International Journal of Curriculum and Instruction

Video Duration and Engagement in Mathematics Instruction on YouTube: An Analysis of Content-level Moderators

Leman Konukoğlu — 2025-09-01

This study investigates how video length interacts with structural content features to shape user engagement in mathematics instructional videos on YouTube. Drawing on a dataset of 126 highly viewed Turkish-language videos, we examine engagement through three metrics: views (consumptionist engagement), likes (affective engagement), and comments (behavioral engagement). Using descriptive statistics, correlation analysis, and one-way ANOVA, we explore whether video duration varies by educational level, content focus, and mathematical topic, and whether these variations predict engagement. Findings reveal that video length alone does not significantly correlate with any engagement metric, nor does it differ meaningfully across content categories. While longer videos appear more common in secondary education and exam-focused content, these patterns do not translate into higher engagement. The study highlights the need for context-sensitive video design and cautions against one-size-fits-all assumptions about optimal length. Implications are offered for instructional content creators and future research on platform-based mathematics education.

Keywords: YouTube; mathematics education; instructional video; video length; user engagement

Interdisciplinary Collaboration of Pre-Service School Practitioners: Pilot Survey Results of Perceived Training and Practice for Special Education Services

Zachary Pietrantoni — 2025-09-01

Interdisciplinary collaboration (IC) outlines strategies and practices for multiple stakeholders to utilize shared problem-solving skills to achieve a common goal (Dillon et al., 2021; McLeskey et al., 2017). School practitioners must adequately be trained to ensure they have the knowledge and skills to engage in IC (Dillon et al., 2021; Goodman-Scott et al., 2018; McDaniel et al., 2022; Yada et al., 2022). Our study explored the perceived IC training and practices of pre-service school practitioners (i.e., school counselors, special education teachers, and teachers). The results suggested that most pre-service school practitioners received more training in IC strategies and best practices than theories or multi-tiered systems of support. Furthermore, results indicated that most pre-service school practitioners reported feeling under prepared and lacked confidence in using IC. Lastly, results found that most pre-service school practitioners strongly agreed with IC practices.

Enhancing High School Students’ Knowledge and Awareness of Disaster Readiness and Risk Reduction through Interactive Anime-Inspired Computer Simulation

Kenneth Auxillos-Cualbar — 2025-09-01

The Department of Education (DepEd) has started increasing the knowledge and practices of the students in disaster readiness and risk reduction and preparedness (DRRR) by incorporating the DRRR learning course into the senior high school (SHS) curriculum. However, despite such an initiative, some students still lack interest in expanding their learning due to the conventional learning delivery. To address the learning problem, an anime-inspired learning material was proposed to make the learning process more interactive, engaging, relatable, and alive. Hence, using the quasi-experimental pretest-posttest research design, the study aimed to determine the effectiveness of the interactive anime-inspired computer simulation on enhancing high school students’ knowledge and awareness of DRRR. Fifty (50) students from Grade 11 level participated in discussions with interactive anime-inspired computer simulation as learning support. Results revealed that Grade 11 students’ knowledge and awareness of the DRRR were significantly increased. The three groups also advanced their knowledge of the various types of hazards and ways to manage the effects of the disasters. It was also indicated that there were significant differences between the formative test mean scores of the three groups. Likewise, there are substantial differences between the three groups’ pretest and post-test mean scores. Moreover, Grade 11 students emphasized that their interest and attention span towards learning those topics were maximally maintained due to the game-oriented discussion and aesthetically appealing graphics. With these, it is suggested that teachers develop anime-inspired interactive learning tools to sustain students’ interest in acquiring practical knowledge.

An Investigation of the Views of Foreign Language Teachers with Inclusion Students in Classrooms on Teaching Methods and Techniques They Use in Their Teaching Processes: A Qualitative Approach

