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Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching through Playful Learning and Classroom Dynamics as a Catalyst

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Title: Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching through Playful Learning and Classroom Dynamics as a Catalyst
Language: English
Authors: Amjad Islam Amjad (ORCID 0000-0002-4250-7526), Sarfraz Aslam (ORCID 0000-0001-7414-7572), Zahida Aziz Sial (ORCID 0000-0002-0470-3411), Umaira Tabassum (ORCID 0009-0000-5800-271X)
Source: European Journal of Education. 2025 60(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Academic Achievement, Inclusion, Teaching Methods, Play, Classroom Environment, Learner Engagement, Early Childhood Teachers, Public School Teachers, Foreign Countries
Geographic Terms: Pakistan
DOI: 10.1111/ejed.70077
ISSN: 0141-8211
1465-3435
Abstract: Developing an inclusive learning environment in early childhood education (ECE) is vital because it prepares children for future success in school and society by recognising and responding to their differences. The objective of the present study was to explore the mediational effect of student engagement (SE) between the relationship of inclusive teaching practices (ITP) and student academic performance (AP) in ECE with the intent to find the moderating effect of play support (PS) and the class environment (CE) for the relationship between ITP and AP. The research design of the current quantitative study was a cross-sectional survey. The participants were 300 ECE teachers who work in public schools of the Kasur and Lahore districts in Punjab, Pakistan. Data were collected using a self-developed questionnaire. Simple linear regression and Process macro were used to test four hypotheses. After analysis, it was revealed that ITP contributes significantly ([beta] = 0.396, t(298) = 7.44, p < 0.001) to the AP of students in ECE. SE partially mediates (B = 0.231, SE = 0.043, p = 0.000) the relationship between ITP and AP. PS [F(3, 296) = 48.239, p < 0.001] has a statistically significant effect, and CE [F(3, 296) = 50.663, p < 0.001] has a marginally significant moderating effect on the relationship between ITP and AP. It is recommended that longitudinal and qualitative studies be conducted to improve generalisability and understand the phenomenon in depth.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472803
Database: ERIC
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  Value: &lt;anid&gt;AN0185619853;eje01jun.25;2025Jun04.02:57;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0185619853-1&quot;&gt;Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching Through Playful Learning and Classroom Dynamics as a Catalyst&#160;&lt;/title&gt; &lt;p&gt;Developing an inclusive learning environment in early childhood education (ECE) is vital because it prepares children for future success in school and society by recognising and responding to their differences. The objective of the present study was to explore the mediational effect of student engagement (SE) between the relationship of inclusive teaching practices (ITP) and student academic performance (AP) in ECE with the intent to find the moderating effect of play support (PS) and the class environment (CE) for the relationship between ITP and AP. The research design of the current quantitative study was a cross‐sectional survey. The participants were 300 ECE teachers who work in public schools of the Kasur and Lahore districts in Punjab, Pakistan. Data were collected using a self‐developed questionnaire. Simple linear regression and Process macro were used to test four hypotheses. After analysis, it was revealed that ITP contributes significantly (β = 0.396, t(&lt;reflink idref=&quot;bib298&quot; id=&quot;ref1&quot;&gt;298&lt;/reflink&gt;) = 7.44, p &amp;lt; 0.001) to the AP of students in ECE. SE partially mediates (B = 0.231, SE = 0.043, p = 0.000) the relationship between ITP and AP. PS [F(&lt;reflink idref=&quot;bib3&quot; id=&quot;ref2&quot;&gt;3&lt;/reflink&gt;, 296) = 48.239, p &amp;lt; 0.001] has a statistically significant effect, and CE [F(&lt;reflink idref=&quot;bib3&quot; id=&quot;ref3&quot;&gt;3&lt;/reflink&gt;, 296) = 50.663, p &amp;lt; 0.001] has a marginally significant moderating effect on the relationship between ITP and AP. It is recommended that longitudinal and qualitative studies be conducted to improve generalisability and understand the phenomenon in depth.