This study intended to examine the effects of game-based learning on Iranian EFL learners language anxiety and motivation. In order to perform the study, the quantitative research method was applied. In this study, 58 Iranian intermediate EFL participants were selected and divided into two groups: control and experimental. Then, the questionnaires of the Foreign Language Classroom Anxiety Scale (FLCAS) and Motivation Test Battery (AMTB) were administered to the participants of both groups as the pretests of the study. After pretesting, 90 English vocabulary items were trained to the EG by using game-based learning, but the same vocabulary items were taught to the CG traditionally. After teaching the vocabularies, the mentioned questionnaires were administered again as the post-tests of the study. The results of independent samples t-tests revealed that implementing game-based learning had the potential of reducing EFL learners anxiety to improve their English learning. Also, the results indicated that applying game-based learning increased the language motivation of Iranian EFL learners.

This article explores the impact of continuous professional development (CPD) on teaching quality. The article provides a comprehensive overview of CPD, focusing on pedagogical skills, classroom problem-solving abilities, and the mediating role of leadership within educational institutions. This study used PRISMA approach by analyzing 2,432 English-language publications from 2023 to 2024 taken from the Scopus, Web of Sciences (WoS), and ERIC databases. The data were collected, reviewed, and underwent a peer-review process before a systematic literature review. This article synthesizes findings from final articles (n=24) into five main themes: student perceptions and teaching quality, professional development (PD) and teacher learning, role of leadership in teacher development, assessment and evaluation in teaching, and collaboration and community in teaching. The review reveals that CPD significantly enhances teaching quality by improving pedagogical skills and problem-solving capabilities in the classroom. Furthermore, leadership within educational institutions plays a crucial role in facilitating the positive effects of CPD on teaching quality. By fostering an environment that supports PD, collaborative learning, and reflective practice, educational leaders can amplify the benefits of CPD. This study contributes to the understanding of how CPD and effective leadership together can elevate teaching standards and outcomes, offering valuable insights for policymakers, educators, and academic leaders aiming to enhance educational quality through PD.

Regarding the attractiveness of educational games for EFL learners, the present research intended to investigate the effects of gamification on improving Iranian EFL learners’ idiomatic knowledge. In addition, the current research examined the attitudes of Iranian EFL learners towards using gamification in English learning in the Iranian EFL context. Firstly, to carry out this research, the researchers administered the Oxford Quick Placement Test (OQPT) to 84 Iranian EFL learners and selected 50 upper-intermediate participants. Secondly, they divided the selected participants into an experimental group (EG) and a control group (CG). Thirdly, the researchers gave an idiom pretest to the participants of both groups to assess their idiomatic knowledge before starting the treatment. Fourthly, the EG was taught the new idioms using game-based instruction, while the CG received traditional idiom instruction. Following the instruction of 70 idioms to both groups, the participants received an idiom posttest to determine the influence of the treatment on their idiomatic knowledge. The EG was then provided an attitude questionnaire, and 15 members of the EG were interviewed as a result of the questionnaire. In the idiom posttest, the data were evaluated using paired samples and independent samples -tests, and the findings revealed that the EG performed significantly better than the CG on the posttest of idioms. In fact, gamification helped EFL learners develop their idiomatic knowledge. The results indicated that Iranian EFL learners presented positive attitudes toward gamification in learning English idioms. In addition, the results revealed that enjoyment, fun, reducing anxiety, involvement, and immediate feedback were the factors that the students mentioned for the instructional games. The implications of this research can encourage English teachers to implement different educational games in their teaching.

This study examines the influence of workload and supervisor support on lecturer productivity, with work–life balance serving as an intervening factor, in the context of Indonesia’s transition to workload-based evaluation systems. Data were collected from 736 university lecturers across Indonesia through questionnaires distributed via the Directorate General of Higher Education’s application. Structural Equation Modeling (SEM) analysis revealed that workload hurts work–life balance (C.R. = −5.095), but it has a positive influence on lecturer productivity (C.R. = 3.567). Meanwhile, supervisor support has a positive effect on work–life balance (C.R. = 7.961) but, surprisingly, a negative impact on productivity (C.R. = −3.213). Interestingly, work–life balance showed a negative relationship with lecturer productivity (C.R. = −4.069). The study also revealed that work–life balance mediates the relationship between workload and productivity. The counterintuitive findings suggest that traditional Western-derived work–life balance concepts may not apply to Indonesian academic culture, where work–life integration might be more relevant. These results challenge fundamental organizational behavior assumptions and highlight cultural context in non-Western academic environments. University leaders should therefore address both productivity and well-being by implementing balanced workload practices that include appropriate rewards, welfare benefits, clear career paths, and recreational activities, thereby minimizing stress and burnout. This research contributes to understanding the complex dynamics between workload management, supervisor support, and lecturer well-being in higher education institutions transitioning to performance-based evaluation systems.

This research is motivated by the increasing competitiveness potential of private Islamic elementary schools in Indonesia. Competition in the education sector is characterized by the relevance of community needs, oriented to modernity with the principle of mutual justice, and substance oriented in harmony with global cooperation and competition. Educational competitiveness requires leadership support in improving and developing the quality of education (Waruwu et al., 2022). However, little is known about the support of visionary leadership and improving the quality of school competitiveness. This study aims to explore the support of visionary leadership and the quality of education on the competitiveness of schools. This study uses descriptive quantitative research methods to determine the average of each variable and continues with the correlational method. The instrument was a closed questionnaire distributed to 59 Islamic elementary schools in East Jakarta. The respondents are teachers and parents who are members of the school committee management team. A total of 481 respondents consisted of 222 teachers and 259 representatives of parents. The results showed that visionary leadership support, quality improvement, and school competitiveness were in the high category at private Islamic elementary schools in East Jakarta, Indonesia. All variables partially have a significant effect on school competitiveness. This study recommends that principals and stakeholders are committed to continuously improving schools’ quality to match global competitiveness. Therefore, visionary leadership skills are needed so that school principals are able to think far ahead and are global so that challenges can be faced and competition can be conquered.

HTS Teologiese Studies/Theological Studies is an acclaimed journal with broad coverage that promotes multidisciplinary, religious, and biblical aspects of studies in the international theological arena. The journal’s publication criteria are based on high ethical standards and the rigor of the methodology and conclusions reported.