Raziye Uğurlu — 2025-09-01

Based on the fact that students have different abilities and needs, inclusive practice aims to include individuals with special needs in general education environments provided that support special education services are provided. In these classes, students with special needs are not educated in a separate educational environment, but in general classes with other students. In Turkey, inclusive education was legalised with the Law No. 2916 on Children in Need of Special Education, which entered into force in 1983. When the literature is examined, it is seen that the studies on teaching methods and techniques used in foreign language teaching processes to students with special needs are quite limited. The aim of this study is to examine the opinions of foreign language teachers who have inclusive students in their classrooms about the teaching methods and techniques they use in teaching processes. The method of this research is semi-structured interview method. The participant group of the study consisted of 10 teachers working in Konya Meram Nuri Pakdil Anatolian High School and Mehmet Karaciğanlar Mevlana Imam Hatip Secondary School who had inclusive students in their classes. Data were collected through a semi-structured interview form. The analysis of the data was analysed by descriptive analysis method. According to the results of the study, teachers use technology, physical and sensory activities when teaching a foreign language to integrated students and achieve positive results; however, students have difficulty in following instructions and understanding what they read. In addition, due to crowded classes and lack of sufficient information, programs cannot be implemented effectively, students have difficulty participating in class activities, assessment tools need to be revised, and families should give more importance to language education.

Keywords: Qualitative Research, Teacher Education, Individuals with Special Needs, Inclusion Practice.

Investigating the Effect of Science Shows on Middle School Students’ Curiosity Levels Toward Science

Fazilet Seçil Gök — 2025-09-01

The fact that science literacy stands out as a basic skill in the 21st century has increased the importance of learning environments that will provide students with scientific thinking skills and lead them to be interested in scientific processes. In particular, the development of students' curiosity levels towards science has a critical role in terms of both individual learning motivation and lifelong learning tendencies. In this direction, science shows have the potential to develop curiosity in students by arousing surprise, interest and excitement in students. Therefore, in this study, the effect of science shows organised for secondary school students on students' curiosity levels towards science was examined. In the study, one-group experimental method based on pre-test - post-test design was used. The sample of the study consisted of 78 secondary school students from different grade levels studying in a public school in Ankara. During the application process, science shows for physics, chemistry and biology subjects were determined within the scope of the science course curriculum. Criteria such as the potential to arouse curiosity, safety elements and applicability were taken into consideration in determining the science shows. The application was carried out interactively for 8 weeks, one lesson hour per week. As a data collection tool, the ‘Curiosity Scale for Science’ developed by the researcher and consisting of 11 one-dimensional, five-point Likert-type items with a Cronbach Alpha value of .88 was used. The scale was applied to the students before and after the application. In the analysis of the data, t-test for dependent samples was used. The results of the analysis showed that there was a significant increase after the application according to the curiosity scale data for science (p < .05). These results revealed that science shows positively affected students' curiosity towards science.

As a result, science shows are effective in developing students' curiosity levels and therefore science shows can be considered as an effective strategy in science teaching in and out of the classroom. In addition, the results obtained from this study are in line with the Turkish Century Education Model, which was put into effect in 2024 and encourages the design of learning environments based on experience-based and holistic learning that stimulate students' sense of curiosity.

Key Words: Science shows, Scientific curiosity, Science education

English Learners’ Incidental Vocabulary Learning and Retention in Different Reading Task Types

Lap Quoc Trinh — 2025-09-01

Reading is widely recognized as an important source of vocabulary acquisition for second language learners, yet the effects of different reading tasks on incidental vocabulary learning remain underexplored in the Vietnamese context. This study examines the effects of reading with multiple-choice questions (MCQs), short-answer questions (SAQs), and fill-in-the-blank questions (FBQs) on university learners’ incidental vocabulary acquisition and their attitudes toward these tasks. 60 first-year Vietnamese EFL students at a public university participated, with data collected through a vocabulary test and interviews. Results showed that learners in the MCQ and FBQ groups outperformed those in the SAQ group, and most learners had positive attitudes toward the tasks. The findings provide useful insights for material developers, teachers, and learners in selecting and adapting effective reading tasks.

A Systematic Literature Review on the Effects of Problem-Based Learning on Secondary School Students' Academic Achievement, Motivation, and Attitude in Science Education

Güler Akis — 2025-09-01

The main purpose of this research is to reveal the effects of the problem-based teaching on students' academic achievement, motivation and attitude by systematic literature review. For this purpose, 16 studies (theses and articles) that investigate the changes in students' motivation, academic achievement and attitudes when problem-based teaching method is used in science courses at secondary school level and indexed in Proquest, ERIC, Yök Thesis, Taylor and Francis, JSTOR, Wiley Online Library databases were analysed. For this purpose, 16 studies investigating the effect of problem-based teaching method in science education on students' motivation, academic achievement and attitudes were analysed. Proquest, ERIC, Yök Thesis, Taylor and Francis, JSTOR, Wiley Online Library databases were searched to determine the studies to be included in the research. According to analyses it was found that the problem-based teaching method of problem-based learning in science education led to enhance in students' motivation, attitudes and academic achievement. In addition, it was also found that there was a negative change for motivation, attitudes and academic achievement. As a result, the literature review revealed that the problem-based teaching method generally changes students' motivation, attitude and academic achievement positively when compared with the traditional method.