&lt;/p&gt; &lt;p&gt;Keywords: class environment; early childhood education; inclusive teaching practices; play support; student engagement&lt;/p&gt; &lt;hd id=&quot;AN0185619853-2&quot;&gt;Introduction&lt;/hd&gt; &lt;p&gt;In early childhood education (ECE), there has been a significant focus on examining factors that contribute to student academic performance (AP) (Haslip and Donaldson&#160;[&lt;reflink idref=&quot;bib24&quot; id=&quot;ref4&quot;&gt;24&lt;/reflink&gt;]; Kim&#160;[&lt;reflink idref=&quot;bib30&quot; id=&quot;ref5&quot;&gt;30&lt;/reflink&gt;]). ECE is the first step to schools, and students come from diverse family backgrounds (G&#252;ler Yıldız et&#160;al.&#160;[&lt;reflink idref=&quot;bib21&quot; id=&quot;ref6&quot;&gt;21&lt;/reflink&gt;]). They belong to different socioeconomic backgrounds, abilities and potential problems (physical and psychological) (Brodzeller et&#160;al.&#160;[&lt;reflink idref=&quot;bib12&quot; id=&quot;ref7&quot;&gt;12&lt;/reflink&gt;]; Kuutti et&#160;al.&#160;[&lt;reflink idref=&quot;bib32&quot; id=&quot;ref8&quot;&gt;32&lt;/reflink&gt;]). Thus, in ECE, pedagogical techniques have become the topic of interest in managing and teaching them effectively (Pattnaik and Jalongo&#160;[&lt;reflink idref=&quot;bib43&quot; id=&quot;ref9&quot;&gt;43&lt;/reflink&gt;]). Considering the diversified experience of students, they need to be conducted using inclusive teaching practices (ITP), which can significantly affect student AP in ECE. ITP uses various teaching methods and integrates students with varying classroom abilities.&lt;/p&gt; &lt;p&gt;Student engagement (SE) in ECE cannot be neglected, as it is the foundation for fostering lifelong learning and achieving academic success (Janssen et&#160;al.&#160;[&lt;reflink idref=&quot;bib26&quot; id=&quot;ref10&quot;&gt;26&lt;/reflink&gt;]). Engaged learners indicate a proactive approach to their educational efforts, fostering an innate interest and self‐driven motivation that lay the foundation for their academic journey (Nguyen et&#160;al.&#160;[&lt;reflink idref=&quot;bib37&quot; id=&quot;ref11&quot;&gt;37&lt;/reflink&gt;]). Moreover, it is evident from the literature that significant cognitive, social and emotional development occurs in the early stages of human development, specifically during early childhood (Zhang et&#160;al.&#160;[&lt;reflink idref=&quot;bib52&quot; id=&quot;ref12&quot;&gt;52&lt;/reflink&gt;]). The active involvement of students in ECE facilitates their development of various academic aspects. During this critical phase in ECE, students develop cognitive dispositions toward acquiring knowledge and social interactions with peers and teachers (Kim&#160;[&lt;reflink idref=&quot;bib30&quot; id=&quot;ref13&quot;&gt;30&lt;/reflink&gt;]). Consequently, this stage is important in humanising an enduring passion for pursuing knowledge throughout one&#39;s lifetime.&lt;/p&gt; &lt;p&gt;The literature shows that children in ECE learn better when offered play opportunities and a friendly class environment (CE). Play support (PS) incorporates play‐based activities, supports creative and imaginative thinking, and emotional and social development and competence in children (Fesseha and Pyle&#160;[&lt;reflink idref=&quot;bib16&quot; id=&quot;ref14&quot;&gt;16&lt;/reflink&gt;]). These children develop essential abilities, including exploration, experimentation and learning through play (Aldhafeeri et&#160;al.&#160;[&lt;reflink idref=&quot;bib2&quot; id=&quot;ref15&quot;&gt;2&lt;/reflink&gt;]). The classroom environment is also crucial because it provides a secure, friendly and accepting culture where all students are valued. When students feel safe and supported in their classroom, they can better focus on studying and develop social and emotional skills. Combining a safe and welcoming classroom with playtime opportunities helps these children excel in all areas of development, laying the foundation for future academic success (Bubikova‐Moan et&#160;al.&#160;[&lt;reflink idref=&quot;bib13&quot; id=&quot;ref16&quot;&gt;13&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Despite the growing understanding of the importance of ITP, SE and supportive CE in ECE, there is still a gap in the intricate relationships, such as mediation and moderation between these factors. The authors have not found any empirical research examining the mediation of SE between ITP and AP and the modulating effects of PS and CE within the context of ECE. The objective of the present study is to investigate the contribution of ITP to AP in ECE, given the mediational effect of SE with the moderating role of PS and CE.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-3&quot;&gt;Review of the Literature&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0185619853-4&quot;&gt;Contribution of ITP to the AP of ECE Students&lt;/hd&gt; &lt;p&gt;To achieve inclusion, it is necessary to build an education system and inclusive teaching methods (Amjad et&#160;al.