This issue has been available online since 30th October 2025 for the regular issue of October 2025. All articles in this issue (5 original research articles) were authored/co-authored by 16 authors from 6 countries (Micronesia, Indonesia, New Zealand,  Portugal, Romania, and Zimbabwe)

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DOI: https://doi.org/10.70177/jnhl.v3i5

Published: 2025-10-30

Articles

AUGMENTED REALITY (AR) FOR VOCATIONAL TRAINING: A HYBRID MODEL FOR DEVELOPING COMPLEX MECHANICAL SKILLS

Vlad Dumitrescu (1), Larisa Petrescu (2), Lucian Negru (3)
(1) University of Constan?a, RO Romania,
(2) University of Sibiu, RO Romania,
(3) Transilvania University of Bra?ov, RO Romania
272-284
Abstract Views : 22
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10.70177/jnhl.v3i5.3351
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GAMIFICATION OF SCIENCE LEARNING IN A HYBRID SETTING: A STUDY ON STUDENT MOTIVATION AND CONCEPTUAL UNDERSTANDING

Ella Green (1), Harrison Davis (2), Isabella Clark (3)
(1) Lincoln University, NZ New Zealand,
(2) University of Southern Queensland, NZ New Zealand,
(3) University of Victoria, NZ New Zealand
247-258
Abstract Views : 30
Download :25
10.70177/jnhl.v3i5.3349
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DEVELOPING A NEW HYBRID PEDAGOGY: A CASE STUDY OF PROJECT-BASED LEARNING INTEGRATING COMMUNITY ENGAGEMENT AND DIGITAL COLLABORATION

Sofia Pereira (1), Carlos Lopes (2), Marta Carvalho (3)
(1) Polytechnic Institute of Porto, PT Portugal,
(2) University of Beira Interior, PT Portugal,
(3) University of Madeira, PT Portugal
285-296
Abstract Views : 26
Download :17
10.70177/jnhl.v3i5.3352
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IMMERSIVE HISTORICAL LEARNING: USING VIRTUAL REALITY (VR) TO EXPLORE THE BOROBUDUR TEMPLE IN A HYBRID HISTORY CURRICULUM

Timi Ren (1), Malia Napit (2), James Wodrock (3)
(1) College of Micronesia, FM Micronesia, Federated States of,
(2) University of the South Pacific, FM Micronesia, Federated States of,
(3) College of Micronesia, FM Micronesia, Federated States of
259-271
Abstract Views : 24
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10.70177/jnhl.v3i5.3350
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ENHANCING TEACHERS’ PROFESSIONAL COMPETENCIES FOR HYBRID LEARNING THROUGH A PEER-LED DIGITAL MENTORSHIP PROGRAM

Baso Intang Sappaile (1), Tatenda Ncube (2), Miriam Moyo (3), Emmanuel Gumbo (4)
(1) Universitas Negeri Makassar, ID Indonesia,
(2) Bindura University of Science Education, ZW Zimbabwe,
(3) Africa University, ZW Zimbabwe,
(4) University of Manicaland, ZW Zimbabwe
297-309
Abstract Views : 28
Download :23
10.70177/jnhl.v3i5.3353
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