Keywords: Problem-based learning; motivation; attitude; academic achievement; science education.

The Relationship of Language Learning Motivation, Learning Strategy, and English Class Performance

Daniel Mabini — 2025-09-01

Limited opportunities for future language use pose a challenge to English language learners especially in the rural areas. This hitch is amplified by the gradual shift to face-to-face learning, which exacted the learning gains during the pandemic. Paucity of practice and inferior perception of one’s ability to use the language could affect one’s motivation for language learning, and one’s level of motivation to learn a language affects the choice of language learning strategy. This study sought to determine the students’ language learning motivation level, the language learning strategy of high-motivated and low-motivated learners, and the relationship of these strategies to the students’ English grades. Results revealed that the strategies used of a student under a specific level of English language learning motivation have a significant relationship to his or her English grades. For instance, the English grades of high-motivated learners increase as they use specific language learning strategies. On the other hand, the English grades of low-level motivated students decrease despite their use of language learning strategies. The results of this study aim to propose considerations both in linguistic pedagogy and the unpacking of the post pandemic language curriculum.

Determination of 7th Grade Students’ Thoughts of the Science Course

Asli Ozdemir Ozcan — 2025-09-01

This research aims to identify the opinions of 7th grade students studying at private and public middle schools regarding the science course. The survey model was used in the study. The study group consisted of a total of 1070 students, including 120 students from the 7th grades of 3 private middle schools and 950 students from the 7th grades of 25 public middle schools located in the center of Kars. The “Interview Form on 7th Grade Students’ Opinions Regarding the Science Course”, consisting of five structured interview questions, was used as a data collection tool. The students answered the questions in written form. Students’ written responses were read repeatedly by the researcher, and students’ thoughts were identified through both predefined and emerging explanatory and inferential codes during the analysis process. The study found that the students attending private middle schools mostly expressed the following opinions regarding the science course: that it is a great and enjoyable course, and they like the course and their teachers. The study found that students studying at public middle schools mostly stated that science is a nice and enjoyable course, they like the course, and that during the course they feel excited, happy, curious and discover themselves.

Mapping the Landscape of AI-Assisted L2 Writing Assessment: A Bibliometric and Trend-Forecasting Study (2021–2025)

Nurgül Bekdemir — 2025-09-01

Language assessment has been undergoing a significant transformation with the rise of Artificial Intelligence (AI), particularly in writing, which is widely recognized as the most complex of the four language skills due to its multidimensional nature. Recent studies highlight how AI tools—such as ChatGPT—support feedback generation, streamline editing, and reduce teachers’ assessment workload. Despite the increasing volume of publications in AI-based writing assessment, there remains a lack of bibliometric studies that map the scholarly landscape of this emerging field. This study addresses that gap by conducting a bibliometric and predictive analysis of AI-based L2 writing assessment research published between 2021 and 2025. Data were retrieved from ScienceDirect, Wiley Online Library, SpringerLink, and SAGE Journals and analyzed using the BiBLoX platform for trend forecasting, topic modeling (LDA), and co-authorship network mapping. Citation predictions were modeled using machine learning algorithms, including Random Forest Regression. The results reveal evolving thematic focuses, leading contributors, and publication trends, offering a data-driven overview of the field and highlighting directions for future research.

