Introduction. Through inquiry-based learning (IBL), scaffolding is provided to help students develop their scientific reasoning (SR). However, the results obtained by students vary depending on their prior knowledge because the strategies of scaffolding vary on demand. Therefore, the different levels of scaffolding should be provided to all students based on their prior knowledge to facilitate their internalisation of new information in the classroom.

Aim. The present research aimed to examine students’ SR in a course involving two electronic scaffolding levels (e-scaffolding) in IBL.

Methodology and research methods. The authors conducted a mixed-methods explanatory study followed by semi-structured interviews and think-aloud exercises with two classes (experimental and control) of 64 physics students in Indonesia for eight weeks. The authors collected the quantitative data by testing their prior knowledge and SR and obtained the qualitative data from the interviews and the think-aloud exercises, learning activities, photos, videos, and teachers’ notes. ANOVA analysis of the quantitative data and thematic analysis of the qualitative data were performed.

Results and scientific novelty. To our knowledge, our research marks the first instance of providing scaffolding with a tiered level option, a feature previously limited to a single level. It was found that there were significant differences in students’ SR based on students’ prior knowledge of the subject. E-scaffolding developed more on SR for students with low prior knowledge. Taking notes as a habit and switching roles during experiments helped improve students’ SR. It was observed that the students with low prior knowledge still needed e-scaffolding buttons to master physics concepts. Meanwhile, the students with high prior knowledge employed e-scaffolding buttons only to answer task completion.

Practical significance. Based on the research findings, the tiered e-scaffolding produced in this work opens a new potency to be applied by physics teachers to enhance student’ SR. Additionally, educational technology developers may consider tiered e-scaffolding designs to provide an adaptive system.

Introduction. Today, the concept of management has become increasingly complex. Many medical-social organisations now help to understand this complexity, enabling managers to support executives throughout their medical-social work.

Aim. The aim of the present research is to explore the correlations between managerial aspects in medico-social organisations in order to understand their links and identify avenues for improvement to increase operational efficiency and quality of care.

Methodology and research methods. The authors employed a quantitative approach, based on a correlational study rather than an experimental one. The sample consisted of 100 Medical-Psycho-Pedagogical Centres (CMPP) in the Ile-de-France region, France. To collect the information, the directors of these centres were invited to fill in the questionnaire sent by the Google Forms platform, via the e-mail addresses of each centre. The results were processed with IBM SPSS 29.

Results and scientific novelty. The results showed that there were statistically significant correlations between the managerial criteria of a high and significant percentage. There was a very high level of significance between the aspects “Structure and team management” and “Patient data management” (98%), and between the aspects “Quality and safety of care” and “Structure and team management” (91%). As for “Inter-professional cooperation” and “Quality and safety of care” aspects, this was significant at 70%. Finally, the aspects “Accessibility and continuity of care”, and “Continuing education” correlate significantly at 85%.

In sum, the findings demonstrate that, out of the 22 correlations that were computed, 20 relationships are significant (i.e. 90.90% of the relationships), attesting to the superior management structure of French centres.

Practical significance. The contribution of the present study consists in identifying the dimensions of managerial aspects described in the review of management literature. Of course, the purpose of this work is not to justify one style or to privilege one style over another, but to contribute to the explanation of the reality of the management of health, social and medico-social establishments and to take them as a system to be followed in the management of CMPPs in Morocco.

Introduction. The present work investigates the issues related to technological and administrative support for the blended learning process in higher education in Kazakhstan.

Aim. This article aims to develop an author’s conceptual model of a unified system for managing the blended learning process by defining the evaluation criteria for an optimal educational environment.

Methodology and research methods. The research was conducted in four stages using mixed methods. The first stage involved conducting surveys with participants in the educational process to identify the challenges they encountered while working in a digital educational environment and explore potential solutions. The second stage involved developing evaluation criteria for an optimal educational environment for blended learning. The third stage entailed empirical testing of existing educational platforms that are utilised by 33 leading Kazakh universities. The fourth stage witnessed the development of a pilot conceptual model for a unified environment for blended learning.

