European International Journal of Pedagogics

Design, Practice, And Anxiety Reduction: A Meta-Analysis Of STEM-Oriented Interventions for Preservice Primary Teachers’ Foreign Language Speaking Confidence

Dr. Sofia M. Kallström, Dr. Mehmet A. Yılmaz — Sun, 01 Mar 2026 00:00:00 +0000

Foreign language speaking anxiety remains a persistent barrier to oral performance, participation, and communicative development across second and foreign language settings, with consequences that extend from learners’ moment-to-moment classroom engagement to their long-term willingness to use the target language in professional contexts (Ansari, 2015; Bailey, 2020; Bashori et al., 2022). For preservice primary teachers, the stakes are amplified: they are expected to model communication, facilitate interaction, and create emotionally safe learning environments, yet many teacher candidates report anxiety when speaking in a foreign language and uncertainty about how to design learning tasks that support confident oral production. In parallel, teacher education has intensified attention to STEM-oriented design practices, which promote iterative problem-solving, collaboration, and authentic communication—conditions that may indirectly reshape affective barriers and strengthen self-efficacy beliefs related to performance (Bandura, 1997; Aslan-Tutak et al., 2017; DiFrancesca et al., 2014). This article develops a publication-ready meta-analytic synthesis focused on intervention studies that address speaking anxiety and speaking performance, while theoretically integrating mechanisms from STEM design-based teacher education and self-efficacy theory. Using established meta-analysis principles and methodological guidance, the study constructs an interpretive quantitative-qualitative synthesis pathway: defining eligibility boundaries, coding intervention characteristics, and interpreting patterns of effects and heterogeneity through a mechanism-focused lens (Arthur Jr. et al., 2001; Desimone, 2009; Bangert-Drowns et al., 2004). The results are presented as a descriptive meta-analytic narrative that traces how particular intervention logics—flipped learning, web-based speaking practice, remote tasks, gamified language learning, voice-based interaction, dynamic assessment, and embodied methods—operate as anxiety-reduction pathways, and how STEM-oriented design practice in preservice preparation may amplify those pathways by providing mastery experiences, peer collaboration, and professional identity development (Abdullah et al., 2021; Abuhussein et al., 2023; Ali, 2022; Anton, 2009; Blackmore et al., 2018). The discussion advances a practical framework for designing preservice programs that deliberately connect STEM design pedagogy and language speaking interventions to reduce anxiety and strengthen speaking confidence, while acknowledging limitations of evidence transfer across populations and the methodological constraints typical of intervention research (Desimone, 2009; Becker & Park, 2011).

The Significance of Emotional Intelligence Across Various Professions

Avlayev Orif Umirovich — Fri, 13 Mar 2026 00:00:00 +0000

This article examines the role of emotional intelligence (EQ) in the modern labor market and its impact on efficiency across various professional fields. The primary focus of the research is to classify professions through the concept of "emotional labor" and to identify the essential emotional competencies for each group. The article scientifically establishes that EQ is not merely a personal trait but a strategic resource for professional success. Research findings confirm that employees with high EQ levels exhibit a lower rate of professional burnout and higher indicators of team collaboration.

National-Pedagogical Mechanisms for Preventing Cyber-Verbal Aggression in Educational Environments

Oqmirzayeva Bakhtigul Bahodir qizi — Thu, 12 Mar 2026 00:00:00 +0000

The proliferation of digital communication platforms in educational environments has led to the emergence of cyber-verbal aggression, posing significant threats to students’ psychological well-being, social cohesion, and moral development. This study investigates the national-pedagogical mechanisms for mitigating such aggression within the educational context, emphasizing culturally grounded approaches that integrate moral, ethical, and behavioral norms specific to the societal framework. By analyzing the interplay between traditional values, educational policies, and modern digital interactions, the research elucidates strategies that foster resilience, ethical digital citizenship, and proactive conflict prevention. Empirical and theoretical insights are synthesized to propose a holistic model that addresses both preventive and corrective dimensions of cyber-verbal aggression, ensuring sustainable educational outcomes and the reinforcement of culturally relevant moral education.

Developing Jump Endurance in Handball Players Through Situational Exercises to Improve the Effectiveness of Jumping Activity

Danieva Yarkin Charievna, Berdieva Xurshida Karimovna — Sun, 15 Mar 2026 00:00:00 +0000

Jumping ability plays a crucial role in handball performance, especially in offensive and defensive actions such as jump shots, blocking, and rapid changes of movement. One of the key components of this ability is jump endurance, which allows players to perform repeated jumps effectively during the entire match. The purpose of this study is to analyze the effectiveness of situational exercises in developing jump endurance among handball players. The article discusses theoretical aspects of jumping activity, the physiological and biomechanical foundations of jump endurance, and the role of situational training exercises in improving the effectiveness of jumping performance in handball. The results indicate that the integration of situational drills with plyometric and endurance exercises contributes significantly to improving players’ jumping capacity and overall game performance.

The Linguistic, Psychological and Didactic Interpretation of The Concept of Speech Activity

Raxmanova Sarvinoza Alisherovna — Fri, 13 Mar 2026 00:00:00 +0000

The concept of speech activity plays a central role in modern linguistics, psychology, and language pedagogy. It reflects the process of producing and perceiving speech as a form of human communication. This article analyzes the linguistic, psychological, and didactic interpretations of speech activity and highlights its importance in language teaching and learning. The study examines theoretical approaches proposed by prominent scholars and discusses the role of speech activity in developing communicative competence in foreign language education.