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