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            <title><![CDATA[Academic Performance and Success: Rethinking Educational Metrics]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0010</link>
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            <pubDate>Sat, 13 Jun 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: This article discusses results emanating from a study examining the validity of current measures of academic success in higher education.Methods: The study uses a quasi-experimental quantitative design to compare outcomes of traditional online College Algebra courses and the same course using a hybrid competency-focused model with a polyparadigm delivery approach.Results: Preliminary findings showed differences in the proportions of successful course completions based on how “success” was interpreted.Discussion: These findings imply that conventional performance-based metrics may not adequately represent authentic learning or student academic growth.Limitations: Limitations include substantial differences in sample sizes being compared and confounding variables related to the course delivery design and implementation, even the actual metrics being measured.Conclusions: A broader reconceptualization of academic success is necessary, balancing quantitative and qualitative measures to capture the complexity of learning in digital learning environments.]]></description>
            <category>ARTICLE</category>
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            <title><![CDATA[Mobile AR in Inquiry-Based Primary Teacher Education]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0012</link>
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            <pubDate>Sat, 13 Jun 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: Mobile augmented reality (AR) is increasingly integrated into biology education to support inquiry-based learning by visualizing abstract anatomical structures and system interrelationships, particularly in teacher education.Methods: A qualitative case study was conducted with 17 pre-service primary teachers using a mobile AR application to explore the circulatory system in relation to first aid procedures, supported by observation, record sheets, and an open-ended questionnaire.Results: Although students showed strong interest in using AR and preferred it over a physical 3D model, technical difficulties and limited digital skills constrained independent exploration and conceptual understanding.Discussion: The findings indicate that while mobile AR enhances motivation and collaborative inquiry, its educational effectiveness depends on prior digital literacy training and active teacher mediation.Limitations: The study is limited by a small sample size, reliance on a single AR application, and short-term classroom implementation.Conclusions: Mobile AR is a valuable supplementary tool in inquiry-based primary teacher education, provided it is carefully selected, pedagogically integrated, and supported by systematic digital skills development.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Multifaceted Effects of Stuttering and Anxiety on Students in Tertiary Education]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0016</link>
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            <pubDate>Sat, 13 Jun 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: Overt perception of stereotypical threats by stutterers is reflected in their elevated levels of anxiety and reduced ability to establish and maintain effective communicative relationships across contexts and ages.Methods: A quantitative and descriptive approach was used, including standardized stuttering and anxiety assessment tools; also, a questionnaire for the perception of threats.Results: State anxiety was highly correlated with stuttering measures as well as speech related anxiety (r&gt;.6); self-reported fluency was strongly correlated with traditional fluency measures (r&gt;.6); state anxiety was found to be a stronger predictor of quality of life, self-efficacy and overall negative impact ratings than stuttering severity (R2=.658, .473 and .779 respectively).Discussion: Perception of negative stereotypes was high among participants, which negatively impacted their lives through personal and social aspects.Limitations: A larger sample size would increase the generalization of the study.Conclusions: Stutterers in tertiary education need professional and institutional support to maintain overall well-being and effective academic relationships.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Reading with Machines: Artificial Intelligence and the Future of Literary Competence in the Classroom]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0014</link>
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            <pubDate>Sat, 13 Jun 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: This study investigates the implications of artificial intelligence (AI) on the pedagogy of literature at the university level.Methods: Over a four-week period, students collaborated in groups to analyse, summarize, and reflect on selected literary texts using AI tools. Classroom observations, student reflective writing, and informal interviews with ten literature instructors from various Algerian universities were sources of qualitative data.Results: The findings highlight that AI tools boosted in-depth understanding of texts, writing fluency, and facilitated the revision of students’ written work.Discussion: However, depending on AI outputs still figured as a threat to the innovativeness, as well as the ability to critically evaluate it autonomously, thus pointing to problems while employing literature as a means of education.Limitations: The research was confined in terms of its time span, the number of participants, and the AI tools chosen for the study.Conclusions: AI can enhance literary competence; nevertheless, its integration must promote students’ critical thinking and authenticity in their responses.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Development and Validation of the Questionnaire of Self-efficacy Sources for Primary School Teachers]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0015</link>
