World Journal of Educational Research (WJER) is an international, Refereed, double-blind peer-reviewed, open-access journal published by Scholink. The mission of WJER is to provide a high-level platform for experts and scholars all over the world to share their latest ideas in the field of education and foster the prosperity of the discipline. We would welcome scholars and researchers engaging in the related field to submit your manuscripts to WJER. Both of online submission and E-mail submission (wjer01@scholink.org or wjer@scholink.org) are acceptable. ------------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: Education in Preschool Education Primary School Education Secondary School Education High School Educational Technology Educational Leadership Teaching Learning Skills and other relevant fields ------------------------------------------------------------------------------ Index/List/Archive CrossRef CNKI Scholar Google Scholar WANFANGDATA LOCKSS ResearchGate academia.edu WorldCat PubMed Journal Research.com PKP Open Archives Harvester EBSCOhost OALib Sciencegate Electronic Journals Library (EZB) LinkedIn Open J-Gate NewJour Sherpa-Romeo Standard Periodical Directory AMICUS Bielefeld Academic Search Engine (BASE) Refseek academic search engine Yahoo Research Bib Library and Archives Canada Directory of Research Journals Indexing Electronic Journals Librar Journal seek JournalTOCs Lycos Zeitschriftendatenbank (ZDB) Base Search Scientific Indexing Services (SIS) ISSN PORTAL Refereed Journal: World Journal of Educational Research is a Refereed Journal. Open access: World Journal of Educational Research is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself." Peer review: World Journal of Educational Research takes peer review policy. Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers).
Authors who publish with this journal must agree to the following terms: Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
Research on the Innovative Teaching Model of Municipal Engineering Measurement and Pricing in the Context of Digitalization
In the current field of architectural education, the digital revolution is profoundly reshaping the professional talent training model, especially exerting a revolutionary impact on technical-intensive courses such as construction project measurement and pricing. This article systematically analyzes the feasible paths for the deep integration of modern information technology and traditional construction cost teaching, focusing on explaining how the new teaching paradigm based on emerging technologies like building information modeling and cloud computing can effectively enhance the quality of professional talent training. It also reveals the innovative application scenarios and significant achievements of digital tools in teaching aspects such as engineering quantity calculation and cost analysis. Additionally, the article proposes a series of practical optimization solutions from dimensions such as improving course objectives and content development, updating teaching resources, and improving teaching assessment and feedback, aiming to provide theoretical support and practical references for promoting the digital transformation of teaching in municipal project measurement and pricing.
Copyright (c) 2025 Tingting Nie, Xiaojun Zhang, Bingbing Guo http://creativecommons.org/licenses/by/4.0
Assessing Teacher Strategies in Responding to Student Mental Health Behaviors
This study assessed the strategies employed by teachers in responding to student mental health behaviors at Curuan National High School. Using a quantitative descriptive-correlational design, the research examined the frequency, types, and severity of student mental health behaviors; the strategies used by teachers; their perceived effectiveness; and the challenges encountered. A validated questionnaire was administered to 70 teachers. Weighted mean and regression analysis were applied. Results show that students frequently display restlessness, inattention, excessive worry, and emotional instability, significantly affecting academic performance and classroom engagement. Teachers most often implement classroom management techniques, supportive communication, and individualized interventions. However, challenges include insufficient training, lack of resources, and limited administrative support. Regression findings reveal a significant positive relationship between teacher strategies and perceived effectiveness (B=0.756; p=0.000; R²=0.624). The study concludes that systematic and evidence-based teacher strategies are essential for supporting student mental health and that schools must strengthen resources and teacher training.
Copyright (c) 2025 Omar M. Banguih http://creativecommons.org/licenses/by/4.0
Research on an Evaluation System for Local Universities Serving High-Quality Development of Local Economies
As a result of the recent changes in regional development patterns, local universities have developed deeper connections with their local economies and regional societies. In comparison to earlier forms of interaction between universities and their communities, this relationship has evolved from a surface or shallow level to become much more deeply integrated with both economic and social development. Traditional evaluation methods, while helpful, have significant limitations regarding accurately measuring the contributions made through service by the university to its respective community. The primary objective of this research project is to fulfil this urgent or practical need through a comprehensive multidimensional model that evaluates universities based upon contributions, fit, and ability for growth. The intent of this model is not to focus solely on university research outputs or on graduate numbers; rather, it will evaluate in more depth the effectiveness and potential contributions of the university in the principal areas of human resource development, technological innovation, and cultural ecological development in building high-quality regional development. The ultimate outcome of this research will be to develop a scientifically based tool for evaluating and measuring both the diagnostic and growth potential of universities within their respective communities.
Copyright (c) 2026 Zhong Han, Meiling Zhang, Tianhong Duan http://creativecommons.org/licenses/by/4.0
Frequency Use of Facebook and Academic Performance of Senior High School Students
This study examined the relationship between the frequency of Facebook use and the academic performance of Grade 11 STEM Senior High School students at Baliwasan Senior High School – Stand Alone in Zamboanga City. Employing a descriptive-correlational research design, the study involved 300 purposively selected students who were active Facebook users and willing to participate in the survey. Data were collected using a structured questionnaire measuring three sub-variables of Facebook use: frequency, intensity, and purpose. Reliability and validity of the instrument were ensured through expert review and pilot testing, with a Cronbach’s alpha of ≥0.70. Descriptive statistics, including weighted mean and standard deviation, summarized students’ Facebook usage patterns, while the Pearson Product-Moment Correlation Coefficient was used to examine the association with first-semester academic performance. Findings revealed that students exhibited high frequency of Facebook use (mean = 4.14), moderate intensity (mean = 3.77), and moderate purpose of use (mean = 3.94). The general weighted average of participants was very satisfactory (mean = 89.37). Correlation analysis indicated a very weak, non-significant negative relationship between Facebook usage frequency and academic performance (r = -0.082, p = 0.631). These results suggest that although Facebook is integrated into students’ daily routines, its frequency of use does not significantly impact academic outcomes. The study underscores the importance of balanced and purposeful social media engagement in supporting student learning.