&#160;[&lt;reflink idref=&quot;bib5&quot; id=&quot;ref17&quot;&gt;5&lt;/reflink&gt;]; Amjad et&#160;al.&#160;[&lt;reflink idref=&quot;bib6&quot; id=&quot;ref18&quot;&gt;6&lt;/reflink&gt;]; Amjad et&#160;al.&#160;[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref19&quot;&gt;4&lt;/reflink&gt;]). However, the definition of &#39;inclusive&#39; has changed in the past decade. The primary focus of the UN Convention was on students with disabilities, specifically addressing their needs and outlining strategies to encourage their inclusion in regular classrooms (Paseka and Schwab&#160;[&lt;reflink idref=&quot;bib42&quot; id=&quot;ref20&quot;&gt;42&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;There has been considerable scholarly interest in examining the impact of ITP on student AP in ECE. Several studies have investigated the effect of inclusive practices on students&#39; social and emotional development in the classroom (Gir&#225;ldez&#160;[&lt;reflink idref=&quot;bib18&quot; id=&quot;ref21&quot;&gt;18&lt;/reflink&gt;]; Nielsen‐Rodr&#237;guez et&#160;al.&#160;[&lt;reflink idref=&quot;bib38&quot; id=&quot;ref22&quot;&gt;38&lt;/reflink&gt;]; Yang et&#160;al.&#160;[&lt;reflink idref=&quot;bib50&quot; id=&quot;ref23&quot;&gt;50&lt;/reflink&gt;]). However, there is a noticeable gap in existing research regarding a detailed examination of the direct influence of ITP on the AP of ECE students. The current body of knowledge frequently highlights the broader advantages of inclusive practices (Bubikova‐Moan et&#160;al.&#160;[&lt;reflink idref=&quot;bib13&quot; id=&quot;ref24&quot;&gt;13&lt;/reflink&gt;]). However, there is a lack of comprehensive investigation of the specific processes and pathways by which these practices impact academic outcomes. This study gap highlights the need to investigate the intricate relationship between ITP and AP in ECE further. Considering the research gap, we designed the following hypothesis.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-5&quot;&gt;H1&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Inclusive teaching practices can improve students&#39; academic performance in ECE&lt;/emph&gt;.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-6&quot;&gt;Contribution of ITP and SE to Students&#39; AP in ECE&lt;/hd&gt; &lt;p&gt;Investigating the relationship between ITP, SE and their combined influence on AP in ECE is a less‐studied topic that has not yet been discussed in empirical studies. Inclusive education seeks to replace the conventional approach of uniformity with a new flexible model that accommodates the learning requirements of every child and fosters fair education for a more unified society (Griful‐Freixenet et&#160;al.&#160;[&lt;reflink idref=&quot;bib20&quot; id=&quot;ref25&quot;&gt;20&lt;/reflink&gt;]). Several studies have been conducted to find the appropriate teaching methodologies for students in ECE (Jaksic et&#160;al.&#160;[&lt;reflink idref=&quot;bib25&quot; id=&quot;ref26&quot;&gt;25&lt;/reflink&gt;]; Walk et&#160;al.&#160;[&lt;reflink idref=&quot;bib48&quot; id=&quot;ref27&quot;&gt;48&lt;/reflink&gt;]). Previous research has acknowledged the importance of inclusive practices in promoting a learning environment that is diverse and equitable (Harini et&#160;al.&#160;[&lt;reflink idref=&quot;bib23&quot; id=&quot;ref28&quot;&gt;23&lt;/reflink&gt;]). Additionally, the role of SE in improving academic outcomes has been acknowledged in the literature (Vezzani&#160;[&lt;reflink idref=&quot;bib47&quot; id=&quot;ref29&quot;&gt;47&lt;/reflink&gt;]). However, there is a lack of research that examines the relationship between ITP and AP while considering SE as the mediator in ECE. This research gap highlights the need for empirical investigations that explore the interrelationships and potential associations of these crucial variables in ECE, and the authors developed the following hypothesis.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-7&quot;&gt;H2&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Student participation mediates the relationship between inclusive teaching practices and student academic performance in ECE&lt;/emph&gt;.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-8&quot;&gt;Moderating Effect of PS on the Relationship Between ITP and AP in ECE&lt;/hd&gt; &lt;p&gt;Prior research has highlighted various aspects of the class environment that function as potential sources of support for ECE teachers (Finkelstein et&#160;al.