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            <pubDate>Sat, 13 Jun 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: Self-efficacy is a person’s subjective belief about their level of ability. According to Albert Bandura (1997), the author of this concept, self-efficacy is a very powerful mental tool influencing a person’s performance. This study focused on assessing the sources that strengthen teacher self-efficacy. Research instruments for measuring these sources have had validity problems and have therefore produced inconclusive results.Methods: This study evaluated the properties of the SSE-CZ, a sources of self-efficacy questionnaire developed for Czech primary school teachers.Results: The SSE-CZ was administered to 984 teachers to check its psychometric properties. Using both exploratory and confirmatory factor analyses, results revealed a four-factor solution with a good model fit.Discussion: The four-factor solution corresponds to Bandura´s efficacy sources of mastery experience, vicarious experience, emotional state and social persuasion.Conclusions: Though the current study was primarily focused on a research tool validation, it resulted in empirical evidence of the Bandura´s theory of the strengths of efficacy sources in enhancing primary-school teachers’ self-efficacy.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Homework, Hegemony, and the Marginalised Parent: Unmasking Structural Barriers to Working-Class Involvement in Mathematics Education in South Africa]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0013</link>
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            <pubDate>Sat, 13 Jun 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: This study interrogates how mathematics homework in South African rural schools reproduces structural inequality through neoliberal and colonial schooling systems.Methods: A systematic review of 18 qualitative and quantitative studies (2018–2024) was conducted using secondary data analysis from academic and policy sources.Results: The findings reveal that economic hardship, epistemic exclusion, and linguistic barriers severely limit rural parental involvement in homework. Homework reinforces educational stratification by privileging middle-class norms and resources.Discussion: The deficit discourse surrounding “uninvolved” parents is critiqued, revealing systemic oppression embedded in education policy and practice. Homework is often portrayed as a site of alienation, rather than empowerment.Limitations: The study is limited by its reliance on secondary data and exclusion of direct parental voices from primary data collection.Conclusions: Educational equity demands the abolition of homework as currently structured and the reimagination of parental involvement within a decolonial, socialist ethic that values rural parents as co-educators.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Students’ Views on Parental Support for Creativity]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0017</link>
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            <pubDate>Sat, 13 Jun 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: The influence of the family on a student’s development can be observed both at the start of compulsory schooling and throughout the course of it (Helus, 2015). In the hierarchy of cognitive processes, the highest educational goal is the ability to create, i.e. to reorganize elements into new structures and models (Byčkovský &amp; Kotásek, 2004). The paper documents how 6th and 7th grade elementary school students reflect on parental support for their creativity.Methods: The quantitative survey used basic indicators of both descriptive and inductive statistics. The sample of 330 respondents was an available selection of pupils from 13 primary schools in the Czech Republic in 2024. The data was collected physically at schools using a non-standardized questionnaire. The basis of the statistical data analysis was the identification of connections and differences in students’ statements according to the monitored criteria by verifying hypotheses focused on the frequency and importance of phenomena.Results: The analysis of the data from the monitored sample revealed that the frequency of students’ perception of parental support for creativity varies statistically significantly by achievement, grade level, and school location. This fact was also demonstrated for students’ perceived importance of phenomena, including BMI values. A significant positive relationship was demonstrated between importance and frequency.Discussion: The subject of discussion is the relationship of pupils at the borderline of middle and older school age (Matějček, 2008) to their parents and its reflection in the successful support of the development of creativity in schoolchildren.Limitations: The survey was not conducted on a representative sample of students according to the criteria monitored: gender, school year, grade, BMI value, school location. The conclusions of the survey can therefore only be applied to the sample given of respondents.Conclusions: Students confirmed the diversified influence of parental support on the development of their creative abilities. Statistically significant connections were demonstrated for seven out of ten formulated hypotheses.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Digital Disparities in Global Education: Curriculum Delivery and Learning Experiences of Pre-Service Teachers in Rural Contexts]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0011</link>
