2025-09-23
Iveta Kestere, Baiba Kalke, Edgars Berzins
Aim. Our study explores how 14-15-year-olds in Latvia perceive the visual image of the teacher, highlighting contribution of visual communication to the prestige of the teaching profession. Our research poses two questions: (RQ1) Which indicators of occupational prestige are attributable to teacher’s visual image? (RQ2) How do pupils evaluate a teacher’s image based on these indicators, and what does this reveal about their expectations for visual communication with teachers? Methods. We conducted a qualitative study analysing the responses of 290 Latvian adolescents aged 14-15 to the question, “What does a typical teacher look like?” The analysis focused on four components related to the visual image of a teacher that reflect indicators of occupational prestige: gender, age, physical appearance, verbal communication (e.g., tone of voice), and non-verbal communication. Results. Pupils generally viewed teaching as a female-dominated profession, associating women teachers with kindness and care, and men with greater strictness. Age stereotypes were strong: teachers were often seen as “old,” with older staff described as strict, tired, or outdated, while younger teachers were valued for their energy, friendliness, and approachability. Pupils paid close attention to teachers’ communication styles, appreciating smiling, joking, and calmness, but criticising shouting, anger, and visible fatigue; they respected both cheerfulness and professional seriousness. In terms of appearance, neatness and modesty were preferred, and female teachers expected to be well-groomed but not sexualized. Conclusions. Pupils' responses highlight areas where visual communication can be improved: the findings indicate that respondents expect teachers to appear at least morally – if not physically – youthful, maintain a neat and discreet appearance, communicate in a cheerful manner, and avoid raising their voice to a shout. Originality. Although extensive research has explored both the image of teacher and the prestige of the teaching profession, the relationship between these two phenomena has received only limited attention. Our study reveals that a teacher’s professional prestige contains indicators influenced by the teachers themselves: specifically, our findings highlight elements of visual communication that educators can critically assess to enhance the prestige of their profession.
2025-09-23
Svitlana Tronko
Aim. The study focuses on the impact of interactions between educators and parents on the development of patriotic values and feelings in older preschool children (5–6 years old) as a crucial component of personality development. To demonstrate the effectiveness of moral and patriotic education in preschoolers under modern educational conditions. Methods. The research employed diagnostic interviews, experimental situations, and behavioural task analysis to evaluate the cognitive, emotional, and behavioural components of patriotic qualities. Results. The proposed pedagogical methods proved effective: the proportion of children with a high level of patriotic qualities in the experimental group significantly increased compared to the control group. The effectiveness of the methods was statistically confirmed: the Student's t-test indicated significant differences between the experimental and control groups. Specifically, the average level of patriotic qualities in the experimental group increased by 35%, while the low level decreased to a minimum (5%). Conclusion . These results confirm the productivity of the proposed methodology, which integrates traditional and innovative approaches to education. Originality. The study reveals the integration of traditional and modern educational methods through the use of surveys, observations, and group work with children. The improvement of educational programmes for preschools and the development of a practical programme for working with older preschoolers aimed at fostering moral and patriotic qualities. Cognitive value. The study has cognitive value, as it reveals the peculiarities of integrating traditional and modern methods of education in working with preschool children. The use of questionnaires, observation, and group forms of work made it possible to outline effective approaches to the formation of moral and patriotic qualities in older preschoolers. Along with this, the study has certain limitations related to the sample (limited in terms of territory or quantity), as well as the specificity of the applied methods, which require further scientific research and approval of the developed program in a broader educational context.
2025-09-23
Remigiusz Mazur, Ludmiła Walaszczyk, Rodica-Cristina Apostolatu, Marc Beutner
Thesis . The authors investigate the extent to which STEM (Science, Technology, Engineering, Mathematics) education is perceived as gender-neutral by educators across Europe, with a focus on how these perceptions influence student engagement and the perpetuation of gender gaps. Methods. A mixed-methods approach was employed, combining quantitative survey data from 167 teachers in Germany, Poland, Romania, Türkiye, and Portugal with qualitative insights from focus group interviews. The study aimed to assess educators’ awareness of gender imbalances in STEM fields, their attitudes toward inclusivity, and the pedagogical practices they adopt in response to perceived disparities. Results. Findings indicate that while a majority of teachers acknowledge the existence of gender disparities in STEM education, their interpretations and proposed responses differ significantly. Some educators minimise the issue, while others emphasise its systemic nature. Conclusion. The results point to a lack of unified understanding and underscore the urgent need for professional development focused on gender-sensitive teaching strategies. The conclusion emphasises the pivotal role teachers play in either challenging or reinforcing stereotypes and highlights the necessity of integrating gender awareness into teacher training programs. Originality. This research offers a cross-national perspective on teachers’ perceptions of gender in STEM, contributing valuable insights into the social dynamics shaping educational equity.