&#160;[&lt;reflink idref=&quot;bib17&quot; id=&quot;ref30&quot;&gt;17&lt;/reflink&gt;]). Several of these studies examine the social–emotional support that teachers receive, including their sense of respect, the level of collegiality in their workplaces and the extent of cooperation they find (Moazami‐Goodarzi et&#160;al.&#160;[&lt;reflink idref=&quot;bib35&quot; id=&quot;ref31&quot;&gt;35&lt;/reflink&gt;]; Pakarinen et&#160;al.&#160;[&lt;reflink idref=&quot;bib40&quot; id=&quot;ref32&quot;&gt;40&lt;/reflink&gt;]). The existing body of research has examined ITP and play‐based learning support in ECE as separate areas of investigation (Evans and Saracho&#160;[&lt;reflink idref=&quot;bib15&quot; id=&quot;ref33&quot;&gt;15&lt;/reflink&gt;]). Few studies have been conducted on play‐based support and students&#39; performance in ECE (Johnson et&#160;al.&#160;[&lt;reflink idref=&quot;bib28&quot; id=&quot;ref34&quot;&gt;28&lt;/reflink&gt;]; Yin et&#160;al.&#160;[&lt;reflink idref=&quot;bib51&quot; id=&quot;ref35&quot;&gt;51&lt;/reflink&gt;]). Inclusive practices&#39; positive effect on facilitating a more equitable and diverse learning environment has been widely studied (Colliver and Veraksa&#160;[&lt;reflink idref=&quot;bib14&quot; id=&quot;ref36&quot;&gt;14&lt;/reflink&gt;]; Lindner and Schwab&#160;[&lt;reflink idref=&quot;bib34&quot; id=&quot;ref37&quot;&gt;34&lt;/reflink&gt;]; Wilson et&#160;al.&#160;[&lt;reflink idref=&quot;bib49&quot; id=&quot;ref38&quot;&gt;49&lt;/reflink&gt;]). Additionally, PS promotes creativity, problem‐solving skills and holistic development among ECE children (Jaksic et&#160;al.&#160;[&lt;reflink idref=&quot;bib25&quot; id=&quot;ref39&quot;&gt;25&lt;/reflink&gt;]; Torras Vila&#160;[&lt;reflink idref=&quot;bib46&quot; id=&quot;ref40&quot;&gt;46&lt;/reflink&gt;]). However, there is a lack of empirical studies that comprehensively examine the extent to which the incorporation of play‐based learning acts as a moderator in the relationship between ITP and AP in ECE. This gap emphasises the need for a more detailed understanding of how PS might affect ITP to enhance or alter students&#39; AP in ECE. Based on the gap mentioned above, we designed the following hypothesis.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-9&quot;&gt;H3&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;Play support significantly moderates the relationship between inclusive teaching practices and student academic performance in ECE&lt;/emph&gt;.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-10&quot;&gt;Moderating Effect of CE on the Relationship Between ITP and AP in ECE&lt;/hd&gt; &lt;p&gt;It has been found from the literature that the use of ITP in ECE can yield positive results for students (Khalfaoui et&#160;al.&#160;[&lt;reflink idref=&quot;bib29&quot; id=&quot;ref41&quot;&gt;29&lt;/reflink&gt;]). These practices are designed to promote a varied and supportive CE (Bennett et&#160;al.&#160;[&lt;reflink idref=&quot;bib10&quot; id=&quot;ref42&quot;&gt;10&lt;/reflink&gt;]). The impact of the CE on student participation and learning outcomes has identified elements such as classroom design, organisation and social culture (Blokker et&#160;al.&#160;[&lt;reflink idref=&quot;bib11&quot; id=&quot;ref43&quot;&gt;11&lt;/reflink&gt;]; Li et&#160;al.&#160;[&lt;reflink idref=&quot;bib33&quot; id=&quot;ref44&quot;&gt;33&lt;/reflink&gt;]). However, a significant study gap is in how a supportive CE can reduce or magnify the relationship between ITP and AP in ECE. Further investigation is needed to comprehend the relationship between ITP and CE and how this interaction may enhance the AP of ECE students. Based on this study gap, the researchers formulated the following hypothesis.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-11&quot;&gt;H4&lt;/hd&gt; &lt;p&gt; &lt;emph&gt;The class environment significantly moderates the relationship between inclusive teaching practices and student academic performance in ECE&lt;/emph&gt;.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-12&quot;&gt;Research Model&lt;/hd&gt; &lt;p&gt;Social Cognitive Theory (SCT), as Bandura&#160;([&lt;reflink idref=&quot;bib7&quot; id=&quot;ref45&quot;&gt;7&lt;/reflink&gt;]) described, provides an in‐depth structure for comprehending the intricate interaction of personal, contextual and behavioural components in learning and academic success. The current study employs the SCT as a conceptual framework for explaining the relationships between the variables of interest: ITP, AP, SE, PS and CE. According to Bandura&#160;([&lt;reflink idref=&quot;bib8&quot; id=&quot;ref46&quot;&gt;8&lt;/reflink&gt;]), individuals gain knowledge and skills through direct instruction, observation and modelling. Instructional practices aimed