Global Education Perspectives

Core connotation, theoretical basis and policy evolution of collaborative innovation among vocational education, higher education and continuing education

Ye Tian — 2026-09-06

Vocational education, higher education and continuing education each have different function directions, meanwhile they supplement and support each other mutually. Breaking the obstacles of separate development and achieving deep cooperation among the three kinds of education is an inevitable tendency that is for adapting to high-quality economic and social development and promoting individuals' lifelong all-round development. This research systematically puts in order the core meaning, theoretical basis, and policy development background of the cooperative innovation of the three kinds of education, therefore it aims to offer theoretical references for pushing their deep integration and building an integrated talent training system in the new era.

A study on the adaptability of the BOPPPS teaching model in art skill courses in colleges and universities—Taking vocal music courses for preschool education as an example

Seungjin Lee — 2026-09-06

The BOPPPS teaching model is goal-oriented, emphasizes participatory learning and closed-loop feedback, and is highly compatible with the practical attributes of art skill courses. Taking the vocal music course for preschool education majors as the research object, this paper analyzes the current problems in teaching such as vague objectives, single methods and lagging evaluation, explores the adaptive paths of the BOPPPS model in the six links of bridge-in, objective, pre-assessment, participatory learning, post- assessment and summary, and constructs a modular teaching framework suitable for art skill courses . Research shows that the BOPPPS model can effectively improve classroom participation, strengthen the integration of skill training and teaching practice, and provide a referable paradigm for the reform of art skill courses in colleges and universities.

Personalized Positive Behaviors on the Sustainable Development Goal on Quality Education among Multidisciplinary Instructors in Higher Education

Masnona S. Asiri — 2026-09-06

The pursuit of quality education has become increasingly prominent due to its recognized role in building individual empowerment, national development, and global sustainability. Global frameworks such as the United Nations’ Sustainable Development Goals (particularly SDG 4) have elevated the urgency of ensuring inclusive, equitable, and high-quality education for all, framing it not merely as a developmental objective but as a human right and catalyst for lifelong learning, innovation, and social cohesion. This qualitative exploration examined the perceptions and positive behavior of higher education teachers in achieving quality education. Teachers (n=17) were purposively sampled to be interviewed about their perceptions and personal efforts in promoting quality education. Narrative data revealed that higher education teachers perceived quality education as deeply rooted in student-centered learning, professional integrity, and ethical responsibility. Teachers emphasized that learners should be active participants in the learning process and that instructional strategies must be responsive to students’ diverse needs, learning styles, and feedback. Teachers also associated quality education with professionalism and moral responsibility, viewing their roles beyond academic instruction to include character-building and social awareness. Their teaching practices reflected a high degree of self-reflection, accountability, and dedication to continuous improvement. Through responsive pedagogy, ethical consistency, and reflective teaching, they actively shaped inclusive and empowering learning environments aligned with the broader goals of equity and lifelong learning. This suggests the need for policy reforms and professional development programs that prioritize ethical conduct, student-centered approaches, and reflective practice as foundational pillars of quality education.

Educational Leadership Strategies for Work Harmony and Productivity of Alpha-Oriented Behaviors of Multidisciplinary Faculty in Higher Education Settings

ANANG FATMA T. JAWALI — 2026-09-06

In the dynamic environment of higher education, managing multidisciplinary faculty with dominant or "alpha- oriented" behaviors presents unique challenges to educational leadership. Despite the strategic imperative for collaboration, limited research exists on specific strategies that foster both work harmony and productivity among these assertive groups. This study addresses this gap by exploring the containment and empowerment strategies employed by academic administrators. Using an exploratory qualitative design, the research engages 25 purposively selected academic leaders through one-on-one interviews. Data were analyzed using reflexive thematic analysis, guided by Trait Activation Theory to understand how leadership behaviors trigger or suppress dominant personality traits. Key findings reveal that impersonal structural mechanisms, specifically shared governance and data-driven dashboards, act as critical neutralizers that de-personalize authority and reduce territoriality. Regarding productivity, the study identifies bounded autonomy, defined as high-trust models operating within co-authored project charters, as the optimal approach for managing alpha faculty. Furthermore, the results highlight the necessity of epistemic translation to resolve disciplinary clashes and structural empathy interventions, such as story circles, to prevent the emotional fatigue associated with distributed leadership. The study concludes that effective leadership translates affective conflict into cognitive conflict, transforming potential disruptors into engines of institutional innovation.

Perceptions of higher education learners on the deliberate behavior modelling of teacher education faculty in integrating gender and development concepts

Ferwina J. Amilhamja — 2026-09-06

This qualitative study explores the perceptions of higher education learners on how teacher education faculty integrate Gender and Development (GAD) concepts into instructional practices and model gender-responsive behavior. Guided by two objectives, the research examined (1) how students perceive GAD integration in classroom instruction and (2) how they observe and interpret faculty modeling of gender sensitivity. Using semi-structured interviews with 20 higher education students, thematic analysis revealed three major insights: first, students appreciated when GAD concepts were meaningfully integrated into content, assessments, and reflective discussions; second, students were deeply influenced by instructors who consistently modeled inclusive language, fair classroom practices, and intentional support for marginalized identities; and third, these experiences helped students challenge personal biases, expand their understanding of gender equity, and reimagine their role as future educators. While some participants noted instances of tokenistic or performative inclusion, the study highlights that authentic, deliberate modeling of gender-responsive teaching fosters deeper awareness and behavioral change among learners. These findings underscore the need for teacher education programs to go beyond curricular mandates and cultivate a culture of lived gender inclusivity through both pedagogical content and faculty conduct.

The Sets of Light Diagram Model on Students’ Performance and Motivation in Teaching Mathematics in the Modern World

Relan M. Juarez — 2026-09-06

This study examined the effectiveness of the Sets of Light Diagram Model (SLDM) in enhancing students’ mathematics performance and motivation in the course Mathematics in the Modern World. A mixed-methods explanatory sequential design was employed, integrating quantitative and qualitative approaches. The quantitative phase measured students’ performance using pretest and posttest scores analyzed through descriptive and inferential statistics, while the qualitative phase explored students’ motivational experiences through thematic analysis of reflective journals. The results revealed that students exposed to the SLDM attained significantly higher posttest scores compared to those taught through the lecture method, indicating that the model effectively improved their understanding, accuracy, and application of mathematical concepts. Qualitative findings showed that the model fostered students’ motivation through four emerging themes: enhanced interest and enjoyment, increased confidence and independence, improved understanding and perceived usefulness, and collaboration and enjoyment through peer interaction. Overall, the study concludes that the Sets of Light Diagram Model is an effective pedagogical tool that supports both cognitive and affective dimensions of learning. It transforms abstract mathematical concepts into meaningful and engaging learning experiences, thereby promoting academic achievement and positive attitudes toward mathematics, and it offers a transferable framework for teaching other abstract mathematical concepts through manipulative visualization.