International journal of humanities, literature and arts

Exploring learning processes: A qualitative diary study of digital VS. print flashcards in Japanese vocabulary acquisition

Made Yani Anggarawati — 2026-05-05

This study explores learning processes and learner perceptions in the use of printed and digital flashcards for Japanese vocabulary acquisition. Employing a qualitative diary study, data were collected from daily learning logs completed by learners at LPJ Bali during an ongoing instructional intervention. The learning logs documented study time, learning strategies, and perceived challenges while using either printed or digital flashcards. The findings reveal distinct patterns between the two flashcard modes. Learners using digital flashcards tended to engage in shorter study sessions and frequently combined multiple learning modes within a single session, whereas learners using printed flashcards more often studied for moderate durations using sequential and repetitive strategies. Reported challenges also differed across modes. While challenges in the printed flashcard group were mainly related to sustained effort and kanji processing, challenges in the digital flashcard group were more commonly associated with technical issues and attentional lapses. These findings are discussed through the lens of Cognitive Load Theory and Multimedia Learning Theory. The study suggests that although digital flashcards offer multimodal and game-based learning affordances, they may introduce additional extraneous cognitive load if not optimally managed. Conversely, printed flashcards provide a more stable learning environment with lower instructional complexity.

Factors affecting the management of teachers’ professional activities in upper secondary schools toward professional autonomy in Vietnam

Bui Thi Nhiem — 2026-05-11

This study examines the factors affecting the management of teachers’ professional activities toward professional autonomy in upper secondary schools in Vietnam. In the context of ongoing educational reform, competency-based education, and school decentralization, professional autonomy has become an important requirement for enhancing teachers’ professional agency, instructional innovation, and educational quality. The study employed a qualitative document analysis approach to review Vietnamese educational policies, legal documents, and international studies related to teacher autonomy, school leadership, organizational culture, and professional development. The findings reveal that the management of teachers’ professional activities is influenced by two major groups of factors: objective factors and subjective factors. Objective factors include institutional frameworks, educational policies, financial mechanisms, and socio-cultural conditions, while subjective factors involve teachers’ professional competence and motivation, school leadership, organizational culture, and professional development support systems. The study also highlights that school-level conditions play a mediating role in connecting educational reforms with teachers’ professional practices. In the Vietnamese context, promoting professional autonomy requires not only supportive policies but also democratic leadership, collaborative school cultures, equitable professional development opportunities, and balanced accountability mechanisms.

Teachers’ digital competence development in the context of educational digital transformation

Nguyen Thi Thi — 2026-06-18

The rapid advancement of digital technologies has accelerated educational digital transformation worldwide, creating new demands for teachers' professional competencies. Among these competencies, digital competence has become increasingly important in enabling teachers to effectively integrate technology into teaching and learning processes. This study aims to examine the theoretical foundations of teachers' digital competence development in the context of educational digital transformation and to identify implications for the Vietnamese educational system. Using a literature review approach, the study synthesizes major perspectives on educational digital transformation, analyzes the concept and dimensions of teachers' digital competence, and explores factors influencing competence development. The findings indicate that teachers' digital competence is a multidimensional construct encompassing technological competence, pedagogical digital competence, information and media literacy, communication and collaboration competence, digital ethics and safety competence, and professional learning competence. The study further emphasizes that the development of teachers' digital competence requires continuous professional development, supportive school leadership, adequate policy frameworks, and equitable access to digital resources.

Promoting preschool children's psychological development through Montessori Education

Pham Thi Nha — 2026-07-05

Psychological development during early childhood provides the foundation for children's lifelong learning, emotional well-being, and social adjustment. Montessori education has gained increasing international recognition as a child-centered educational approach that supports children's holistic development through self-directed learning, prepared learning environments, and experiential activities. This study aims to examine the contribution of Montessori education to preschool children's psychological development through a qualitative documentary research approach. Secondary data were collected from academic books, peer-reviewed journal articles, systematic reviews, conference proceedings, and official educational documents published primarily between 2011 and 2025. The selected literature was analyzed using qualitative content analysis to identify recurring themes related to children's psychological development. The findings indicate that Montessori education promotes multiple dimensions of psychological development, including autonomy, emotional regulation, social competence, intrinsic motivation, self-confidence, and psychological resilience. The review also reveals that effective implementation depends on qualified teachers, carefully prepared learning environments, institutional support, and fidelity to Montessori principles. Furthermore, the study discusses the relevance of Montessori education to preschool education reform in Vietnam, highlighting both implementation challenges and practical implications for educational policy and teacher professional development.

Developing English speaking competency through digital storytelling with personal photographs among sixth-semester information systems students at ITB STIKOM Bali

I Gede Putu Adhitya Prayoga — 2026-07-12

English-speaking competency is an essential skill for Information Systems students to communicate technical ideas and prepare for professional careers in the global workplace. However, many undergraduate students still experience difficulties in speaking English due to limited practice, lack of confidence, and communication anxiety. This classroom action research investigated the effectiveness of Digital Storytelling using personal photographs in improving the English-speaking competency of sixth-semester Information Systems students at ITB STIKOM Bali during the 2026 academic year. The study involved 32 students and was conducted in two action research cycles following the planning, action, observation, and reflection model. Data were collected through speaking performance assessments, classroom observations, questionnaires, reflective journals, and video recordings. The results showed continuous improvement in students' speaking performance, with the mean score increasing from 64.5 in the preliminary assessment to 74.8 after Cycle I and 84.3 after Cycle II. Improvements were observed in pronunciation, grammar, vocabulary, fluency, content organization, and speaking confidence. Furthermore, 96.9% of the participants reported that Digital Storytelling increased their motivation and confidence to communicate in English. These findings indicate that Digital Storytelling with personal photographs is an effective instructional strategy for enhancing speaking competency in English for Specific Purposes courses at the university level.