at building an inclusive and supportive classroom atmosphere referred to as ITP are essential in changing students&#39; views about their abilities and affecting their involvement in learning activities (Bandura and Cervone&#160;[&lt;reflink idref=&quot;bib9&quot; id=&quot;ref47&quot;&gt;9&lt;/reflink&gt;]). In addition, SCT highlights the significance of environmental elements, such as PS and CE, in aiding or limiting learning experiences. PS and CE are included as moderators because they can strengthen or weaken the relationship between ITP and students&#39; SE. SCT suggests that external influences, such as family involvement and classroom climate, play a crucial role in shaping students&#39; motivation and learning experiences (Bandura&#160;[&lt;reflink idref=&quot;bib7&quot; id=&quot;ref48&quot;&gt;7&lt;/reflink&gt;]). High levels of parental support provide additional reinforcement, boosting students&#39; confidence in their academic abilities. Similarly, a positive and inclusive classroom environment fosters engagement and motivation, further amplifying the effects of instructional practices on self‐efficacy and subsequent academic performance. By setting PS and CE as moderators, this study examines the conditions under which inclusive teaching practices yield the most significant benefits for students.&lt;/p&gt; &lt;p&gt;In addition, the SCT emphasises the role of SE in mediating the relationship between contextual factors and academic achievement. SE functions as a mediator in this study because it reflects students&#39; belief in their ability to engage in and complete academic tasks, which is shaped by instructional practices and environmental support. According to Bandura&#160;([&lt;reflink idref=&quot;bib7&quot; id=&quot;ref49&quot;&gt;7&lt;/reflink&gt;]), SE is a key cognitive mechanism that influences motivation, effort and persistence in academic tasks. When students perceive ITP as supportive, their SE increases, thereby enhancing their AP. By positioning SE as a mediator, this study captures how instructional practices influence students&#39; academic achievement through their self‐beliefs and confidence in learning. The present study aims to utilise the SCT to analyse these variables and gain a deeper understanding of the mechanisms driving inclusive teaching practices&#39; impact on early childhood academic achievement. By doing so, this study will contribute to our knowledge of effective instructional strategies in diverse classroom settings. We designed the following conceptual framework model for the current study based on the arguments presented to develop the research hypotheses that guided the present study.&lt;/p&gt; &lt;p&gt;ITP, as supported by literature, involves a wide range of pedagogical methods and techniques designed to cater to the requirements of every learner, irrespective of their background, potential or learning preferences (Wilson et&#160;al.&#160;[&lt;reflink idref=&quot;bib49&quot; id=&quot;ref50&quot;&gt;49&lt;/reflink&gt;]). Research on a global level emphasises the significance of establishing inclusive classroom settings that cultivate a feeling of belonging, fairness and regard among students while encouraging active involvement and participation in the educational journey (Aguiar and Aguiar&#160;[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref51&quot;&gt;1&lt;/reflink&gt;]; Prediger and Bur&#243;&#160;[&lt;reflink idref=&quot;bib45&quot; id=&quot;ref52&quot;&gt;45&lt;/reflink&gt;]; Wilson et&#160;al.&#160;[&lt;reflink idref=&quot;bib49&quot; id=&quot;ref53&quot;&gt;49&lt;/reflink&gt;]). Efficiently, ITP frequently incorporates individualised instruction, interactive learning activities and the application of Universal Design for Learning (UDL) principles to provide fair access to education and cater to each student&#39;s requirements (Griful‐Freixenet et&#160;al.&#160;[&lt;reflink idref=&quot;bib20&quot; id=&quot;ref54&quot;&gt;20&lt;/reflink&gt;]; Orndorf et&#160;al.&#160;[&lt;reflink idref=&quot;bib39&quot; id=&quot;ref55&quot;&gt;39&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;In Figure&#160;1, it is shown that ITP is the independent variable (IV), AP is the dependent variable (DV), and SE is the mediator variable (MeV) for ITP and AP. The roles of PS and CE are moderator variables (MoV) for ITP and AP.&lt;/p&gt; &lt;p&gt; &lt;img src=&quot;https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01jun25/ejed70077-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS&quot; alt=&quot;ejed70077-fig-0001.jpg&quot; title=&quot;1 Research model.