Seeking academic help has a positive impact on students’ ability to handle challenges, leading to improved academic success. As the academic landscape becomes more competitive, the importance of students seeking and using academic support is widely recognized for enhancing their learning experience and achievements. The main objective of this study is to review the prior literature that has examined the academic support provided to college students, addressing the knowledge and methods required in an academic help-seeking process. Based on a systematic literature review, this study’s data were gathered from a review of 55 documents from the 11 years between 2012 and 2022. The literature was then individually analyzed using the ATLAS.ti 22 programs. The analysis shows five central themes: (1) Defining student help-seeking; (2) Academic help-seeking and academic performance; (3) Resources of academic help-seeking; (4) Factors of academic help-seeking; (5) Academic Help Seeking Online. This study also identifies potential new directions for future research that could be useful to school administrators in developing policies to assist students with help-seeking behavior, which could have significant implications for the theoretical development and practical guidance of student help-seeking behavior.

With the development of teachers’ psychological cognition, the moral education curriculum develops as per the changes in times. Currently, a resurgence of interest on studying teachers’ perceptions of the moral education curriculum has observed. This is because moral education curriculum of each country plays a unique role in the overall design of the country’s education curriculum. However, studies on teachers’ perceptions of the moral education curriculum are scarce, and no framework has been developed to guide the teaching and learning of teachers for the moral education curriculum for schools. The moral education curriculum serves as one of the main vehicles for value education, with teachers as direct executors. It can influence the overall development of the school system and long-term development of a country. Thus, in this paper, we reviewed current literature related to teachers’ perceptions of the moral education curriculum and developed future trends considering teachers’ perceptions of the moral education curriculum in improving existing moral education programs in a country. We identified a list of keywords related to moral education curriculum and teacher perceptions and relevant to the scope of this study. These keywords were used to search the articles from the Scopus and WoS studies. Overall, 32 papers meeting the search criteria were retrieved. Further, we conducted thematic studies, and four themes were successfully identified: the model of teacher perceptions of moral and national education, the dimensions of the teacher ethics model (framework), teaching strategies, and the role of teachers. The results of this study suggested a new framework for research trends in teachers’ perception models, particularly toward the moral education curriculum. This study contributed to the knowledge regarding teaching and learning approaches of moral education considering teachers’ perceptions of the moral education curriculum. The findings of study would benefit future studies and would improve the implementation of a country’s moral education program.

First-generation college students face unique challenges in navigating the higher education system, and understanding their perceptions of college success is crucial for providing appropriate support. This qualitative study aimed to explore the perceptions of 15 first-generation college students regarding college success and to identify the factors they consider important for achieving success in college. Semi-structured interviews were conducted with the participants, and the data were analyzed using interpretative phenomenological analysis. This study explores the varied perceptions of success among first-generation college students (FGCS) through five themes: Academic Achievement, Personal Development, Personal Well-being, Personal Fulfillment, and Career Success. This study provides valuable insights into the perceptions of first-generation college students regarding college success. The identified themes shed light on the multifaceted nature of success in higher education. These findings have implications for supporting first-generation college students and developing targeted interventions to enhance their overall success and well-being.

Communicative Language Teaching (CLT) involves students in real-life interaction in order to improve their communicative competence. There are a lot of controversy about whether grammatical knowledge can be gained by CLT in the English learning process. This qualitative case study goals to attain the perspective and attitudes of students and explore the implementation of CLT in Bangladeshi Secondary School. Moreover, researcher aims to reach the gap which is emerged by the controversy. It attempted to find out the contribution of CLT in improving grammar knowledge among Secondary School Students in Bangladesh. Researcher investigated two research questions and examined two research objectives. Data was collected through semi-structured interview and an essay writing task from Dr. Khastagir Government Girls’ High School, Bangladesh. The finding of study indicates efficient and feasible CLT activities are explored in the textbook which engaged students in collaborative learning and meaningful interaction. Students have a certain perspective and an assured outlook towards CLT based classroom and they have a knowledgeable linguistic competence in writing. Besides, in acquiring communicative skills, fluency and accuracy were not attained equally among the students. Besides, students were aware of both in grammar knowledge and meaningful interaction but faced few obstacle in speaking. Accuracy activities of CLT facilitate to enhance grammar knowledge but a little lack was explored from the findings. To say, this study provides an insight on positive perspective of students towards communicative classroom settings.

Introduction: Traditional moral education often treats cognition, affect, and behavior as separate targets, limiting integration of knowing, feeling, and doing. This study examines a head–heart–hands (3H) moral education model and its implementation in a mandatory Chinese university course. Methods: We conducted a 19-week 3H-informed intervention in three parallel classes (total enrolment = 175) of an “Ideology, Morality and Rule of Law” course. The design was an action-research-informed qualitative case study. Data included classroom observations, student reflective journals, and semi-structured interviews with 12 focal students. Results: Thematic analysis found that students reported deeper contextualized moral reasoning and critical reflection (Head), stronger value-related resonance and empathy (Heart), and more sustained engagement in action-oriented practices (Hands). Across the semester, reasoning, affect, and action appeared to form a dynamic, recursive cycle of moral growth. Discussion: These exploratory findings suggest that aligning instructional activities with head, heart, and hands can support integrated moral learning. We discuss implications and boundary conditions for applying the 3H model in compulsory university moral education.