Copyright (c) 2026 Nadzwa M. Jalmaani http://creativecommons.org/licenses/by/4.0
Teachers’ Strategies, Challenges, and Discipline Among Modern-Day Learners in the Classroom at Sinunuc National High School, Zamboanga City
This study examined the teachers’ strategies, challenges, and levels of discipline among modern-day learners at Sinunuc National High School in Zamboanga City. Using a mixed-method design, the quantitative phase involved thirty (30) Senior High School students who assessed the extent of teachers’ strategies and student discipline through a structured survey. The qualitative phase consisted of interviews with five (5) Senior High School teachers to explore the challenges encountered in maintaining classroom order. Descriptive statistics and regression analysis were utilized for quantitative data, while thematic analysis was employed for qualitative responses. Results revealed that teachers consistently used effective communication strategies, behavioral interventions, and collaborative problem-solving techniques to promote discipline. Students demonstrated a high level of discipline characterized by respect, compliance, and responsibility. Regression results showed that teachers’ strategies significantly predicted 68% of the variance in students’ discipline, indicating a strong relationship between teacher practices and student behavior. Findings highlight the importance of positive reinforcement, participatory rule-setting, restorative approaches, and consistent communication. Recommendations include strengthening student-centered strategies, enhancing teacher training, and sustaining collaborative discipline practices to improve classroom management and learner engagement.
Copyright (c) 2026 Sherly Cabang-Santosildes http://creativecommons.org/licenses/by/4.0
The Data-Based Study on the International Communication of Mount Tai Culture
As an important part of excellent Chinese civilization, Mount Tai culture is a key link in “telling Chinese stories well” in international communication. Based on Lasswell’s model, this research group takes the communication of Mount Tai culture on international platforms as the core research content, with tweets about Mount Tai culture on the international social platform TikTok as the main research object. It explores the current situation of Mount Tai culture in international communication, analyzes its advantages and disadvantages, and proposes feasible paths according to specific circumstances, so as to promote the international communication of Mount Tai culture and facilitate the export of excellent Chinese culture.
Copyright (c) 2026 Lihua Liu http://creativecommons.org/licenses/by/4.0
An Analysis of Narrative Texts in Senior High School English Textbooks from the Perspective of the Transitivity System
This study aims to explore the distribution of transitivity processes in narrative texts of PEP senior high school English textbooks, their interaction with the “form-function-theme” three-dimensional model, and effective teaching strategy transformation. Using narrative texts as the corpus, it conducts transitivity annotation and statistical analysis. Results show material processes dominate, mental processes facilitate character portrayal, and relational processes define cultural concepts, with different processes playing distinct roles in disaster, growth and culture-themed texts. The study verifies the applicability of Halliday’s transitivity theory, establishes a systematic analytical framework, and proposes operable teaching strategies. It also notes the limited sample size, suggesting future research expand the corpus and integrate other linguistic theories for more comprehensive teaching tools.
Copyright (c) 2026 Anying Dai http://creativecommons.org/licenses/by/4.0
Exploration of a Full Life Cycle model for Ideological and Political Education in Curriculum Based on Educational Big Data in the Context of Emerging Engineering Education—Taking General Education Courses in Information Technology as an Example
The construction of emerging engineering disciplines has raised higher requirements for the ideological and political literacy of engineering students, and ideological and political education in curriculum serves as an effective means to enhance their ideological and political literacy. Based on an analysis of the characteristics of ideological and political education integrated into information technology general education courses, this paper proposed a full lifecycle model for such education. It designs implementation methods for this model, including a three-dimensional integration approach based on educational big data and a quantitative evaluation method based on teaching and learning big data. Furthermore, using information technology general education courses as a carrier, this paper tests the effectiveness of the full lifecycle model for ideological and political education integrated into courses.
Copyright (c) 2026 Yang Liu http://creativecommons.org/licenses/by/4.0
Innovative Construction of a Growth-Oriented Academic Assessment System in the Context of Value-Added Evaluation
In the context of educational evaluation reform, the traditional academic evaluation system hinders the sound development of education due to its “select-oriented”, “score-only” and utilitarian tendencies. Based on the theory of value-added evaluation, this paper constructs a new growth-oriented academic evaluation system, which takes the all-round development of students as the core and integrates three characteristics: verticality and development, diversity and comprehensiveness, incentive and orientation. The implementation path covers dimensions such as clarifying stratified goals, optimizing multiple indicators, strengthening data management, collaborating evaluation subjects, and deepening the application of results. By establishing an individual longitudinal development coordinate system, integrating multi-source evaluation information, and driving two-way teaching improvement, the transformation from “horizontal comparison” to “vertical growth” is achieved, providing scientific solutions for solving the evaluation dilemma, implementing educational equity, and improving educational quality, and facilitating students’ individualized development and educational ecosystem innovation.
Copyright (c) 2026 Zhaoqing Ying http://creativecommons.org/licenses/by/4.0