Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers' technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers' ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers' ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.
This study investigates the factors influencing online learning (OL) success among non-full-time adult students in open and distance education in Western China. To utilize a structural equation model with seven construction elements that combine the information system success (ISS) model and TPACK theory. Data from 245 participants were analyzed using PLS-SEM. Results reveal that system quality, service quality, and teachers' TPACK ability have varying degrees of positive impact on OL success. The main contribution of this study is its innovative combination of TPACK theory and the ISS Model, which has not been extensively explored in previous research. Additionally, this study emphasizes the significance of addressing the distinctive requisites and attributes of part-time adult learners engaged in online learning (OL). The findings of this study can help educational practitioners and policymakers create more effective and efficient OL environments that meet the needs of adult learners and bridge the gap between theory and practice.
The Malaysian Education Blueprint (PPPM) 2013-2025 has spurred significant reforms in the Primary School Standard Curriculum (KSSR) and Secondary School Standard Curriculum (KSSM), particularly concerning classroom-based assessment (CBA). CBA evaluates students' understanding and progress, informs instruction, and enhances the learning outcomes. Teachers with robust pedagogical content knowledge (PCK) are better equipped to design and implement effective CBA strategies that accurately assess students' comprehension and growth, provide personalised feedback, and guide instruction. This study aims to investigate the relationship between PCK and CBA among English as a Second Language (ESL) secondary school teachers in Selangor, Malaysia. A 5-point Likert-scale questionnaire was administered to 338 teachers across 27 regional secondary schools in Selangor. The Covariance-based structural equation modelling (SEM) was used to analyse the data. The findings revealed that the secondary school teachers demonstrated a high level of PCK, with content knowledge (CK) obtaining the highest mean, followed by pedagogical knowledge (PK) and pedagogical content knowledge (PCK). The CBA practices among these teachers were also found to be high. SEM analysis showed a positive association between PK and CBA practices and between PCK and CBA. However, no positive association was observed between CK and CBA practices. In order to enhance teachers' PCK and ensure the effective implementation of CBA, which is crucial for student learning outcomes in Malaysian ESL secondary schools, it is recommended that continuous professional development opportunities be provided, specifically focusing on PCK and CBA.
Geopolymers have been intensively explored over the past several decades and considered as green materials and may be synthesised from natural sources and wastes. Global attention has been generated by the use of kaolin and calcined kaolin in the production of ceramics, green cement, and concrete for the construction industry and composite materials. The previous findings on ceramic geopolymer mix design and factors affecting their suitability as green ceramics are reviewed. It has been found that kaolin offers significant benefit for ceramic geopolymer applications, including excellent chemical resistance, good mechanical properties, and good thermal properties that allow it to sinter at a low temperature, 200 °C. The review showed that ceramic geopolymers can be made from kaolin with a low calcination temperature that have similar properties to those made from high calcined temperature. However, the choice of alkali activator and chemical composition should be carefully investigated, especially under normal curing conditions, 27 °C. A comprehensive review of the properties of kaolin ceramic geopolymers is also presented, including compressive strength, chemical composition, morphological, and phase analysis. This review also highlights recent findings on the range of sintering temperature in the ceramic geopolymer field which should be performed between 600 °C and 1200 °C. A brief understanding of kaolin geopolymers with a few types of reinforcement towards property enhancement were covered. To improve toughness, the role of zirconia was highlighted. The addition of zirconia between 10% and 40% in geopolymer materials promises better properties and the mechanism reaction is presented. Findings from the review should be used to identify potential strategies that could develop the performance of the kaolin ceramic geopolymers industry in the electronics industry, cement, and biomedical materials.