&quot; /&gt; &lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0185619853-14&quot;&gt;Research Methodology&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0185619853-15&quot;&gt;Research Design&lt;/hd&gt; &lt;p&gt;For the present quantitative study, the authors followed the design of the cross‐sectional survey research, and data were collected at a single point in time from teachers of ECE working in public sector schools in the Kasur and Lahore districts. The study&#39;s cross‐sectional approach is well suited to investigating the relationships between ITP, CE, PS, CE and students&#39; AP. The dynamic setting of ECE makes this design especially useful for obtaining an overview of these variables at specific points in time. Without the need for costly and time‐consuming longitudinal data gathering, it provides valuable insights into the relationship among these factors.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-16&quot;&gt;Study Participants&lt;/hd&gt; &lt;p&gt;The study participants were teachers who worked in ECE in Punjab, Pakistan. After the 2017 educational policy, the Punjab government is putting more emphasis on ECE. According to the statistics provided by the PMIU‐PESRP&#160;([&lt;reflink idref=&quot;bib44&quot; id=&quot;ref56&quot;&gt;44&lt;/reflink&gt;]), more than 11,000 ECE rooms have been established in Punjab, and more than 28,000 teachers and headteachers were trained for ECE with the grant provided by the World Bank PESP‐III. Later, more teachers were trained to teach in ECE classrooms. The selection criteria were based on their training for ECE, professional degree (B.Ed./M.Ed.) and current working status in ECE. The authors randomly selected a sample of 300 teachers who work in ECE classrooms in the Kasur and Lahore districts of Punjab. Demographic information from the respondents is provided in Table&#160;1.&lt;/p&gt; &lt;p&gt;1 TABLE Demographic information of study participants (N  = 300).&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Sr. no.&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Variable&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Category&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Frequency&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Percentage&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;District&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Kasur&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;165&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;55&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Lahore&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;135&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;45&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Gender&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Male&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;138&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;46&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Female&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;162&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;54&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;3&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Academic qualification&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;BA/Equal&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;159&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;53&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;MA/Equal&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;114&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;38&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;M.Phil.&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;14&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;5&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Others&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;13&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Professional qualification&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;B.Ed.&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;210&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;70&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;M.Ed.