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            <pubDate>Sat, 13 Jun 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: This study investigates curriculum delivery and learning experiences among pre-service teachers in rural higher education institutions, focusing on digital inequalities affecting access and participation. Using the UTAUT (Unified Theory of Acceptance and Use of Technology), the study analyses structural, pedagogical, and technological issues shaping the preparedness for digital integration into teacher education.Methods: Under the interpretivist qualitative paradigm, the study purposively selected 20 undergraduate pre-service teachers from a rural university in KwaZulu-Natal, South Africa, for semi-structured interviews. The data were thematically analysed for patterns to capture empirical and theoretical insights.Results: Inadequate technological infrastructure, weak institutional support and lack of coherent pedagogical practices permeate the digital participation barriers. The analysis established the interconnectedness of UTAUT constructs (social influence, performance expectancy, effort expectancy and facilitating conditions), which together either encourage or discourage technology adoption within rural higher education contexts.Discussion: Digital competence and inclusive pedagogy are gaps identified by the study within teacher education programmes. It is argued that curriculum frameworks must foreground digital equity, context-responsive training, and an enabling policy environment for inclusivity in rural institutions.Limitations: The study’s setting was a single rural university in KwaZulu-Natal, and the sample size was small, comprising 20 participants; therefore, generalisation is not possible. Comparative studies across many rural institutions will deepen the understanding.Conclusions: Locally, the study adds to the discourse on sustainable transformation of education by highlighting the need for curriculum reform, investment in inclusive digital infrastructure, and any policy that is context-sensitive. It therefore allows for further empirical research and institutional commitment toward bridging the urban–rural digital divide within teacher education.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Technological Pedagogical Content Knowledge of Pre-service Teachers in Ghana]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0009</link>
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            <pubDate>Wed, 18 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: Technological Pedagogical Content Knowledge (TPACK) is a framework that integrates the domains of technology, pedagogy, and content knowledge to enhance teachers’ understanding of how they can effectively incorporate technology into their instruction.Methods: The study examines the technological pedagogical content knowledge of pre-service teachers in Ghana through a cross-sectional survey design. Six hundred and seventeen pre-service teachers responded to an online TPACK survey instrument. The study uses descriptive and inferential statistical tools to analyse the data.Results: The study indicates that pre-service teachers in Ghana generally possess moderate to high competencies in TPACK. The study further reveals that male pre-service teachers reported higher levels of TPACK competence than their female counterparts. Lastly, the study shows that prior teaching experience had no significant impact on pre-service teachers’ TPACK development in Ghana.Discussion: This study examines the perceived levels of technological pedagogical content knowledge (TPACK) among pre-service teachers in Ghana. Specifically, the study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge and whether their TPACK competencies vary based on gender and prior teaching experiences.Limitations: This study was restricted to pre-service teachers at a specific university in Ghana. Furthermore, although the TPACK instrument has been validated, its adaptation to the Ghanaian context may not fully reflect local educational practices or technological infrastructure.Conclusions: It is recommended that teacher education service providers prioritise strengthening technology integration into their pre-service teacher education programmes.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Adaptation of the Teachers’ Self-Efficacy Expectations Scale for Supporting Chronically Ill School-Age Pupils: A Turkish Version]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0003</link>