Awareness of New Generation Environmental Problems: Scale Development for Pre-service Science Teachers

Elif Sida Karaismailoğlu — 2025-09-01

This study investigates pre-service science teachers’ awareness of the environmental impacts of digital technologies—specifically artificial intelligence (AI), cryptocurrency mining, and E-sports games. While traditional ecological concerns are widely addressed in education, the environmental footprint of digital activities remains underexplored. To bridge this gap, the New-generation Environmental Problems Awareness Scale (NEPAS) was developed and validated with 291 pre-service teachers from two major Turkish universities. Data were collected via a mixed-method process that included exploratory qualitative inputs and a finalized 22-item Likert scale. Confirmatory factor analysis supported a three-factor model: Environmental Awareness, Attitude Toward AI, and Attitude Toward Cryptocurrency, with high reliability and validity (Cronbach’s alpha = 0.92). Results revealed that although participants frequently used digital tools—especially smartphones and AI systems—awareness of their environmental consequences was moderate. Awareness levels varied significantly by gender, academic year, and exposure to environmental education. Notably, pre-service science teachers who took environmental courses scored higher in environmental awareness, but not in technology-specific dimensions. These findings highlight the necessity of incorporating emerging ecological risks tied to digital technologies into teacher education curricula. The NEPAS offers a domain-specific tool for assessing such awareness and can guide curriculum reform toward a more sustainable and digitally informed future.

CEFR Proficiency Levels of Secondary School English Textbooks’ Word Lists in Türkiye

Buse Nur Maral — 2025-09-01

Textbooks are crucial in foreign language classes, especially in young learners. It is almost impossible to observe a foreign language class conducted without a textbook. The quality assessment of younger learners’ textbooks is, therefore, vital considering their importance as language teaching materials. In this sense, this study sets out to investigate the accordance of the vocabulary list of purposefully selected up-to-date secondary school (5th, 6th, 7th and 8th grade) English textbooks in the 2023-2024 academic year from ‘The Ministry of National Education Publishing’ approved by the Board of Education in accordance with the proficiency levels of CEFR. All the vocabulary lists of four books were subjected to a web-based analysis program called Text Inspector to determine their CEFR proficiency levels and compare the results to the intended level in the English Curriculum. The web-based program was used to analyze the English Vocabulary Profile of the books examined. According to the English Curriculum Model approved by MoNE, stage 2, comprising the 5th – 6th grades, equals A1 level (Breakthrough) of CEFR and stage 3, compromising 7th – 8th grade, equals A2 level (Waystage) of CEFR. Thus, similar material types and language functions are given to the students corresponding to their CEFR levels. The results obtained from the data show that the vocabulary above the students' intended level compromises 42,5 per cent of the total vocabulary. In 7th and 8th grade this percentage reaches 68.84 per cent. Thus, it is possible to conclude that the vocabulary in the textbooks published by MoNE is quite above the students’ comprehension skills based on the premises designated by the Ministry following the CEFR.

Keywords: CEFR; textbooks; word list; English Vocabulary Profile

Representation of Education 4.0 Competencies in Science Teaching: An Analysis of Türkiye’s 2024 Curriculum

Haluk Yılmaz — 2025-09-01

This study aims to examine the extent to which the learning outcomes in Türkiye’s 2024 Science Curriculum are represented within the framework of Education 4.0, as defined by the World Economic Forum (WEF, 2020). The analysis focuses on four core content dimensions: Global Citizenship, Innovation and Creativity, Technology, and Interpersonal Skills. Employing a document analysis method, the study evaluates the learning outcomes both quantitatively and qualitatively. Findings reveal that only 55 out of 182 outcomes (30.2%) are directly related to Education 4.0 competencies. These outcomes are primarily concentrated around limited themes such as environmental awareness, design, and physical systems, while essential contemporary skills like digital literacy, interdisciplinary creativity, and interpersonal interaction are largely underrepresented. Moreover, the integration of Education 4.0 dimensions across grade levels is uneven, with some grades displaying minimal representation. The results offer significant insights into how Education 4.0 skills are incorporated into science education in Türkiye. They also provide valuable recommendations for developing countries seeking to modernize their science curricula in alignment with 21st-century skills. The findings are expected to inform curriculum developers, teacher educators, and policymakers working toward educational reform.

