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The study focused on the experiences of teachers and pupils on e-learning preparedness in selected urban schools of Lusaka anchored on interpretive phenomenological perspective. The aim of the study was to explore the experiences of teachers and pupils on e-learning and establish the measures put in place on e-learning preparedness in the selected schools of Lusaka urban. The sample comprised 25 participants, i.e.,10 pupils, 9 ICT teachers, 2 Head Teachers and 2 specialists from the Curriculum Development Centre (CDC). The study employed purposive sampling, specifically homogenous sampling to select head teachers, pupils, and curriculum experts. Data were collected using interview guide, focus group discussion and observation checklist on the preparedness of e-learning in selected schools of Lusaka, district in Zambia. Data were analyzed using thematic analysis where major themes were drawn and coded. Based on the study findings it is evident that teachers’ experiences and challenges of e-learning preparedness were due to the lack of ICT infrastructure, lack of trained ICT teachers, poor network connectivity, lack of acceptance to new technology, electricity load shedding and the lack of parental involvement in e-learning programmes. Further, on usage, the study revealed that pupils did not know how to use the e- learning platforms. Both teachers and pupils exhibited inadequate skills and knowledge of eLearning software. The study recommended that e-learning preparedness should include training of trainers of ICT, building ICT infrastructure, and ensuring that ICT is a compulsory subject from primary to secondary schools. Additionally, Continuous Professional Development (CPD) for all teachers on e-learning assessment and feedback should be encouraged in all schools. Appropriate digital literacy and pedagogical approaches should be employed in schools to enhance e-learning.

This study investigates the relationships between parental relationship, parental guidance, learning motivation, and academic performance among public medical university students in Henan Province, China, with learning motivation examined as a mediating variable. Using a quantitative design, data were collected from 517 students across two public medical universities and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that both parental relationship and parental guidance significantly enhance learning motivation, but only parental guidance has a direct positive effect on academic performance. Learning motivation was a strong predictor of academic performance and partially mediated the relationship between parental guidance and performance, while mediation for parental relationship was not significant. These findings, interpreted through Self-Determination Theory, Social Cognitive Theory, and the Stimulus–Organism–Response framework, underscore the importance of structured parental guidance in fostering student success. The study offers practical implications for universities and parents to collaborate in creating motivation-supportive environments and recommends future research incorporating broader parental influence variables and longitudinal designs.

Feedback literacy—the competencies enabling effective feedback exchange—remains under‐explored from educators’ perspectives in large, non‐Western contexts. This study surveys 1,000 foreign‐language teachers in Mali to map their definitions of feedback literacy and identify systemic enablers and barriers within an ecological framework. A sequential explanatory mixed‐methods design combined an online survey of 19 competencies with focus groups (n = 40). Exploratory factor analysis revealed three clusters—Relational Practices, Design Strategies, and Pragmatic Skills—and qualitative themes showed how classroom dialogues, departmental norms, institutional policies, and cultural reforms interact to shape feedback literacy. Findings inform a multilayered roadmap for professional development and policy benchmarks.

One of the persistent challenges in English language learning is students’ hesitation to ask questions, often due to low self-confidence. This reluctance often stems from feelings of embarrassment, anxiety, or fear of making mistakes. To overcome these challenges, students frequently turn to digital tools that support their language learning, one of the most commonly used being the U-Dictionary application, available on platforms such as the Play store and Appstore. This study aims to explore the role of U-Dictionary as a supportive tool in English language teaching and learning, both from students’ and teachers’ perspectives. Employing a descriptive qualitative approach, this research investigates the advantages and disadvantages of using U-Dictionary in English as a Foreign Language (EFL) classroom. Findings indicate that U-Dictionary serves as a practical and accessible resource for enhancing vocabulary acquisition and enabling independent learning through features such as word definitions and instant translations. However, while the application offers convenience, excessive reliance on it may impede the development of students’ critical thinking and analytical skills if not integrated with proper pedagogical strategies. Therefore, it is essential for educators to guide students in using such digital tools responsibly, ensuring that they remain actively engaged in constructing and evaluating language, rather than becoming passive recipients of information. U-Dictionary can be a valuable complement to English instruction, provided it is used thoughtfully within a well-structured learning framework.

This study investigates the structural dimensions of creative thinking among undergraduates majoring in art and design in Jilin Province and verifies the applicability of measurement tools. A pilot study design was employed, with stratified random sampling used to select undergraduates from universities in Jilin Province offering art and design programs. Data were collected using the University Students Creative Thinking Ability Scale (USCTAS), and statistical analyses including reliability testing, exploratory factor analysis (EFA), and normality testing were conducted using IBM-SPSS 27.0. The results showed that after removing items with low corrected item-total correlation (CITC), the remaining items formed a three-dimensional structure of creative thinking: Ability to Discover, Attention Ability, and Interpretation Ability. The scale demonstrated good internal consistency and suitability for factor analysis. This study clarifies the structural characteristics of creative thinking in this population and provides a reliable measurement tool and empirical basis for fostering creative thinking in art and design education.