International Journal of Learning and Teaching https://un-pub.eu/ojs/index.php/ijlt <p align="justify"><strong>International Journal of Learning and Teaching (IJLT)</strong> is an international, multi-disciplinary and double blind peer-reviewed journal. IJLT provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and teaching.</p> <p align="justify">The journal is under the review of Scopus and Web of Science (ESCI). If the journal is accepted to be indexed, your article will also be included in these indexes.</p> <p><strong>Basic Rules</strong></p> <p>1) The Contac author must be one of the <strong>article authors</strong>. Other than the authors, no one else can submit the article. <strong>It is immediately rejected</strong>.</p> <p>2) Make sure that issues about publication ethics, copyright, authorship, figure formats, data, and references format have been appropriately considered.</p> <p>3) Ensure that all authors have approved the content of the submitted manuscript. Once a manuscript has been submitted, no author changes, additions or reductions can be made. In that case, the manuscript will be <strong>rejected at any stage</strong>.</p> <p>4) An author can publish a maximum of two articles per year.</p> <p>5) Manuscripts submitted to IJLT Journal should neither been published before nor be under consideration for publication in another journal or conference.</p> <p>6) An article can have a maximum of six (6) authors.</p> en-US <p>Authors who publish with this journal agree to the following terms:<br><br></p> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a>&nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li> </ol> ijlt.editorial@gmail.com (Dr. Jesus Garcia Laborda) bdcenter.editorial@gmail.com (Daniel Sekyere-Asiedu) Wed, 30 Apr 2025 00:00:00 +0300 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 Lack of truth-seeking behaviors among senior high students in solving mathematics problems https://un-pub.eu/ojs/index.php/ijlt/article/view/9708 <p>This study aims to identify patterns in students’ truth-seeking behavior when solving mathematics problems involving an unknown universe of discourse. As a qualitative descriptive study, the research followed a structured process including the preparation and validation of instruments, data collection, subject selection, analysis, triangulation, and conclusion drawing. The participants were 42 high school students who demonstrated ideal problem-solving abilities. Findings indicate that students generally lack truth-seeking tendencies in mathematical problem-solving. They often neglect essential behaviors such as verifying universal sets, explicitly identifying and defining these sets, articulating relevant formulas aligned with problem objectives, detailing procedural steps, adhering to those steps during problem-solving, and evaluating outcomes against the intended goals. Furthermore, students frequently fail to re-examine their solutions, reflecting an implicit assumption that teacher-provided problems are inherently accurate and not subject to further scrutiny. These results underscore the need for instructional practices that foster critical thinking and truth-seeking dispositions in mathematical reasoning.</p> <p><strong><em>Keywords:</em></strong> Critical thinking; mathematics education; problem-solving; qualitative research; truth-seeking.</p> Shinta Yuliana, Dian Kurniati, Ervin Oktavianingtyas Copyright (c) 2025 International Journal of Learning and Teaching https://creativecommons.org/licenses/by-nc-nd/4.0 https://un-pub.eu/ojs/index.php/ijlt/article/view/9708 Wed, 30 Apr 2025 00:00:00 +0300 Profiling students’ critical thinking and communication skills through research-oriented collaborative inquiry learning https://un-pub.eu/ojs/index.php/ijlt/article/view/9709 <p>Research-based learning through teacher-guided collaborative activities offers students meaningful and direct learning experiences. This study aimed to examine how students' critical thinking and communication skills develop through the application of the Research Oriented Collaborative Inquiry Learning model. A descriptive method with a quantitative approach was employed, with purposive sampling used to select a sample of 29 grade nine students. Data were collected using structured observation instruments designed to assess critical thinking, oral communication, and written communication skills. The learning stages of the model were implemented with a high level of adherence, indicating effective instructional execution. Observational data showed that students demonstrated moderate proficiency in all three skill areas. The findings suggest that the model is effective in promoting the development of essential competencies, particularly in science education at the junior secondary level. By engaging students in collaborative inquiry and guided research activities, the model fosters both analytical reasoning and communication in classroom contexts. These results highlight the value of structured, inquiry-based learning in supporting cognitive and interpersonal skill development.</p> <p><strong><em>Keywords</em></strong><strong>:</strong> Communication skills; critical thinking; inquiry-based learning; research-oriented learning; secondary education</p> Adilah Afikah, Amalia Rahmadani, Eli Rohaeti, Jumadi Jumadi, Insih Wilujeng Copyright (c) 2025 International Journal of Learning and Teaching https://creativecommons.org/licenses/by-nc-nd/4.0 https://un-pub.eu/ojs/index.php/ijlt/article/view/9709 Wed, 30 Apr 2025 00:00:00 +0300 Determining the Need for Classroom Teachers' Skills in Using Cognitive Awareness Strategies https://un-pub.eu/ojs/index.php/ijlt/article/view/9764 <p>This study, stems from the need to explore teachers' requirements for about integrating cognitive awareness strategies into competencies. The research adopts a mixed-methods approach, employing three data collection tools. Qualitative nature tools are a structured observation form and a semi-structured interview form. The qualitative data obtained were analysed using descriptive analysis techniques. Quantitative data were collected by administering the Educational Metacognitive Regulation Inventor were analysed using descriptive statistical techniques in the SPSS software. Findings revealed that classroom teachers rarely utilised cognitive awareness strategies in their teaching environments and had limited knowledge about cognitive awareness strategies and were unaware of their importance in instructional settings. The findings of this study highlights the need for classroom teachers to use cognitive awareness strategies. They are expected to serve as a guide for designing professional development activities.</p> <p><strong><em>Keywords</em>:</strong> cognitive awareness strategies; classroom teachers; professional development</p> Sevgi Ozden Karakurt, Semra Demir Basaran Copyright (c) 2025 International Journal of Learning and Teaching https://creativecommons.org/licenses/by-nc-nd/4.0 https://un-pub.eu/ojs/index.php/ijlt/article/view/9764 Wed, 09 Jul 2025 00:00:00 +0300