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            <pubDate>Wed, 18 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: Chronic illness is a long-term condition that can significantly affect pupils’ school lives. Teachers regularly interact with chronically ill pupils, making strong self-efficacy expectations essential for effective educational support. Kohlwage (2025) developed a scale to measure teachers’ self-efficacy in dealing with chronically ill pupils in German-speaking contexts. This study aims to translate this scale into Turkish and examine its validity and reliability.Methods: The adaptation process included translation and back-translation procedures to ensure linguistic equivalence in Turkish. Construct validity was evaluated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).Results: The Turkish version of the scale demonstrated good construct validity and reliability. Both EFA and CFA confirmed the structural adequacy of the instrument, and Cronbach’s α coefficients indicated high internal consistency.Discussion: Findings suggest that the adapted scale can serve as a useful tool to evaluate teachers’ self-efficacy expectations when supporting pupils with chronic illnesses in Turkish educational contexts.Conclusions: The Turkish adaptation of the “Short scale on self-efficacy expectations of student teachers in dealing with chronically ill pupils” [Öğretmen Adaylarının Kronik Hastalığı Olan Öğrencilerle Başa Çıkma Sürecine Yönelik Özyeterlik Ölçeği- K-ÖZET], is a valid and reliable instrument that can be applied in further research and practice to assess and support teachers’ competencies.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[EDUGRAM: An Educational Assessment Model to Prevent Early School Dropout in Program Keluarga Harapan Beneficiary Students in Indonesia]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0007</link>
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            <pubDate>Wed, 18 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: School dropout among children in Indonesia’s Family Hope Program (Program Keluarga Harapan) remains a critical issue. No assessment instrument currently exists to help facilitators detect dropout risks early.Methods: This research and development study designed and tested Edugram, an assessment model inspired by genogram, ecomap, and culturagram. Data were collected from interviews, focus group discussions, and questionnaires involving 79 dropout cases from western, central, and eastern Indonesia.Results: Three key social environments family, school, and peer groups contribute to dropout risks, along with personal issues such as low motivation, pregnancy, and trauma.Discussion: Edugram effectively maps risk factors and is validated for use by family hope program facilitators to conduct early dropout assessments.Limitations: The model was tested in selected regions and may require further adaptation to diverse geographic and cultural settings.Conclusions: Edugram is a viable tool for early intervention and supports future research in broader cultural and regional contexts.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Implementation of a Coaching Approach in the Educational Process from the Perspective of Principals and Teachers of Kindergartens, Primary and Secondary Schools]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0008</link>
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            <pubDate>Wed, 18 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: Pilot examined coaching in Slovak kindergarten, primary and secondary schools and integrated a SWOT.Methods: Interviews with principals/teachers (n=29); uniform definitions; thematic synthesis.Results: Benefits: communication, feedback, reflection, team culture. Barriers: time/logistics, capacity, long-term commitment, unclear coach qualifications; threat: pro-forma uptake. Opportunities: mentoring/supervision, management development. Specifics: kindergarten low-cost; primary burnout prevention; secondary change management.Discussion: Requires leadership support and gradual, context-adapted implementation.Limitations: Qualitative, non-random sample; no causal inference.Conclusions: Mixed-design studies should quantify change and compare models]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Student Use of Generative AI in Higher Education: Patterns, Gaps, and Institutional Readiness]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0004</link>
            <guid isPermaLink="false">/article/10.2478/atd-2026-0004</guid>
            <pubDate>Wed, 18 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: This study examines how widely students are using generative AI tools in higher education and whether they feel prepared and supported by their institutions in doing so.Methods: This study used descriptive analysis of survey responses from 3,839 students across 16 countries to examine AI use, preparedness, and institutional support.Results: Most students (86%) reported using AI, yet few felt prepared (23%) and many cited inadequate institutional guidance.Discussion: Findings reveal a clear gap between students’ rapid adoption of AI tools and limited institutional readiness to support them.Limitations: The study relies on voluntary, self-reported, cross-sectional data that may involve selection bias and cannot establish causality.Conclusions: Results highlight the need for stronger AI literacy, updated assessments, and clearer institutional guidance for responsible AI use in higher education.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[“We Like Going to School”: A PhotoVoice Exploration of Education from the Perspective of Children from Socially Disadvantaged Backgrounds]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0005</link>
