Background/purpose. The popularity of foreign-language films and shows with subtitles has been driven by their cost-effectiveness in comparison to audio dubbing. The primary objective of this research was to explore the reading and viewing behaviors of proficient learners in the contemporary era, characterized by significant progress in eye-tracking technologies. These advancements have provided researchers with the capability to precisely analyze eye fixation patterns, offering valuable insights into how individuals engage with written and visual content.

Materials/methods. The study’s focus was on adults between the ages of 20 and 40 years old who watched videos with English language soundtracks and Standard Arabic subtitles, as well as videos with Moroccan Arabic and Standard Arabic soundtracks and subtitles. To assess the impact of different subtitling speeds on reading behavior, participants were exposed to varying speeds. Also, a detailed questionnaire was administered to the participants after the sessions in order to obtain further information and the collected data were then analyzed using descriptive statistics.

Practical implications. The findings of this study revealed that doctoral candidates spent less time focusing on the subtitles, and some even completely ignored them. Master’s students exhibited similar eye movement patterns to the doctoral candidates, while undergraduates had longer fixation times on the subtitles.

Background/purpose – Musculoskeletal disorders are common among housewives and are one of the important health problems that negatively affect the quality of life. Ergonomic factors and lack of physical activity are known to play a role in the occurrence of these disorders. The aim of this study was to evaluate the effects of a 12-week exercise program on ergonomic musculoskeletal disorders in housewives and to provide an effective approach for the prevention and management of these disorders.

Materials/methods – 135 women (age: 43,94±8,809 years, height: 158,28±5,96 cm) participated in our study. A program including ergonomic exercises was applied to the participants three days a week (Monday, Wednesday, Friday) for 12 weeks. A standardized ergonomic musculoskeletal disorders questionnaire was administered before and after the exercises. The obtained data were analyzed using the SPSS 25 software package. The Wilcoxon signed-rank test, a nonparametric two sample test based on the ratio of two dependent population differences, was used in the analysis of the data.

Background/purpose. This study adopted the self-determination theory to examine the influence of psychological capital (PsyCap) and student-student relationship (SSR) on psychological well-being (PWB) and whether SSR mediates the relationship between PsyCap and PWB in the context of higher education.  

Materials/methods. A cross-sectional study was conducted with 200 undergraduate students from Delta State University, Nigeria. The participants comprised 51 (25.5%) males and 149 (74.5%) females with a mean age of 21 years (SD = 2.39). Data were collected using three instruments with good psychometric properties. The Harman single factor test was used to check for common-method bias in the data. A regression-based analysis supported by the PROCESS macro tool was utilized for testing the study’s hypotheses using IBM-SPSS v25.

Results. The direct effect results indicated that PsyCap positively and significantly predicts SSR. Similarly, the direct effect statistics also indicated that PsyCap and SSR positively and significantly predict PWB. The mediation test confirmed that the relationship between PsyCap and PWB was mediated by SSR. Theoretical and empirical findings provided logical explanations for the results obtained.

Background/purpose. Higher order thinking skills (HOTS) are conceptually qualified critical-thinking skills, based on Bloom’s revised taxonomy. Frequently used assessments in schools may not always optimally help learners deal with problems conceptually. The habit of teachers preparing test questions without being based on a test grid, but relying only upon questions sourced from textbooks, can result in students not being adequately trained in higher-level thinking skills. Especially in chemistry subjects, it appears that the ability of students to analyze and solve problems is very low.

Materials/methods. This research and development (R&D) study employed the Borg and Gall development model on the research subject of HOTS instruments. The study population was from the Muara Beliti sub-district of Musi Rawas, South Sumatra, Indonesia, and was conducted with 102 students from seventh-grade IPA (International Program on Science Education) classes 1, 2, and 3. Data analysis included tests for validity, reliability, proportion of questions, and discrimination of questions were analyzed according to the classical method.

Results. The research found 10 questions to be valid and reliable. The developed HOTS instrument may therefore be effectively employed to measure the high-level thinking ability of high school students in learning chemistry, especially on Voltaic cell material. Tests that utilize HOTS instruments have the potential to encourage students to develop higher order thinking skills in the subject area.

Background/purpose. This article explores the often-overlooked perspective of preprimary school teachers on early childhood giftedness. It delves into the multifaceted nature of giftedness, extending beyond high IQ scores to include exceptional creativity, problem-solving skills, and advanced language abilities.

Materials/methods. This review article provides a brief literature review on preprimary teachers’ perspective on early childhood giftedness.

Practical implications. The article highlights the pivotal role of preprimary school teachers in identifying and nurturing these young gifted minds, despite the challenges they face, such as a lack of specialized training and resources. It underscores the pressing need for specialized training programs for these teachers, which would equip them with the skills necessary to identify early signs of giftedness in children and to develop appropriate teaching strategies.

Background/purpose. In the field of educational management, different approaches and models have been developed to improve the success and quality of educational organizations. However, there is still a need for approaches that are appropriate to the unique characteristics of educational organizations. The concept of “organizational citizenship,” inspired by the relationship between the state and the citizen, can make important contributions to this need.

