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 Yin http://creativecommons.org/licenses/by/4.0
AI-Empowered Reform of the CNC Programming and Machining Course in Secondary Vocational Education
This study addresses the need to integrate AI literacy into secondary vocational education, using the “CNC Programming and Machining” course as a case. It argues that traditional education must shift from knowledge transmission to cultivating cognitive capacities for collaborating with AI. The core contribution is a comprehensive curriculum framework that embeds AI literacy across competencies like AI-assisted design and intelligent process planning. Innovative, project-based methods employing human-AI challenges and AR simulations are proposed. A dual-focus assessment system combines formative evaluation (60%) with a summative assessment (40%) that uniquely includes a dedicated AI literacy component. This model aims to bridge the gap between training and smart manufacturing, enhancing students’ professional adaptability and competitiveness.
Copyright (c) 2026 Yuxuan She, Guoqin Li, Shuya Yang http://creativecommons.org/licenses/by/4.0
Research on the Construction of an Educational Service Quality Evaluation System Driven by Artificial Intelligence Technology
In the context of high-quality educational development, the scientific and objective evaluation of educational service quality has become a key concern in educational governance and management. Traditional evaluation approaches face limitations in indicator design, data sources, and result application, which restrict their ability to reflect the dynamic and multidimensional nature of educational service processes. With the deepening application of artificial intelligence in education, its strengths in multi-source data processing, pattern recognition, and intelligent analysis offer new possibilities for improving evaluation systems. Based on a systematic review of existing studies and the foundations of AI applications, this research constructs an educational service quality evaluation system centered on data integration and intelligent analysis. The study focuses on evaluation framework design, indicator system construction, and evaluation model development, and examines how artificial intelligence supports comprehensive assessment and result feedback. A case study is conducted to validate the feasibility and effectiveness of the proposed system. The findings demonstrate that artificial intelligence can enhance the scientific rigor, dynamic adaptability, and practical value of educational service quality evaluation, contributing to the modernization of educational governance.
Copyright (c) 2026 Zhang Binglin, Lin Chenlong http://creativecommons.org/licenses/by/4.0
Artificial Intelligence in Education: Potential Applications and Ethical Considerations for Future Classroom
Purpose and objectives of this study include exploring the application of AI in education and learning, considering ethical challenges associated with its incorporation into future classrooms. The objectives of this study are to determine and classify AI technology employed within learning interfaces; explore how AI facilitates personalized learning based on learners’ requirements; review AI support for educators by automating administrative tasks and providing learners with personalized review feedback; determine the capacity of AI to improve accessibility for learners with disabilities; two others. Design/Methodology: Exploratory-expository design combined the results of exploratory research and secondary data with regard to AI and education, giving specific consideration to the context of Africa. The study was intended to categorize contemporary AI applications used in education, describe methods of personalized education, assess the use of AI in teaching and accessibility, and create an AI implementation ethics framework. Results: There appears to be potential for the reduction of the administrative burden on the teaching staff to enable more time to spend on teaching and interacting with students through the help of AI. Teachers held ambivalent views of the technology, which were characterized by their optimism and pessimism regarding the potential effects of AI. Pragmatic Implications: It recommends teacher training, building positive dispositions towards AI tools, and setting ethical standards for the protection of data and equity of access of the students. Originality/Value: This paper has value because it highlights the applications of AI in education while emphasizing the ethical use of AI.
Copyright (c) 2026 Ogagaoghene Uzezi Idhalama, Oyaziwo Aluede (PhD), Ma'aruf Nuhu Batagarawa (Ph.D) http://creativecommons.org/licenses/by/4.0
Exploration and Practice of Transforming Pilot-Scale R&D Achievements into Teaching Projects in Higher Vocational Colleges
Under the policy orientation of the high-end and intelligent transformation of the manufacturing industry and the integration of production and education, pilot-scale R&D achievements, as key intermediate products of technology industrialization, possess both technological innovation and practical applicability, which are highly consistent with the training objectives for technical and skilled talents in higher vocational colleges. Based on literature research and practical exploration, this paper sorts out the core value and existing dilemmas of transforming pilot-scale achievements, constructs a full-chain transformation path including three-dimensional screening, four-step reconstruction, school-enterprise collaboration, and multi-dimensional evaluation, and verifies the feasibility of the path with cases in fields such as industrial robots, intelligent production lines, and digital twins. The research shows that this transformation mode can effectively solve the problems of backward teaching resources and disconnection between production and education in higher vocational education, providing practical reference for improving talent training quality and deepening school-enterprise cooperation.
