Critical thinking is part of the skills needed in science learning in the 21st century. However, the PISA test results show that the level of critical thinking abilities of students in Indonesia is still relatively low. This research was carried out as an effort to overcome this, by developing teaching materials on reaction kinetics based on tetrahedral representations with an ethnoscience approach to improve students' critical thinking skills. This research was carried out in development stages involving 5 expert and practitioner validators and 66 students. Data was collected using questionnaires, observation sheets and test instruments. The data analysis technique used is descriptive data analysis technique, namely by describing the validity, practicality and effectiveness of the teaching materials being developed. The results of this research show that the teaching materials developed are very valid with a validity score of 90.91% and very practical with a practicality score of 90.97%. These results indicate that the teaching materials developed are suitable for use in order to improve students' critical thinking abilities.

Microteaching is an innovative educational method that began to be applied almost fifty years ago in teachers’ education and training, with its application subsequently expanding to other professional environments. This paper focuses on the study of the role and application of microteaching and attempts to demonstrate its value and importance mainly concerning candidate and serving teachers’ education and training. This article initially presents the definition, the object, the stages, and the scientific foundation of the method under discussion. Then, general information is provided for the application of microteaching both in Greece and internationally. Finally, the value of microteaching, its importance, and its contribution, especially in teacher education and training, are analyzed and discussed.

In this study an attempt has been made to study the attitude of the higher secondary school teachers towards the implementation of sex education at higher secondary level in Murshidabad district of West Bengal, India. For this purpose, 380 higher secondary school teachers were randomly selected and attitude towards the implementation of sex education scale administered to them. To study the significance of difference between the various groups, ‘t’ test was applied by the researcher. The overall results indicate that the higher secondary school teachers (both urban and rural) possess highly favourable attitude towards the implementation of sex education. And there is no significance difference in the attitude of higher secondary school teacher towards the implementation of sex education in relation to their gender (i.e. male and female), locality (i.e. rural and urban) and stream (i.e., arts, science and commerce).

The study investigated Effective Implementation of Entrepreneurship Education in Public Secondary Schools in Rivers State for Productivity and National Development. Three research questions and three corresponding hypotheses guided the study. The study adopted the descriptive survey design. A sample size of 86 was drawn from a population of 258 principals of senior secondary schools in Rivers State. A validated instrument titled implement of entrepreneurship education for productivity and national development questionnaire was used for data collection. The instrument yielded a reliability index of 0.79. The mean and standard deviation were used to answer the research questions, while the z-test was used to test the hypotheses. The findings revealed that effective implementation of entrepreneurship education will enable the students to be creative, innovative and productive, which in turn will lead to productivity and national development.

This study aims to investigate the factors influencing university students’ intention and behavior toward eLearning in Kathmandu Valley, Nepal. The research framework used in this study was the Unified Theory of Acceptance and Usage of Technology (UTAUT). The most common factors associated with UTAUT are social influence, facilitating conditions, habit, performance expectancy, effort expectancy, behavioral intention, and use behavior. Data were collected from 385 university students through a closed-ended questionnaire through social media platforms. The demographic information of respondents was summarized using SPSS version 25 software, while structural equation modeling was performed using SmartPls version 3 to identify the factors that influence behavioral intention and use behavior of eLearning. The data analyses revealed that performance expectancy, effort expectancy, facilitating conditions, social influence, and habit all significantly influence the behavioral intention of eLearning, with facilitating conditions being the most significant factor. Similarly, habit, facilitating conditions, and behavioral intention also significantly influence the use behavior of eLearning, with facilitating conditions as the most significant factor. It suggests that students are more likely to utilize eLearning tools when they have access to various technical devices and receive sufficient support from educational institutions. Therefore, universities should prioritize accessibility, feedback mechanisms, and seamless integration of eLearning into curricula. Peer support, technical assistance, and promotion of the benefits of eLearning are also essential for fostering engagement. By focusing on these aspects, eLearning adoption can be optimized, leading to improved academic performance and learning outcomes among university students in Kathmandu Valley.