Results. Based on the integration of Learning Activity Management System (LAMS), Learning Management System (LMS), and Education Content Management System (ECMS), a conceptual model of a unified environment for blended learning was developed. The criteria for the optimal educational environment of blended learning were developed to evaluate the technical, functional, and didactic capabilities of educational platforms.

Scientific novelty. The study resulted in the development of a conceptual model for a unified environment for managing the blended learning process.

Practical significance. The proposed model can be employed by the administrations of top Kazakhstani universities to implement a student-centred approach to the educational process.

Introduction. Maintaining teaching quality in higher education in Indonesia is challenging due to the significant job demands placed on lecturers, who are expected to fulfill multiple roles as educators, researchers, and mentors.

Aim. The present research aimed to explore the potential of using the job demands-resources (JD-R) model to evaluate the quality of teaching in higher education.

Methodology and research methods. This study employs structural equation modelling (SEM) using SmartPLS 3.0 software to analyse the research model based on a random sample of 285 lecturers from nineteen universities in Indonesia.

Results. It has been established that role conflict among lecturers negatively impacts teaching quality, whereas self-efficacy positively influences it. The paper presents methods for utilising the JD-R model to examine factors related to the performance of higher education teachers.

Scientific novelty. This study, utilising the capabilities of the JD-R model, identifies factors that influence teaching quality and presents mechanisms that underlie the relationship between role conflict and the level of self-efficacy in teaching performance among high school educators in Indonesia.

Practical significance. The paper out-lines the opportunities available to university administrations and the Indonesian Ministry of Education, Culture, Research, and Technology for making critical management decisions related to teaching quality. This includes restructuring the educational process to reduce the burden on teachers and expanding the methods used to assess their performance. These goals can be accomplished through the development of innovative organisational support systems.

Introduction. The research demonstrates that the Multigroup Ethnic Identity Inventory (MEI2) is an effective tool for assessing various aspects of ethnic identification among Indonesian secondary school students from diverse ethnocultural backgrounds. Aim. The aim of this study is to examine the impact of ethnic identity on the psychological well-being of secondary school students in Indonesia, utilising the MEI2 questionnaire. Methodology and research methods. The study involved 276 secondary school students (60.1% female; 39.9% male). Data were analysed using the SPSS software version 29 and SmartPLS v4. Confirmatory Factor Analysis (CFA) was utilised to evaluate how well the measurement model fits the data. Results and scientific novelty. The CFA validated the MEI2, with the goodness-of-fit index indicating that the model was both efficient and appropriate. The Kaiser-Meyer-Olkin (KMO) value was .885. Consistency reliability measured by Cronbach’s alpha (α), ranged from .69 to .85, and composite reliability, assessed by McDonald’s (ω), ranged from .64 to .83. Discriminant validity was observed with a range from .591 to .696. Consequently, significant positive correlations were identified among the three domains of ethnic identity. Practical significance. The study supports the MEI2 as a valid instrument for assessing ethnic identity among Indonesian secondary school students. It also assists educators in recognising and addressing the diverse ethnic identities of students within the context of Indonesian culture.