Materials/methods. This paper, which is a theoretical and conceptual discussion aims to outline the concept of school citizenship, thus offering a proposal for a new approach in the field of educational administration based on the organizational citizenship system. It also aims to define school citizenship, types of school citizens, and the school citizenship contract within this context. Adopting organizational citizenship as a central concept, this analysis is expected to contribute to the creation of a meaningful ground for the restructuring of the school as an educational institution.

Background/purpose – The flourishing of positive psychology (PP) in education has revolutionized the field through shifting the focus into the crucial role of discrete positive emotions (e.g., enjoyment, joy, and hope). However, qualitative studies about how teachers’ emotions affect different aspects of students’ well-being and academic achievement are scarce. The current study aimed at examining the relationship between student-perceived teacher enjoyment (PTE), boredom (PTB) and anxiety (PTA), and students’ motivation, emotions, and their attitudes towards the teacher (ATT) in higher education settings.

Materials/methods – Qualitative data were collected in a structured way before, during, and after teaching sessions through qualitative surveys that provided a standardized set of questions to all participants; thus allowing for a variety of analytical approaches, including coding and thematic analysis.

Results – Qualitative analysis revealed a positive depiction of teachers’ emotions as crucial elements during classes according to their students’ perceptions, in the sense that they had a significant impact on students’ motivation, performance, learning, and well-being. Students were also found to catch or be influenced, consciously and unconsciously, by the emotions of their teachers.

Background/purpose – The right to inclusive education (IE) for students with special educational needs and disabilities (SEND) in Lebanon has been affirmed in Law 220/2000, which was passed by the Lebanese parliament in May 2000. However, no mechanisms or execution decrees have been developed to enforce its implementation (Combaz, 2018; Damaj, 2014; Humanity & Inclusion, 2022; Loutfy, 2019), resulting in marginalization and exclusion of students with SEND from mainstream public and private schools in Lebanon (Chamsine, 2013; Frangieh & Ramel, 2019; Khochen-Bagshaw, 2023; Koplewicz et al., 2018). Theoretical, conceptual, and analytical studies on IE in Lebanon are still very limited, with no studies have been conducted and published to date on Law 220/2000 regarding educational inclusion. This paper aims to critically analyze Law 220/2000 regarding inclusion in education for students with SEND in Lebanon.

Materials/methods – This study employed critical analysis without empirical data collection and analysis.

Results – The study revealed poor implementation of the Law articles on educational inclusion of students with SEND in Lebanese schools, with demonstrably better implementation outcomes in private schools compared to public schools, after more than two decades of its enactment.

Background/purpose. This study aimed to determine the effect of critical thinking education on academic achievement and test anxiety of pre-university students attending Yasuj City High School, which is located in the Kohgiluyeh and Boyer-Ahmad province of Iran. Critical thinking education was recognized as an independent variable and academic achievement and test anxiety as the study’s dependent variables.

Materials/methods. The study was conducted as a field experiment with a pretest and posttest applied to one experimental group and a control group. The instruments employed in the study were Halpern’s Critical Thinking Questionnaire and Sarason’s Test Anxiety Questionnaire, in addition to checking the students’ academic high school achievement scores. The research sample consisted of 48 pre-university students, split equally between male and female, during the 2016-2017 academic year. The participants were selected according to multistage random sampling and divided into an experimental group and a control group. Before applying critical thinking education, a pretest was conducted to both groups of students to test their prior critical thinking and test anxiety levels, as well as checking their mean high school academic grades. The experimental group were then instructed on critical thinking, whilst no critical thinking training was provided to the control group. After completion of the training, the same tests were reapplied to both groups as a posttest, in order to assess changes to the participants’ critical thinking, test anxiety, and academic achievement.

Poetry analysis remains far beyond the current machine processing capabilities, or those translators adopting a simple verbum-pro-verbo direct translation technique. Both instances would be disastrous, since poetry is, and remains, a creative human product that combines intuition, sense, and perception. Any literal rendering, or worse, a mechanical treatment of poetic elements, would damage the human mechanism inherent in this type of text. Software such as Google Translate accurately retrieves synonyms and variances of word types, yet, the problem that persists is the diction process that preserves the esthetic value of the source text in question. Whatever the efforts exerted in artificial intelligence (AI)-supported rendering of texts into other languages, poetry remains an exceptional case. In the same vein, Dryden’s metaphrase remains an unconventional translation technique when associated with poetic text. This paper addresses the esthetics of poetry that are endangered by either metaphrase, or, worse, by AI-supported tools, and investigates the esthetic loss resultant from using Google Translate with poetry. Sample excerpts of poetic works by prominent English and Arabic poets are highlighted, projecting the stylistic and esthetic breakdown of the original works when rendered by either metaphrase or AI tools.

Background/purpose – This paper addresses challenges inherent in poetry translation, particularly via computational analysis or word-for-word substitution, and proposes a Poet-Assisted Machine Translation (PAMT) to mitigate inadequacies of machine rendering esthetic texts.

Materials/methods – Literature review, exploring the requirements of poetry translation, highlighting sample from three different poetry translation methods; machine translation, metaphrase, and free translation.

Results – PAMT is the only way out.