Keywords: Education 4.0; Science Education; Learning Outcomes; 2024 Curriculum; 21st Century Skills

Teacher Questions for Elicitations in the EFL Classroom: A CA-Based Teacher Reflection

Cansu Aykut Kolay — 2025-09-01

Teachers’ questioning practices are indispensable parts of language classrooms in terms of enhancing students’ level of comprehension and maintaining an interactive classroom discourse. Therefore, it is of significance for teachers to be aware of what kind of questions they ask in their lessons. To this end, this study aims to shed light on a teacher’s reflective practice based on a stimulated recall session. Based on conversation analysis with no previous hypothesis or research focus as for the method of data analysis, the focus of this study was determined after the reflective stimulated-recall session was over. Together with the researcher, the teacher had the chance to see a salient pattern regarding her questioning practice and reflected on this with the help of the guiding questions or prompts of the researcher. Hence, this study aimed to show what kind of an impact conversation analytic or evidence- based teacher reflection has on the teacher’s recognition and evaluation of her questioning practice. Based on the teacher’s reflection, several pedagogical implications have also been provided including some basic techniques to ask effective questions to elicit answers from students in EFL classrooms.

Keywords: Teacher questions; conversation analysis; teacher reflection

The Role of ICT Self-Efficacy, Technostress, Individual Innovativeness and Mindset on Artificial Intelligence Literacy

Oktay Donmez — 2025-09-01

This study examines the factors affecting artificial intelligence (AI) literacy levels among university students in Turkey. Using structural equation modeling, the research investigates the relationships between ICT self-efficacy, technostress, individual innovativeness, mindset, and AI literacy. Data were collected from 631 university students across various Turkish universities through online surveys using validated scales. The findings reveal that ICT self-efficacy is the strongest predictor of AI literacy (β = .367), while technostress negatively affects AI literacy (β = -.100). Individual innovativeness and growth mindset also positively predict AI literacy. The model explains 28.6% of the variance in AI literacy. These results provide evidence-based insights for educational institutions and policymakers to enhance AI literacy development through addressing psychological factors and leveraging facilitating elements in educational technology integration.

Turkish Music Education: An Artificial Intelligence Based Performance Analysis Design

Muhammed Talha Efe — 2025-09-01

The purpose of this study is to develop a software system, using the Python programming language, capable of analyzing the pitch and usul (rhythmic pattern) structures in performances of Turkish music. To achieve this goal, the research was conducted within the framework of the Design and Development Research Model (DDRM) and was completed in three stages. In the first stage, a comprehensive literature review was carried out to identify relevant publications that could provide insight into the subject; both domestic and international written sources, as well as existing applications, were examined in detail. In the second stage, based on the main objective, the needs were identified, and a software design was created to perform pitch and usul analysis on performance recordings of Turkish music. The design, developed through the iterative cycle of DDRM, analyzes frequencies using Python libraries and custom algorithms, while storing and visualizing the results through a Firebase based system. Users can track analysis results across specific time frames and access detailed visual data for each analysis, including spectral representations, error curves, and color coded notation. In the third stage, the software design was tested through an application process based on the analysis of performance recordings. For this purpose, a study group consisting of performers and experts was formed. The performer group included two students with basic Turkish music training who could play instruments (Ud and Ney) at a beginner level, while the expert group consisted of three academics specialized in Turkish classical music and Turkish folk music. Before the application process, the students performed an etude prepared in consultation with the researcher and expert group: a 56 pitch study in the Bayati maqam and in Sofyan usul. The recorded performances were evaluated in terms of pitch and usul elements by both the expert group and the software. Subsequently, the analyses of the expert group and the software were comparatively examined, and the results were discussed. It was determined that the software could technically analyze performance recordings with a higher degree of precision than anticipated for pitch and usul elements, achieving a high level of consistency with the expert evaluations. The research was then documented and reported.

Teachers’ Perceptions of Using Non-verbal Communication in Language Learning

Nurgül Bekdemir — 2025-09-02

Non-verbal communication (NVC) refers to the transmission of information, feelings and thoughts without any written words. In foreign language teaching, it is often used to make the learning environment more meaningful by serving functions from classroom management to teaching practices. This paper aims to investigate the relationship between the perception of English as a Foreign Language (EFL) instructors about NVC in teaching and their actual practices in classroom. Qualitative research method is employed, and classroom observation and semi-structured interview were utilized to collect data. Convenience sampling method was adopted, and eight instructors at a private university participated in the study. To analyze the data, transcriptions of the interviews and the researchers’ observation notes were utilized. Findings show that instructors mostly use NVC tools in Listening and Speaking course and various NVC tools are used for different purposes. The results indicate that there is a general consistency between the instructors’ perceptions and their observed practices with regard to their NVC usage in EFL classes.