International Journal of Educatio Elementaria and Psychologia

APPLYING FORENSIC PSYCHOLOGY PRINCIPLES TO CHILD BEHAVIOR ASSESSMENT AND EARLY INTERVENTION

2026-02-21T06:24:42+07:00

Early identification of behavioral risk in children is essential for preventing the escalation of developmental, emotional, and social difficulties. Conventional child behavior assessment practices, however, often rely on fragmented observations and subjective judgments that may overlook contextual risk factors. Applying forensic psychology principles offers a structured and evidence-based framework that emphasizes systematic observation, behavioral pattern analysis, and contextual interpretation. This study aims to examine the applicability and effectiveness of forensic psychology principles in child behavior assessment and early intervention contexts. The research employed a qualitative-dominant mixed-methods design involving structured behavioral observations, semi-structured interviews with educators and practitioners, and analysis of assessment records in educational and community-based settings. The findings indicate that forensic-informed assessment enhances the accuracy of early behavioral risk identification and supports more targeted and timely interventions. Children assessed using this framework demonstrated greater behavioral improvement following early intervention, particularly in emotional regulation and social interaction. The results also highlight that behavioral difficulties are closely linked to environmental and contextual factors rather than fixed individual deficits. The study concludes that forensic psychology principles can be effectively adapted beyond legal contexts to support preventive, ethical, and developmentally sensitive child behavior assessment. Integrating these principles into early intervention practices strengthens interdisciplinary collaboration and contributes to more responsive support systems for children at behavioral risk.

TECHNOLOGY-ENHANCED LEARNING IN PRIMARY EDUCATION: EFFECTS OF INTERACTIVE DIGITAL PLATFORMS ON STUDENT ENGAGEMENT AND ACHIEVEMENT

2026-02-23T14:16:06+07:00

Technology-enhanced learning has become increasingly prominent in primary education as schools integrate interactive digital platforms to support teaching and learning. These platforms are widely assumed to enhance student engagement and academic achievement, yet empirical evidence at the primary level remains uneven and context dependent. This study aims to examine the effects of interactive digital platforms on student engagement and academic achievement in primary education, with particular attention to the relationship between engagement dimensions and learning outcomes. The study employed a quantitative quasi-experimental design involving experimental and control groups of primary school students. Data were collected using engagement questionnaires, curriculum-aligned achievement tests, classroom observations, and academic records. Inferential statistical analyses were conducted to compare group differences and examine relationships between engagement and achievement. The findings reveal that students exposed to interactive digital platforms demonstrated significantly higher levels of behavioral, emotional, and cognitive engagement than those receiving conventional instruction. Academic achievement scores were also significantly higher in the experimental group. Correlation analysis indicates a strong positive relationship between student engagement and achievement outcomes. The study concludes that interactive digital platforms positively influence engagement-driven learning in primary education when integrated within structured pedagogical practices. Technology-enhanced learning is most effective when engagement functions as a central mechanism linking digital interaction to academic success.

INCLUSIVE EDUCATION IN PRIMARY SCHOOLS: EVIDENCE-BASED STRATEGIES FOR SUPPORTING LEARNERS WITH SPECIAL EDUCATIONAL NEEDS

2026-02-21T20:07:58+07:00

Inclusive education in primary schools has become a central priority in global education agendas, emphasizing the right of learners with special educational needs to access quality education within mainstream classrooms. Despite strong policy commitments, effective classroom-level implementation remains uneven, highlighting the need for evidence-based strategies that translate inclusion principles into practice. This study aims to identify and examine evidence-based instructional and organizational strategies that effectively support learners with special educational needs in inclusive primary school settings. The study employed a mixed-methods design combining systematic evidence review, classroom observations, semi-structured interviews, and analysis of school documents across multiple inclusive primary schools. Quantitative descriptive and inferential analyses were integrated with qualitative thematic analysis to examine strategy implementation and learner outcomes. The findings indicate that differentiated instruction, individualized support services, and collaborative teaching practices significantly enhance learner participation, engagement, and classroom inclusion. Inferential analysis demonstrates that higher levels of strategy implementation are associated with stronger learner engagement, while qualitative findings reveal improved peer interaction, confidence, and instructional responsiveness. The study concludes that inclusive education is most effective when evidence-based strategies are implemented coherently and systematically. Sustainable inclusion in primary schools requires alignment between empirical evidence, instructional practice, and institutional support to ensure equitable learning opportunities for learners with special educational needs.

PROJECT-BASED LEARNING AND 21ST-CENTURY SKILLS: DEVELOPING CRITICAL THINKING AND COLLABORATION IN PRIMARY CLASSROOMS

2026-02-09T08:45:31+07:00

Project-Based Learning has gained increasing attention as an instructional approach aligned with the demands of twenty-first-century education, particularly in fostering higher-order thinking and social competencies in primary classrooms. This study aims to examine the effectiveness of Project-Based Learning in developing critical thinking and collaboration skills among primary school students. The research employed a quasi-experimental mixed-methods design involving an experimental group taught through Project-Based Learning and a comparison group receiving conventional instruction. Quantitative data were collected through performance-based critical thinking tests and collaboration observation rubrics, while qualitative data were obtained from classroom observations and teacher field notes. The results indicate that students exposed to Project-Based Learning demonstrated significantly higher gains in critical thinking and collaboration than those in the comparison group. Qualitative findings further revealed improved student engagement, more balanced participation, and deeper peer interaction during project activities. The study concludes that Project-Based Learning provides an effective pedagogical framework for integrating cognitive and social skill development in primary education. These findings suggest that early implementation of learner-centered, inquiry-based instruction can support the cultivation of essential twenty-first-century skills without compromising curricular objectives. The implications extend to teachers, curriculum designers, and policymakers seeking evidence-based strategies for meaningful primary classroom innovation worldwide contexts.

INTERCULTURAL DYNAMICS AND GROUP IDENTITY AMONG CHILDREN IN DIVERSE EDUCATIONAL CONTEXTS

2026-02-23T06:54:32+07:00

Increasing cultural diversity in contemporary educational settings has transformed schools into important social spaces where children encounter, interpret, and negotiate cultural differences. These interactions play a crucial role in the early formation of group identity, belonging, and social relations. This study aims to examine intercultural dynamics and the processes of group identity formation among children in diverse educational contexts, with particular attention to everyday peer interactions and classroom practices. The research employed a qualitative-dominant mixed-methods design involving classroom observations, semi-structured interviews with children and teachers, and sociometric mapping in culturally diverse primary schools. The findings reveal that children frequently form peer groups based on cultural and linguistic familiarity, while intercultural interaction increases primarily in structured learning situations supported by teacher mediation. Differences in perceived group belonging between majority and minority cultural groups indicate uneven experiences of inclusion within the same educational environments. The study concludes that cultural diversity alone does not automatically foster inclusive group identity among children. Intentional pedagogical strategies, cooperative learning structures, and supportive school cultures are essential in promoting meaningful intercultural engagement and equitable social participation. These findings underscore the central role of schools in shaping children’s early experiences of diversity and contribute to a deeper understanding of how inclusive group identities can be cultivated in multicultural educational settings.