Education Sciences

Teacher motivation plays a critical role in the successful implementation of curriculum enrichment programmes, yet it remains underexplored in many educational initiatives. The study contributes insights into teacher motivation in early childhood education and offers practical guidance for strengthening the sustainability of enrichment programmes through integrated recognition, support, and incentive structures. This study investigates the impact of rewards and recognition on teachers’ engagement in the Tsogo Sun Moves for Life chess programme in early childhood education classrooms within the King Cetshwayo District, South Africa. A qualitative case study design was used, with data collected through semi-structured interviews, observations, and document analysis, and analysed using thematic analysis. The findings indicate that while teachers valued teaching resources, coordinator support, and certificates of appreciation, these forms of recognition were insufficient to sustain long-term engagement. Teachers emphasised the need for meaningful acknowledgment and tangible incentives to justify the additional workload associated with programme implementation. Drawing on Self-Determination Theory and Herzberg’s Two-Factor Theory of Motivation, the study highlights the interaction between intrinsic and extrinsic motivation in shaping teachers’ commitment.

Adaptability and flexibility in teaching with digital technologies are essential for instructors to navigate dynamic and ever-evolving educational contexts. However, little has been done to investigate the underlying competencies required of instructors to fluently integrate technologies into their instructional practices. This study employed the Delphi method to address this gap and identify the competencies of a digitally fluent educator in higher education. Through three rounds of data analysis, 36 experts across multiple higher education institutions reached consensus on 14 competencies, including 8 knowledge, 3 skills, and 3 dispositions as indicators of an educator fluent in applying digital tools. The final list of competencies highlights the importance of metacognitive skills, conditional knowledge, and a disposition to be adaptable when defining fluency in digital instruction. The findings indicate a differentiation between digital fluency and previous paradigms such as digital literacy and digital competency. Implications for competency-based professional development opportunities and future research are discussed.

This study explores the effects of integrating virtual reality (VR) into task-based learning (TBL) to support Chinese language learning among Thai university students enrolled in a basic Chinese course. A total of fifty first-year students were selected using simple random sampling and assigned to either a VR-supported experimental group or a traditional control group. Both groups received instruction on the same vocabulary and writing content, delivered by the same instructor, and were assessed using identical pre- and post-tests. The findings indicate that students in the VR-supported group significantly outperformed their peers in the control group. Large effect sizes suggest substantial improvements in both vocabulary knowledge and Chinese character writing, while the control group demonstrated only minimal progress. Survey responses also revealed that students found VR-based tasks highly engaging, closely connected to real-life communication, and strongly motivating. Most participants reported a better understanding of vocabulary and noticeable advancement in learning Chinese characters. However, some students encountered technical difficulties and mild discomfort while interacting with the VR environment. These observations underscore the need for careful instructional design and the importance of implementing VR in a user-friendly and accessible manner. Overall, the study highlights the potential of VR-supported TBL to enhance learning outcomes in beginner-level Chinese courses, provided that technological and pedagogical considerations are carefully addressed.