2025-09-23
Patrycja Karpińska
Aim. The aim of this paper is to discuss selected interdisciplinary threads that emerged from a qualitative study with Polish certified translators of English. While the overarching aim of the study was to explore the social space(s) in which certified translators function, the inquiry revealed many other issues reaching beyond the original scope of the study. Methods. The material for the study was gathered through in-depth interviews with ten certified English translators. The framework for the study was offered by Bourdieusian field theory (Bourdieu, 2001), following the example of the literary field, and the concept of understanding interview (Kaufmann, 2001). Results. The results are categorised into five perspectives that can be taken in the study. The methodological section tackles the sampling issue and how sample development may be highly informative. The educational section presents translators’ reflections and needs related to their education. The linguistic section shows how cognitive linguistics may be used to deepen the interpretation of collected material. The communicative perspective focuses on how interviews allow for an in-depth contextualisation of communication-related difficulties. The sociological perspective discusses the results as interpreted with the field theory. Conclusions. Interdisciplinarity, though it is sometimes considered an overused concept, may still bring novel perspectives and lead to valuable findings. The discussed study with certified translators shows how respect for other disciplines and changing vantage points may result in surprising discoveries.
2025-09-23
Sohaib Alam, Muhammad Ajmal, Shaista Zeb, Bahia Khalifa Ibrahim Mohammed, Anam Shams, Tariq Rasheed
Aim. This paper discusses the use of Speech Act Theory to analyze editorial emails that reject an academic manuscript. The study investigates how the editorial decisions are communicated with different levels of polite, impolite, polite direct and polite assertive language in the analyzed emails' linguistic structure and pragmatic aspects. Methods. Building on the taxonomy of speech acts proposed by John Searle, the study establishes the most common types of speech acts and their roles in rejection communication. The study will establish how editors conduct themselves as they display professionalism while giving negative feedback that could be emotionally uncomfortable to the individuals involved in the work. Results. This research work contributes to the knowledge of pragmatic features in professional discourse to suggest improvements in academic publishing communication practice, and to improve the editor-author relationships. Conclusion. Potential implications of this work include developing better fitting templates for the editorial correspondence that accommodate the communicative purpose and interpersonal relations.
2025-09-23
Shamsudheen Mannenkuzhiyan, Saira Maqbool, Uzma Sadiq, Viktoria Kurilenko, Basem Okleh Salameh Al-Hawamdeh, Sameena Banu
Aim. This research aims to identify the strategies employed by Saudi and Pakistani learners in order to overcome the influence of L1 with English language learning. The study also explores effectiveness of various instructions and techniques used in teaching English language and the cultural attitudes towards second language acquisition in Saudi and Pakistan. Methods. The study purposes questionnaires, interviews, and focus group discussion to reveal different L1 interferences that are phonological, syntactical, lexical, and morphological with 100 learners and 50 instructor participants each from Saudi and Pakistan. Results. The study shows that phonological factors, syntactic aspects, morphological and lexical interferences are major factors that hinder learning a new language and therefore require educational intervention approaches. Conclusions. The study also states best practices to overcome L1 interference, including extra practice, implementation of innovative measures, peer learning, and individualized tutoring etc as the means to address language learning issues. The findings of this research hold great significance to educators and policymakers in devising policies to ensure better English opportunities for Saudi and Pakistani learners.
