The Role of Cultural Intelligence and Metacognition in Fostering Inclusive Education among Pre-Service Teachers

Adapting to change: preservice math teachers’ adaptive expertise through constructivist and socio-cognitive lenses

This study explored the adaptive expertise of preservice mathematics teachers from both constructivist and socio-cognitive perspectives, employing a convergent parallel mixed methods design. The research involved 33 third- and fourth-year pre-service mathematics teachers enrolled in a Bachelor of Secondary Education program. Quantitative data were collected using an adapted Adaptive Expertise Scale and a Socio-Cognitive Interaction Inventory, while qualitative data were gathered through semi-structured interviews. Descriptive statistics, correlation analysis, regression analysis, and thematic analysis were used to analyze the data. The findings revealed that the participants generally exhibited high levels of adaptive expertise, particularly in reflective practice, metacognition, and problem-solving abilities. Notably, no statistically significant differences were observed between third- and fourth-year students. Significant positive relationships were identified between adaptive expertise and socio-cognitive factors such as mentoring, feedback, collaboration, and teacher beliefs regarding adaptability. Mentoring is the strongest predictor of adaptive expertise. Qualitative findings further indicated that inquiry-based learning, authentic teaching experiences, mentoring, and peer collaboration enhanced flexibility, reflection, and instructional responsiveness among teachers. The integrated findings suggest that adaptive expertise develops through the interaction of constructivist learning experiences and socio-cognitive support systems that promote reflective thinking, cognitive flexibility and professional growth. This study highlights the importance of integrating reflective, collaborative, and authentic learning opportunities into teacher education programmes to better prepare preservice mathematics teachers for diverse and changing classroom environments.

The role of pedagogical knowledge base, creativity, and resilience in shaping EFL teachers’ self-efficacy

Teacher self-efficacy is essential for effective English as a Foreign Language (EFL) teaching, particularly in Kazakhstan's multilingual educational environment. This study examined the relationships between pedagogical knowledge base, teacher resilience, creativity-fostering teaching behavior, and teacher self-efficacy using an explanatory sequential mixed-methods design. Quantitative data were collected from 86 Kazakhstani EFL teachers through standardized questionnaires, and Pearson correlation and multiple regression analyses were performed. Qualitative interviews with 10 teachers were subsequently conducted to explain the quantitative findings. The results revealed significant positive relationships between teacher self-efficacy and pedagogical knowledge base, resilience, and creativity-fostering teaching behavior. Classroom management, subject matter knowledge, equity and diversity awareness, professional commitment, response to contextual challenges, self-belief, integration, and frustration management were identified as significant predictors, whereas assessment literacy showed a negative predictive effect. The qualitative findings demonstrated that highly self-efficacious teachers employed differentiated instruction, peer collaboration, flexible lesson adaptation, scaffolding, and reflective practice to address classroom challenges. These findings indicate that pedagogical knowledge, resilience, and creativity-fostering instructional practices jointly contribute to strengthening teacher self-efficacy and provide practical guidance for designing professional development programs for EFL teachers in multilingual educational settings.

JES Journal of Educational Studies

Demographic Factors and English Teachers' Readiness for the Emancipated Curriculum in North Kalimantan

This research describes English teachers' readiness for implementing the Emancipated Curriculum at senior high schools in North Kalimantan across five dimensions: cognitive, pedagogical, technological, psychological, and institutional support, and analyzes its correlation with demographic factors. A quantitative correlational design was used, involving 65 English teachers selected through purposive sampling from 80 accessible teachers. Data were collected using a structured Likert-scale questionnaire and analyzed using descriptive statistics, Pearson correlation, and the Chi-square Test at a significance level of 0.05. Findings reveal overall readiness is high (M = 3.31), with psychological readiness highest (M = 3.42), pedagogical readiness (M = 3.34) and cognitive readiness (M = 3.32), while technological readiness (M = 3.25) and institutional support (M = 3.21) are moderate. Age (r = 0.377, p = 0.002), teaching experience (r = 0.406, p = 0.001), educational background (r = 0.255, p = 0.040), and training participation (r = 0.504, p = 0.001) correlate significantly and positively with readiness, whereas gender (p = 0.273) and certification status (p = 0.090) show no significant association. These findings suggest experiential and professional engagement factors matter more for teacher readiness than static demographic traits, underlining the need for sustained professional development and institutional support.

Examining the support mechanisms and teacher views on inclusive education implementation

This study determined the support systems available to teachers and their perceptions of the effectiveness of these systems in implementing inclusive education in mainstream classrooms at Bato Elementary School for the school year 2025–2026, and as a basis for the Action Plan. It utilized a descriptive-correlational research design, which involved 50 teachers selected through purposive sampling. Data were gathered using a validated survey questionnaire and analyzed through descriptive statistics—frequency, percentage, weighted mean, and standard deviation—and inferential statistics using the Pearson Product-Moment Correlation Coefficient. Results revealed that the largest age group of respondents was 30–39 years old. In terms of educational attainment, most of the respondents held a master’s degree, and some had a bachelor’s degree. Most had 6–10 years of teaching experience, and the largest proportion were Master Teachers. The extent of support systems available for inclusive education was rated Highly Available, with the highest-rated indicators being flexible lesson planning, support from the Division SPED Coordinator, and collaboration with parents. Perceived effectiveness was rated Highly Effective, with the strongest ratings for leadership support, consultation with inclusive education experts, and improved learner outcomes. Correlation analysis indicated no significant relationship. It is recommended that the Action Plan be implemented to address gaps, strengthen existing strategies, and ensure the sustainability of inclusive education practices.

Cultural Intelligence as a Mediator Between Language Learning Strategies and Intercultural Communicative Competence

This research investigated whether cultural intelligence (CQ) mediates the relationship between language learning strategies (LLS) and intercultural communicative competence (ICC). It employed a non-experimental correlational design and a mediation analysis to ascertain the relationships among variables. Using a stratified random sampling procedure, 258 pre-service teachers participated in this research. Adapted questionnaires were administered to the respondents. The hypothesized mediation model was assessed using standard algorithm bootstrapping in SmartPLS 4.0. Findings revealed that the pre-service teachers demonstrated high levels of LLS use, particularly the metacognitive strategy. Results also show high CQ and ICC. Among the domains, the respondents demonstrated the highest levels of metacognitive CQ and ICC attitudes. Finally, the mediation analysis suggests that CQ mediates the relationship between LLS and ICC, suggesting that language learning activities should facilitate improvements in cultural knowledge, behavior, and motivation among pre-service teachers.