Copyright (c) 2026 Sheng Li, Yuqing Wang, Tao Qi, Mengting Chen, Rezeye Sufuer http://creativecommons.org/licenses/by/4.0
Exploration on the Reform Path of Project-Based Teaching in Higher Vocational Colleges Based on the SGAVE Concept
In response to the issues of disconnection from industry and one-sided competency development in the teaching of foundational mechanical manufacturing courses in higher vocational education, this study explores project-based teaching reform for the course under the guidance of the Sino-German Advanced Vocational Education Cooperation Project (SGAVE) concept. It systematically analyzes the connotation and characteristics of the SGAVE concept, restructures the course content to align with job requirements, and develops authentic enterprise-related projects. A reform framework is constructed, encompassing “restructuring the curriculum system—innovating teaching methods—developing project-based teaching resources—building a teaching team.” A Four-in-One evaluation system integrating “knowledge, skills, literacy, and outcomes” is designed to fully align with the three-dimensional competency development goals of professional, methodological, and social skills. The research demonstrates that the SGAVE concept can effectively promote the shift of higher vocational foundational courses from knowledge transmission to competency development, providing practical references for the reform of foundational courses in mechanical engineering and the localization of the “dual system” in vocational education.
Copyright (c) 2026 Tao Wang, Xiaoling Liao http://creativecommons.org/licenses/by/4.0
A Study on the Teaching Effects of Contextual Elements in English Reading Teaching for Secondary Vocational Schools
Contextual elements are an important part of English reading teaching, directly influencing the cultivation of students’ comprehension of texts and their language application abilities. Based on the vocational English textbooks published by Higher Education Press, this article combines contextual theory with the reality of vocational English teaching to analyze the practical difficulties in the application of contextual elements in current vocational English reading teaching. It explores the teaching effects of contextual elements in resolving vocabulary obstacles,constructing text logic, and fostering cross-cultural competence. Moreover, it proposes practical strategies such as mining teaching resources, building multimodal contexts, and designing stratified context-based tasks, aiming to fully leverage the teaching value of contextual elements, enhance the quality of vocational English reading teaching, and achieve the goal of cultivating core subject literacy.
Copyright (c) 2026 Cuilan Zhao http://creativecommons.org/licenses/by/4.0
Teaching Reform and Practice Research of Transportation English Course in Higher Vocational Colleges Based on Professional Competence Standards
Against the backdrop of China’s national strategy to build a strong transportation sector and the global development of the industry, the teaching quality of transportation English courses in vocational colleges directly impacts the job adaptability and professional competitiveness of technical and skilled personnel. Current transportation English curricula in vocational colleges commonly face issues such as content disconnection from occupational competency standards, monotonous teaching methods, evaluation systems lacking vocational orientation, and insufficient practical skills among faculty members, which fail to meet the actual demands of the transportation industry for English application capabilities. Guided by occupational competency standards and tailored to the characteristics of vocational education in transportation-related fields, this paper systematically analyzes the current teaching status and core challenges of transportation English courses. It proposes targeted reform measures in four aspects: curriculum restructuring, innovative teaching methods, improved assessment mechanisms, and faculty team development. The aim is to promote deeper alignment between transportation English courses and job requirements, enhance students’ professional English application abilities and vocational competencies, and provide practical references for the reform of English teaching in transportation-related vocational programs.
Copyright (c) 2026 Tianrui Zhang http://creativecommons.org/licenses/by/4.0