Introduction. In the examination of cyberbullying, it is essential to explore the strategies employed by its participants. Identifying the psychological characteristics associated with such behaviours is crucial for formulating recommendations for psychologists and educators engaged in the study of cyberbullying. Aim. The present study aimed to investigate the relationship between the selected role strategies in cyberbullying and the corresponding types of interpersonal behaviour. Methodology and research methods. The methodology was based on activity theory, L. S. Vygotsky’s cultural-historical concept, A. V. Petrovsky’s theory regarding the mediation of interpersonal relations through activity, and L. N. Sobchik’s theory of leading trends. These theoretical foundations suggest that external conditions mediate the internal properties and states of an individual’s personality. A questionnaire was developed to examine the role-playing strategies associated with cyberbullying, as well as the motivations and counteractions related to this phenomenon. The survey was administered to a sample of 251 students from grades 5 to 11 within basic general education institutions. A questionnaire designed for the assessment of interpersonal relationships, originally developed by T. Leary and subsequently adapted by L. N. Sobchik, was administered to the same sample. Results. The relationship between the selected role strategy in cyberbullying and the corresponding type of interpersonal behaviour is elucidated in this study. Scientific novelty. This research establishes, for the first time, a connection between the types of interpersonal behaviour and role strategies within the context of cyberbullying, particularly with regard to individuals assuming the roles of victims and bystanders who intervene to protect the victim. Practical significance. The findings of this study may serve as a foundation for the formulation of methodological recommendations aimed at preventing cyberbullying.

Introduction. Online communication and digital etiquette have become essential components of higher education, requiring a thorough understanding of their evolution and current status. Aim. This research aims to provide a comprehensive overview of the development of scientific thought in network communication and digital etiquette within higher education, offering insights into the current state and future prospects of this field. Methodology and research methods. The study employs a bibliometric analysis of metadata from 9,039 articles indexed in the Web of Science from 1975 to 2024. Quantitative bibliometric methods are utilised to describe and visualise the evolution of the field over 49 years, examining publication growth dynamics, author productivity, and the social, intellectual, and conceptual structures. Results. The research findings indicate a consistent increase in publication activity, particularly notable since 2019, with contributions across various disciplines, including education, computer science, communication studies, sociology, psychology, and management. The research community exhibits a global character, with the USA, China, and the UK at the forefront of authorship. The study identifies twelve key research themes that dominate scientific discourse, ranging from contemporary educational approaches in the digital age to the co-creation of value in the digital environment. Scientific novelty. This comprehensive analysis provides a unique perspective on the evolution and current state of research in network communication culture and digital etiquette within higher education. By identifying key themes and trends, the study deepens our understanding of the development of this field and its interdisciplinary nature. Practical significance. The research provides valuable insights for educators, researchers, and policymakers in higher education regarding strategies for enhancing online communication practices and digital etiquette.

Introduction. Mental health is a crucial determinant of quality of life, well-being, and both social and professional satisfaction. Research indicates that burnout impacts not only academic performance but also the overall lives and future careers of high school students. Aim. The present research aimed to investigate the prevalence of burnout among senior secondary school students in Morocco and to identify its underlying causes using the Maslach Burnout Inventory-Student Survey (MBI-SS) questionnaire. Methodology and research methods. The Maslach Burnout Inventory-Student Survey (MBI-SS) was translated into Arabic while ensuring cultural relevance. The study employed Bartlett’s test of sphericity, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). A total of 1,116 voluntary public secondary school students from the Kénitra region of Morocco participated in the study, with an average age of 17.15 years (SD = 1.328), of which 59.1% were female. Results. The findings indicate that 47% of Moroccan students experience academic emotions, with male students tending to develop more cynical attitudes and a lack of confidence in their academic abilities. Third-year students report higher levels of emotional exhaustion compared to first-year students, while second-year students exhibit lower rates (p < 0.001). Additionally, students from low-income families and urban areas are more vulnerable to academic burnout. Furthermore, students pursuing scientific studies scored higher on measures of Emotional Exhaustion and Cynicism, with 13% of female students and 20% of male students affected, compared to those in the literary track, where the rates were 5% and 13%, respectively. Scientific novelty. The scientific novelty of this study lies in the application of MI-SS. This research reinforces the impact of co-factors such as gender, educational attainment, family income, disease, and learning pathways on the components of burnout in Morocco. Practical significance. Education decision-makers in Morocco can leverage the connection between socio-demographic factors and school burnout to mitigate burnout among students, ultimately enhancing academic performance.