2025-09-23
Iryna Bilous, Iurii Shcherbiak, Volodymyr Maslak, Roa'a Alnsour, Edward Zygmunt Jarmoch, Svetlana Hubková
Aim. The aim of the study is to determine the pedagogical potential of game-based technologies for developing communicative competence in primary school students, taking into account their individual psychological and sensory characteristics. Methods. The research methods include theoretical analysis (of scientific sources on communicative competence, game-based learning, developmental psychology), comparative review (of models by Dell Hymes, Michael Canale & Merrill Swain, Michael Halliday, Claire Kramsch), and empirical generalisation (of current international and Ukrainian practices in game-based learning). A typology of educational games was compiled (role-playing, dramatized, didactic), followed by the development of a model for adapting games to children’s individual characteristics (temperament, motivation, communication level, perception style). Specific examples of games and digital platforms (e.g., Wordwall, Toontastic, Classdojo) were analysed. Results. It was revealed that each type of game contributes to the development of certain components of communicative competence – linguistic, strategic, sociocultural, emotional. The adaptation model allows matching game formats to the Student’s personality profile, thereby increasing engagement, confidence, and social inclusion. Multimodal games enhance interaction through verbal and non-verbal means, while digital tools ensure differentiated learning paths. Conclusion. Game-based technologies serve as a powerful tool for developing communicative competence in primary education. Their correct adaptation provides an emotionally safe, inclusive, and interactive environment that supports both socialisation and language development in Students.
2025-09-23
Tamara Pīgozne, Rita Birziņa, Ingrīda Muraškovska
Aim. To present the development and evaluation of the teacher’s professional competence Programme Diversification of Educational Methods in Work with Young People at Risk of Early School Leaving , based on desk research of theoretical literature and programme approbation results. Methods. The research comprised three phases: Phase I: Theoretical desk research to establish principles for programme development, using primary and secondary data from literature and existing documents. Phase II: The selection of Teaching through Interactions framework and its use in the development of Programme. Phase III: Development of a morphological model, based on Zwicky’s framework, to ensure diverse teaching methods meet the needs of at-risk students. Phase IV: Evaluation of programme implementation through a survey with 14 Likert-scale questions assessing delivery, relevance, and utility. Results. The developed Programme focuses on three key areas: emotional support, classroom organisation, and learning support, enhancing teachers’ abilities to use diverse methods to motivate and engage at-risk students. A Morphological Model of the Lesson was developed as a flexible tool for educators. In 2023, 307 teachers from Latvian comprehensive schools and vocational-technical institutions participated in the programme. Participants highly appreciated the Programme’s content, teaching methods, and practical suitability of the handouts. Conclusions. The findings demonstrate that the Programme is grounded in robust theoretical principles, effectively addresses the need for method diversification, and is well-received by learners. It provides a comprehensive framework for reducing ESL risks by equipping teachers with the tools, strategies, and knowledge needed to create inclusive and supportive learning environments.
2025-09-23
Henry E. Lemana II, Wei Lun Wong, Zachary D. Suarez, Crizjale V. Ahmad, Amreet Kaur Jageer Singh
Aim. Storytelling as a pedagogical tool has been studied extensively in early education, but its role in shaping university English as a foreign language (EFL) students’ attitudes in Southeast Asia remains underexplored. This study investigated Thai EFL university students’ attitudes towards storytelling as a pedagogical tool (SATSPT) in the affective, behavioural and cognitive domains and whether there were differences regarding the students’ school affiliation and proficiency levels. Methods. An explanatory sequential research design was adopted through the administration of quantitative surveys that measured the affective, behavioural and cognitive dimensions of attitudes towards SATSPT using the ABC model. The sample consisted of 3,207 first year university students. Then, qualitative interviews were conducted among ten selected students with various levels of English proficiency and from different faculties to further explain their attitudes. Results. Findings show generally positive attitudes with respect to affective (M=3.70), behavioural (M=3.62) and cognitive (M=3.76) domains. Cognitive perceptions were strong. It indicated how effective storytelling is for vocabulary acquisition and linguistic understanding. Affective outcomes included excitement and engagement, but limited reduction in anxiety in speaking tasks. Behaviourally, storytelling elicited strong in-class participation but little voluntary engagement beyond formal venues. The test of ANOVA proved no existence of significant difference on attitudes among faculties (p=0.357) but significant differences among different English proficiency levels (p=0.017). It implies the necessity for differentiated instructional strategies. Conclusion. By employing an ABC model to explain multidimensional student attitudes towards storytelling, this study brings considerable empirical development both to Asian EFL higher education pedagogy and to conceptions of storytelling within proficiency-based learning.