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            <pubDate>Wed, 18 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: Children from socially disadvantaged backgrounds encounter many obstacles from the very beginning of their school attendance. These challenges affect their experience of school and, consequently, their future educational careers.Methods: A combination of the participatory visual method PhotoVoice and interviews was used to explore this group of children’s views on school and education. Twenty-two children in primary education participated in the study.Results: The children who participated in our research perceive school and education positively. School is not only a place for learning but also a place full of opportunities to learn something new, experience success, and receive support.Discussion: It is essential to look at key issues in education from the perspective of children. Creating such opportunities has the potential to lead to social change.Limitations: The main limitation is the small research sample of children attending one school.Conclusions: The role of schools is to find ways to compensate for inequalities in the educational environment faced by children from socially disadvantaged backgrounds. The PhotoVoice method has great potential in research focused on this target group.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Remote Learning Challenges in Rural Schools]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0001</link>
            <guid isPermaLink="false">/article/10.2478/atd-2026-0001</guid>
            <pubDate>Wed, 18 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: Transitioning from in-person to remote learning resulted in students losing access to educational resources in rural California schools. The study revealed complex social concerns of equity and technology access between 2020 and 2022. The conceptual underpinnings included social constructivist learning and intersectionality theory. A narrative inquiry study explored inequitable access to technology through the stories of one minority student and four K-12 administrators. Using In Vivo, Value, and Axial coding revealed two themes through thematic and discourse analysis: harvesting education equity and integrating artificial intelligence in schools. Gender and socioeconomic stratification may hinder access to educational resources (Mathrani et al., 2021).Methods: This qualitative narrative inquiry study explored the barriers to remote learning in rural California, using interviews, archival records, and a focus group.Results: Educational inequity is often intersectional. The ethical use and student privacy associated with artificial intelligence (AI) preclude uniform adoption of AI use in K-12 classrooms.Discussion: The increased use of technology in rural learning environments may foster a digital-rich climate; however, marginalized communities may face inequalities in Internet access (Oster et al., 2021).Limitations: Increased growth in rural schools resulted in a reduction from eight to three rural high schools, changing the sample population.Conclusions: Rural school administrators need coaching, mentorship, and access to gain proficiency in technology.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Teachers’ Technological Attitudes and Technology Use in North-Eastern Urban Public Schools]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0006</link>
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            <pubDate>Wed, 18 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: US school districts often purchase technology without considering teacher attitudes, leading to significant underutilisation in urban K-12 classrooms.Methods: This quantitative, correlational study examined associations between technological attitudes, tenure, gender, and technology use frequency within north-eastern US urban districts.Results: A survey of 130 teachers was analysed via linear regression to determine how attitudes, years of service, and gender predict classroom technology use. The findings identified technological attitudes, both independently and in combination with other predictors, as the primary driver for predicting frequency of use.Discussion: Statistical analysis resulted in the rejection of the null hypothesis for all three research questions.Limitations: The study faced communication delays from participating districts and the exclusion of 61 incomplete or duplicate surveys.Conclusions: These results are vital for educational administrators making procurement decisions. Prioritising teacher attitudes can mitigate technology underutilisation and prevent the loss of school funding.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Innovative Approaches to Solving Key Problems in the Teaching of Slovak Language and Literature at the Primary Level]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2026-0002</link>
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            <pubDate>Wed, 18 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: This paper examines the key problems teachers encounter when teaching Slovak language and literature in primary education, focusing on the core competences required for pupils’ understanding and application of linguistic knowledge. Attention is also given to factors that contribute to the insufficient development of these competences.Methods: A qualitative design was employed, utilizing semi-structured interviews to gather in-depth insights into teachers’ experiences. The research identifies major problems and effective teaching methods in Slovak language and literary education. Data were collected in the Bratislava region of Slovakia.Results: The findings show that insufficient communication skills have multifaceted origins, including limited family communication, passive digital lifestyles, and weak reading habits. Teachers emphasise the need to vary methods to support individual learning approaches and linguistic development.Discussion: Teachers identified underdeveloped communication skills, weak reading comprehension, and declining ability to sustain attention to text as central issues in pupils’ learning of Slovak language.Limitations: The study is limited by its regional scope, the subjective nature of the responses, and the lack of quantitative data.Conclusions: The research offers new insights into teaching strategies and highlights teachers’ concerns about the negative influence of digital and multimedia environments on pupils’ text comprehension and communication skills.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[How is the Concept of “Environment” Cognitively Structured by Secondary School Students?]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2025-0031</link>