&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;90&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;30&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Table&#160;1 shows that the number of ECE teachers in this Kasur study (&lt;reflink idref=&quot;bib165&quot; id=&quot;ref57&quot;&gt;165&lt;/reflink&gt;) is higher than in Lahore (&lt;reflink idref=&quot;bib135&quot; id=&quot;ref58&quot;&gt;135&lt;/reflink&gt;). Regarding gender, female ECE teachers (&lt;reflink idref=&quot;bib162&quot; id=&quot;ref59&quot;&gt;162&lt;/reflink&gt;) were leading their counterparts (&lt;reflink idref=&quot;bib138&quot; id=&quot;ref60&quot;&gt;138&lt;/reflink&gt;). Regarding their academic qualifications, more than half of the respondents (&lt;reflink idref=&quot;bib159&quot; id=&quot;ref61&quot;&gt;159&lt;/reflink&gt;) had BA/equal as their qualification, followed by ECE teachers with MA/equal (&lt;reflink idref=&quot;bib114&quot; id=&quot;ref62&quot;&gt;114&lt;/reflink&gt;) as their academic qualification. Fourteen participants had an M.Phil. degree, while thirteen had other academic degrees. It is also evident that most of the respondents had a B.Ed. Degree (&lt;reflink idref=&quot;bib210&quot; id=&quot;ref63&quot;&gt;210&lt;/reflink&gt;) as their professional qualification, while 90 had an M.Ed. degree as their professional qualification.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-17&quot;&gt;Research Instrument&lt;/hd&gt; &lt;p&gt;Based on the study framework, we reviewed the literature to adopt any previously developed scales to measure participants&#39; responses against the present variables. The decision to develop a questionnaire comprising five subscales was made based on the study&#39;s specific needs and research hypotheses. We aimed to explore various aspects of the variables under study. Namely, the existing measures did not adequately address ITP, AP, SE, PS and CE. However, the development of the questionnaire allowed us to customise and tailor the unique context and participants of the study, ensuring the validity of the measures used. Moreover, we reviewed the existing literature extensively to develop the questionnaire, ensuring that statements were conceptually grounded within the established framework. Items for ITP (Gir&#225;ldez&#160;[&lt;reflink idref=&quot;bib18&quot; id=&quot;ref64&quot;&gt;18&lt;/reflink&gt;]; Nielsen‐Rodr&#237;guez et&#160;al.&#160;[&lt;reflink idref=&quot;bib38&quot; id=&quot;ref65&quot;&gt;38&lt;/reflink&gt;]; Yang et&#160;al.&#160;[&lt;reflink idref=&quot;bib50&quot; id=&quot;ref66&quot;&gt;50&lt;/reflink&gt;]), AP (Amjad et&#160;al.&#160;[&lt;reflink idref=&quot;bib4&quot; id=&quot;ref67&quot;&gt;4&lt;/reflink&gt;]; Kose&#160;[&lt;reflink idref=&quot;bib31&quot; id=&quot;ref68&quot;&gt;31&lt;/reflink&gt;]; Paredes et&#160;al.&#160;[&lt;reflink idref=&quot;bib41&quot; id=&quot;ref69&quot;&gt;41&lt;/reflink&gt;]), SE (Almusaed et&#160;al.&#160;[&lt;reflink idref=&quot;bib3&quot; id=&quot;ref70&quot;&gt;3&lt;/reflink&gt;]; Han et&#160;al.&#160;[&lt;reflink idref=&quot;bib22&quot; id=&quot;ref71&quot;&gt;22&lt;/reflink&gt;]; Vezzani&#160;[&lt;reflink idref=&quot;bib47&quot; id=&quot;ref72&quot;&gt;47&lt;/reflink&gt;]), PS (Bubikova‐Moan et&#160;al.&#160;[&lt;reflink idref=&quot;bib13&quot; id=&quot;ref73&quot;&gt;13&lt;/reflink&gt;]; Fesseha and Pyle&#160;[&lt;reflink idref=&quot;bib16&quot; id=&quot;ref74&quot;&gt;16&lt;/reflink&gt;]; Yin et&#160;al.&#160;[&lt;reflink idref=&quot;bib51&quot; id=&quot;ref75&quot;&gt;51&lt;/reflink&gt;]) and CE (Aguiar and Aguiar&#160;[&lt;reflink idref=&quot;bib1&quot; id=&quot;ref76&quot;&gt;1&lt;/reflink&gt;]; Johnson et&#160;al.&#160;[&lt;reflink idref=&quot;bib27&quot; id=&quot;ref77&quot;&gt;27&lt;/reflink&gt;]) were developed after reviewing various studies in the context of ECE.&lt;/p&gt; &lt;p&gt;The authors used a self‐developed questionnaire to collect data from study participants. The questionnaire had two parts. The first part was related to their demographic information. They were asked to provide information regarding their district, gender, academic and professional qualifications. In the second part of the questionnaire, we developed five subscales. The statements were developed on the five‐point Likert scale with options ranging from 1 (strongly disagree) to 5 (strongly agree). Initially, it was a 24‐item scale, but after expert opinion and pilot testing, the items were modified and reduced to 20. ECE teachers&#39; use of ITP was measured by sample items like &#39;Inclusive teaching practices create a more inclusive and diverse learning environment&#39;. Their responses to SE were measured using items such as &#39;ECE students in my class are actively involved and engaged in learning activities&#39;. Their responses to PS were measured with sample items such as &#39;Play‐based learning fosters creativity and problem‐solving skills in ECE students&#39;. Their responses against CE were measured from items like &#39;Class environment significantly influences student behavior and participation&#39;. Their responses against the AP of students were measured using items such as &#39;Inclusive practices have a positive impact on the academic performance of ECE students&#39;. The reliability of the subscale is presented below (Table&#160;2).