Prior and ongoing COVID-19 pandemic restrictions have resulted in substantial changes to everyday life. The pandemic and measures of its control affect mental health negatively. Self-reported data from 15,375 participants from 23 countries were collected from May to August 2020 during the early phases of the COVID-19 pandemic. Two questionnaires measuring anxiety level were used in this study—the Generalized Anxiety Disorder Scale (GAD-7), and the State Anxiety Inventory (SAI). The associations between a set of social indicators on anxiety during COVID-19 (e.g., sex, age, country, live alone) were tested as well. Self-reported anxiety during the first wave of the COVID-19 pandemic varied across countries, with the maximum levels reported for Brazil, Canada, Italy, Iraq and the USA. Sex differences of anxiety levels during COVID-19 were also examined, and results showed women reported higher levels of anxiety compared to men. Overall, our results demonstrated that the self-reported symptoms of anxiety were higher compared to those reported in general before pandemic. We conclude that such cultural dimensions as individualism/collectivism, power distance and looseness/tightness may function as protective adaptive mechanisms against the development of anxiety disorders in a pandemic situation.

The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.

Karateristik Abad 21 ditandai dengan adanya berbagai perubahan pada aspek ekonomi, transportasi, teknologi, komunikasi, dan informasi sebagai dampak globalisasi. Oleh karena itu, individu atau kelompok memerlukan keterampilan berpikir kritis dan menyelesaikan masalah, komunikasi, kolaborasi, dan kreativitas dan Inovasi. Tujuan penulisan ini mendeskripsikan keterkaitan pendidikan IPS untuk mengembangkan keterampilan abad 21. Penulisan ini menggunakan studi literatur dengan memanfaatkan jurnal ilmiah, ebook, serta Undang-Undang yang dituangkan dalam hasil penulisan. Hasil penelitian memastikan bahwa pendidikan IPS memiliki keterkaitan dalam mengembangkan keterampilan di abad 21 sebagaimana tujuan Pendidikan IPS untuk pengembangan kemampuan berpikir kritis, keterampilan sosial, dan mampu mengatasi suatu permasalahan baik yang terjadi pada dirinya sendiri maupun masyarakat. Pengembangan keterampilan Abad 21 melalui pendidikan IPS dapat dilakukan melalui berbagai model atau metode pembelajaran IPS yang relevan dengan keterampilan Abad 21 sehingga pendidikan IPS mampu menghasilkan sumber daya manusia yang mampu beradaptasi dan menghadapi tantangan abad 21.

Malaysian teachers have been using Virtual Learning Environment (VLE) technology in their instructional activities since it was introduced by the Ministry of Education in 2012. This study aimed to measure Malaysian teachers’ level of intention to continue using VLE technology and investigate factors influencing teachers’ decision to keep using VLE into teaching and learning process. Implementing sequential explanatory design, we addressed 850 questionnaires and conducted interview with 10 teachers. After data screening procedure, only 643 questionnaires were usable and measurable in the data analysis. Fifty-one teachers answered the open ended question included in the questionnaire. We further asked questions adapted from the data analysis of the questionnaires to ten teachers. The results of the study informed that the overall mean score of teachers’ intention to continue using VLE is 4.21. This mean score indicated that the intention to continue using VLE technology among the Malaysian teachers is at the moderate level. Despite this, the percentage of the teachers with high intention to use VLE whenever they have access is higher than those with the low intention. Qualitatively, accessibility factor was the main factor experienced by the participants of this study reducing the VLE integration into teaching. Further investigation is necessary to study the factors and suitable planning and policy that contribute to the intention to continue using VLE among Malaysian teachers.

Researchers in educational psychology have researched Teacher Self-Concept (TSC) and Teacher Efficacy (TE) as two main predictors predicting burnout. Guided by a model developed by Zhu, Liu, Fu, Yang, Zhang & Shi (2018), the researchers aimed at building a model involving TSC, TE, and three components of burnout; Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (RPA) through Structural Equation Modeling (SEM). The researchers investigated predicting factors of burnout by reporting TSC and TE that might directly affect the components and examine the probability of TE to become a mediator of the correlation between TSC and burnout. This research also examined whether the difference emerges constantly among demographic information (gender and teaching experience) regarding all involved variables. A sample of 876 teachers across three Indonesian provinces completed a printed form of questionnaires. Some statistical procedures namely Content Validity Index (CVI), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Covariance-Based Structural Equation Modeling (CB-SEM), and t-test were conducted. Findings informed that the model is valid and reliable. TSC could directly affect EE, DE, and RPA, as well as indirectly influence them mediated by TE. Besides, TE is also reported to have significant relationships with EE, DE, and RPA. No significant differences in terms of age and teaching experiences emerge, except for EE.