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            <pubDate>Wed, 29 Oct 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: The environment, which is the habitat of all living things and contains the natural resources necessary to sustain life, is an issue of vital importance for humanity.Methods: This study was conducted to examine the conceptual structures that form the concept of “environment” in the minds of 8th grade students and to reveal their cognitive understanding and perceptions. The study was conducted in a district located in eastern Türkiye.Results: Although students have a solid understanding of ecological concepts, especially those related to biotic elements, there is a clear need to deepen their awareness of the interconnectedness of environmental components, including abiotic factors and human impacts.Discussion: According to the results obtained from the study, although students have a certain level of conceptual structure, this is not considered sufficient. In addition, the fact that students associate the concept of environment with a narrow group of words suggests that their conceptual structures may be underdeveloped.Limitations: There may be some limitations in this study due to the scope of the study and the sample group. The subject of studying with a larger sample group and different techniques can be investigated.Conclusions: Using active learning strategies can deepen students’ understanding and emotional connection to the environment.]]></description>
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        <item>
            <title><![CDATA[An Experimental Application of the Interactive Reading Approach with ICT Tools to Improve Struggling Readers’ Comprehension Skills during English for Law Classes]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2025-0033</link>
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            <pubDate>Wed, 29 Oct 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: The current research project subsumes a vibrant analysis of the convoluted essence of reading comprehension, with the aim of exploring the diverse deficits learners encounter to assimilate texts in law in the English language at the Faculty of Law and Political Sciences, University of Bejaia, Algeria. Then, it attempts to find possible remedial solutions for a particular subset of foreign language learners, law students, to whom tasks on legal English pose dreadful pitfalls.Methods: We have employed the experimental method, using an analytic, quantitative approach.Results: The study has revealed the effectiveness of an interactive reading approach using computer-based instruction in addressing learners’ difficulties in comprehending legal English texts, particularly in groups five and six (the experimental groups). The technique has appreciably affected how much time our applicants need to comprehend texts on legal English and how much they understand.Discussion: The experiment has examined the impact of computer-assisted instruction on comprehension rate, micro, and macro skills. The essence of the technique’s noteworthy influence involves adopting the interactive reading approach, timed readings, integrating ICT devices, taxonomies of various types of questions that engage both bottom-up and top-down abilities, and maintaining regularity. This confirms the two hypotheses that address the primary issue of this investigation.Limitations: Learners’ language interference between French and English has allowed for the transfer of reading strategies and skills, potentially impacting their processing of texts and biasing the outcome of this inquiry.Conclusions: This research study advocates the integration of ICT devices in teaching English for law texts to university students. Moreover, it highlights the need to shift from the Ptolemaic view of reading comprehension, which focuses on comprehension levels and neglects readers’ reading rate.]]></description>
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        <item>
            <title><![CDATA[The Memphis Model as Pedagogy: Transforming Confrontation into Collaboration]]></title>
            <link>https://reference-global.com/article/10.2478/atd-2025-0029</link>
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            <pubDate>Wed, 29 Oct 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: This study explored relationships between compassion fatigue, compassion satisfaction, and care behaviors in Memphis Police Department Crisis Intervention Team officers.Methods: A quantitative correlational cross-sectional approach was used.Results: Compassion satisfaction was a statistically significant predictor of care behaviors among Memphis Police Department Crisis Intervention Team officers.Discussion: The Memphis Model is an iconic evidence-based pedagogic roadmap for police and community partnership.Limitations: Officers were purposively chosen due to the historic significance of the Memphis Model and to explore the continued relevance of the model.Conclusions: Study results provide a pedagogic roadmap to transform confrontation to collaboration.]]></description>
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