Implementation of information and communication technologies (ICTs) in education is defined as the incorporation of ICTs into teaching and learning activities, both inside and outside the classroom. Despite widely studied, there is still no consensus on how it affects student performance. However, before evaluating this, it is crucial to identify…

This study utilised 2015 PISA data from the United Kingdom and Hong Kong to examine the relations between outside school ICT use for learning and science performance through a mediation model. The results uncovered three key findings: Firstly, ICT use for learning exhibited negative total effects on science performance in the United Kingdom,…

In the digital era, traditional communication has undergone a drastic transformation into computer-mediated communication (CMC), which can be classified into synchronous CMC (SCMC) and asynchronous CMC (ASCMC). This study compared the effects of extracurricular CMC among students about schoolwork on students' digital reading achievement between…

This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students' digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for…

The primary aim of this study is to identify the characteristics of the students' profiles regarding information and communications technology (ICT) use and their relations to background, motivational factors, and academic achievement. A sample of 4,838 U.S. students from PISA 2018 data was used. Latent profile analysis on ICT use for different…

The current analysis aims to research the impact of ICT usage on students' achievement in the 2018 PISA assessment, specifically achievement in mathematics, science and reading scales. In this assessment, a total of 5,058 randomly selected students from 224 schools across Kosovo took part in the study. In addition, to the subscales assessing…

New changes to the school curriculum by enacting a minimum competency assessment (MCA) with PISA criteria in 2021 have led to confusion over the form of MCA questions among teachers and students due to limited learning resources at schools. This study aimed to produce valid and practical PISA COVID-19 mathematics tasks (PISAComat) potentially…

PISA test data from 2000 to today have shown Germany's education system is one of the most inequitable within the OECD, with high correlations between student background and achievement outcomes. Scholars have identified the highly differentiated school structure, which tracks students as young as 10 years old, as a central cause. This scholarship…

The interconnectivity of peoples worldwide is sufficient rationale for foreign language learners to develop the relevant competences for intercultural interactions in both local and global--"glocal" contexts. This study presents a conceptualisation of "glocal" competence for Jamaican foreign language teaching professionals from…

With the increasing inclusion of international, intercultural and global dimensions in university curricula, the global classroom brings new challenges and potential opportunities among culturally diverse students. Using a mixed-methods approach, this study assessed students' preparedness and experiences of a COIL course among South African…