in K-12 Classrooms

2026-08-24T02:24:36+00:00

The rapid proliferation of generative artificial intelligence (GenAI) in educational settings presents both unprecedented opportunities and significant challenges for K-12 educators. This conceptual article examines the intersection of growth mindset pedagogy and GenAI integration in classroom learning environments. Drawing upon self-determination theory (SDT) and control-value theory (CVT), this paper proposes an integrated framework positioning teacher support as the critical mechanism through which students develop adaptive beliefs about intelligence while learning to collaborate with AI tools. The article synthesizes recent empirical evidence from 49 studies examining GenAI's impact on student learning, K-12 systematic reviews, and research on psychological needs satisfaction in technology-mediated contexts. Findings are organized into three thematic areas: (1) the dual nature of GenAI as both scaffold and potential crutch for learner development; (2) teacher strategies for cultivating growth-oriented AI literacy; and (3) classroom structures that support autonomy, competence, and relatedness in AI-integrated lessons. The proposed Growth Mindset-AI Synergy Framework offers practical guidance for educators seeking to harness AI's potential while preserving the essential human elements of teaching—empathy, mentorship, and belief in student potential. The article concludes that the deliberate cultivation of growth mindsets, supported by strategic teacher intervention, enables students to view AI not as a shortcut to accomplish a task, but as a cognitive partner in their ongoing intellectual development.

Development and Acceptability of Chargeable Battery-Operated Soldering Iron Device

2026-08-24T02:22:03+00:00

This study developed a chargeable battery-operated soldering iron device and determined its level of acceptability to address unexpected power interruptions because it can be used without the presence of AC power. The study utilized a descriptive experimental approach since it developed a chargeable battery-operated soldering iron device. It was assessed with its specifications and functionalities. Survey questionnaires were used and distributed to the sixty respondents from CTU Daanbantayan Campus and San Remigio Extension Campus. It was found out that in terms of risk, perceived usefulness, perceived ease of use, attitude, and intention of use, the chargeable battery-operated soldering iron device was highly acceptable. However, respondents recommended decreasing the weight and size and putting the product in a box to make it more portable. When it comes to safety, it is also suggested to put an LED to indicate its ON/OFF status to avoid skin burns. Overall, the product was highly acceptable to be used as a soldering iron device. An operation guide was made for the users to be guided on how to use the product.

Artificial Intelligence in Classroom Learning: Opportunities and Challenges for Developing Students’ Growth Mindset

2026-08-24T02:22:00+00:00

The rapid development of Artificial Intelligence (AI) has transformed education, particularly in classroom learning. AI technologies, including intelligent tutoring systems, generative AI, and adaptive learning platforms, provide new opportunities to enhance learning experiences. However, their integration also raises important pedagogical questions regarding students’ critical thinking, autonomy, and growth mindset. This article examines how AI can function as both an opportunity and a challenge in fostering students’ growth mindset. The study employs a qualitative literature review by analyzing recent research on AI in education, critical thinking, and growth mindset. The findings indicate that AI improves access to information, supports personalized learning, and encourages reflective thinking. However, excessive dependence on AI may reduce deep cognitive engagement without appropriate pedagogical guidance. The discussion focuses on three key dimensions: AI as a learning support tool, a catalyst for critical thinking, and a factor influencing students’ confidence and autonomy. The findings emphasize the essential role of teachers in guiding students to use AI responsibly and reflectively. When effectively integrated into classroom activities, AI can promote inquiry, evaluation, and independent learning rather than replace human thinking. Therefore, AI should not be viewed simply as beneficial or harmful but as a pedagogical challenge requiring thoughtful instructional integration. This study concludes that, when supported by appropriate teaching strategies, AI can contribute positively to the development of growth mindset, critical thinking, and reflective learning, while reinforcing the importance of balancing technological innovation with sound educational practice.

Integrating Advanced ICT Tools for Promoting Student Engagement and Academic Performance in Malian Higher Education

2026-08-24T02:24:31+00:00

This work shows that the use of ICT in Malian Higher Education has significantly improved both student engagement and academic performance, with increases in the average GPA, graduation rate, and digital literacy. E-learning platforms, mobile apps, AI, and virtual reality offer transformative potential, but infrastructure gaps, inadequate faculty training, and pedagogical resistance remain barriers. Successful ICT integration requires more than technology deployment; it demands strong leadership, sustained funding, flexible teaching practices, and contextually relevant, mobile-friendly approaches. Private colleges are outperforming public institutions, revealing systemic inequalities that need policy intervention. To bridge the digital divide, efforts should focus on improving infrastructure, expanding digital skills training for community leaders, and revamping curricula to include digital literacy. Ultimately, unlocking ICT’s full educational potential depends on multi-stakeholder collaboration among policymakers, educators, tech providers, and students to build inclusive, sustainable learning ecosystems. Such initiatives will prepare Malian graduates for participation in the global digital economy.