Introduction. The study of metacognitive processes in education, particularly the active implementation of flipped classroom approach, has recently garnered significant attention from researchers. Aim. The present research aims to investigate the relationship between the contribution of flipped classroom approach to the development of the educational process and its impact on students’ metacognitive awareness. Methodology and research methods. The study extensively utilised qualitative, non-experimental, and correlational methods to analyse the impact of flipped classroom approach on students’ metacognitive skills. The Metacognitive Awareness Inventory (MAI) questionnaire served as the primary assessment tool. The students’ level of education and their academic performance were considered as variables. The sample comprised 212 students from three high schools in the Casablanca-Settat academic region. Data obtained from the MAI questionnaire were pre-analysed using IBM SPSS version 23 software. Results. The results of the study confirm a significant correlation between the implementation of flipped classroom approach and the enhancement of student metacognitive awareness, particularly in areas related to self-regulation and problem-solving strategies. Throughout the study, it was observed that the use of flipped classroom approach can substantially improve students’ ability to manage their own learning processes. This underscores the importance of integrating metacognitive strategies into teaching methods to achieve the desired educational outcomes. Scientific novelty. This study contributes to the discussion on how flipped classroom approach influences metacognitive processes, providing students with opportunities to adopt more effective learning strategies. Practical significance. The present study offers valuable insights for educators, researchers, and decision-makers seeking innovative strategies to enhance educational outcomes for students.

Introduction. The incorporation of psychological and pedagogical principles into school management processes significantly impacts the overall effectiveness of the educational experience. It fosters an optimal learning environment and supports the comprehensive development of students. Aim. This study aims to examine the influence of fundamental principles of educational psychology on the organisation of management processes within contemporary schools. Methodology and research methods. The representative sample comprised 96 principals from accredited secondary schools in the Casablanca-Settat region of Morocco. A combination of two questionnaires, TALIS and QADAPS, was utilised for data collection. For further analysis, the statistical ANOVA test was conducted using SPSS 28 software and Microsoft Office Excel 365. Results. It has been established that 85.5% of schools implement conflict resolution programmes designed to foster socio-emotional competencies among participants in interactions. A significant majority of educational leaders (94.6%) recognise that the regulation of emotional processes plays a crucial role in students’ development. Additionally, 72.9% of schools actively employ cooperative practices that enhance the social and emotional growth of their students. Notably, 77.1% of administrative staff consider psychological and pedagogical principles to be foundational to the educational mission of their institutions. Furthermore, 84.4% of schools apply differentiated approaches to address the special educational needs of participants in the educational process, with 87.8% of school principals incorporating psychological principles into educational policy and practice. However, only 17.7% of schools have established policies that promote a positive school climate. Scientific novelty. For the first time, a study was conducted to examine the impact of psychological and pedagogical principles on administrative processes within the regional school system in Morocco. Practical significance. The findings of the study can be utilised to incorporate psychological and pedagogical principles into the management of a contemporary school.

Introduction. In light of the increasing interest in the preservation and dissemination of cultural heritage, training highly qualified traditional singers necessitates the integration of modern pedagogical technologies into the educational process. Aim. This research aims to examine and enhance the pedagogical system that offers comprehensive training for performers in the traditional song genre. Methodology and research methods. The study is based on systemic, competence-based, and activity-oriented approaches. Results. A proposed educational system for training traditional performers has been developed and tested. This system encompasses musical literacy, musical awareness, musical education, and musical activity. Additionally, pedagogical methods and technologies have been identified that contribute to the effective development of students’ musical thinking, artistic taste, technical skills, and stage expressiveness. Scientific novelty. The scientific novelty of this study lies in the development and justification of an original system aimed at the comprehensive formation of professional competence among performer-teachers. The study proposes pedagogical methods and technologies that are effective for use in the training of musicians. Practical significance. The practical significance of this study lies in its potential to enhance the educational processes at universities and colleges of the arts. The findings can be utilised to improve the training of highly qualified musicians, ensuring they remain competitive in the contemporary labour market.