&lt;/p&gt; &lt;p&gt;2 TABLE Reliability of the subscales.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Sr. no.&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Subscales&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;N&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Cronbach&#39;s alpha&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Inclusive teaching practices&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.75&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Student engagement&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.82&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;3&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Play support&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.79&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Class environment&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.73&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;5&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;Academic performance&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;4&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.83&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Table&#160;2 shows that each subscale has a Cronbach&#39;s alpha value higher than 0.7. This is the acceptable social sciences criteria mentioned by various statisticians (Goodboy and Martin&#160;[&lt;reflink idref=&quot;bib19&quot; id=&quot;ref78&quot;&gt;19&lt;/reflink&gt;]). Hence, subscale reliability with coefficient values greater than 0.70 meets the questionnaire acceptability criteria. To ensure the construct and convergent validity of the scale, the researcher also conducted the EFA and CFA. Although that is not the paper&#39;s subject, we have presented the model fit measures for the scale. Bartlett&#39;s Test of Sphericity produced a statistically significant result, &lt;emph&gt;χ&lt;/emph&gt;&lt;sups&gt;2&lt;/sups&gt;(&lt;reflink idref=&quot;bib190&quot; id=&quot;ref79&quot;&gt;190&lt;/reflink&gt;) = 1122, &lt;emph&gt;p&lt;/emph&gt; = 0.000, suggesting that the correlation matrix significantly differs from an identity matrix. This supports the appropriateness of the data for doing factor analysis. The model fit metrics suggest that the tested model fits the data well, illustrated by an RMSEA of 0.021. This value falls within the desired range of 0.00 to 0.05. Additionally, the 90% confidence interval (CI) for the RMSEA ranges from 0.00 to 0.0383. The TLI further confirms the appropriateness of the model since it has a value of 0.972, which is quite near the intended threshold of 1. In addition, the BIC indicates that the model is helpful, as it has a value of −457, which reflects a lower penalty for model complexity. The chi‐square statistic (&lt;emph&gt;χ&lt;/emph&gt;&lt;sups&gt;2&lt;/sups&gt;) of 100 with 114 df and a &lt;emph&gt;p&lt;/emph&gt;‐value of 0.168 provides further confirmation that the model accurately represents the observed data. This is because the &lt;emph&gt;p&lt;/emph&gt;‐value is higher than the standard threshold of 0.05, indicating no significant difference between the observed and expected covariance matrices. These fit indices reveal that the tested model effectively represents the relationship among the studied variables.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-18&quot;&gt;Data Collection&lt;/hd&gt; &lt;p&gt;Data were collected by face‐to‐face interactions. The first author personally visited schools and, after obtaining consent from school heads and ECE teachers, distributed the questionnaires to them. Before data collection, respondents were given a brief description of the purpose and focus of the study. After distributing the questionnaires, the respondents received the first reminder after a week and the second after two weeks. Data were collected during July, August and September 2023. The questionnaires were distributed to 350 ECE teachers. Of them, 300 responded. The overall response rate was 86%.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-19&quot;&gt;Data Analysis&lt;/hd&gt; &lt;p&gt;After collecting data, it was managed in an SPSS (Statistical Package for Social Sciences) file and screened for missing values. After the data screening, the assumptions of parametric statistics were tested. We found that the data were normally distributed and that there was equal variance between the groups. The homogeneity of variance was tested using Levene&#39;s test. Data met the requirements of parametric statistics. The first hypothesis was tested using simple linear regression to see how much ITP contributes to the AP ECE of ECE students. To test the second, third and fourth hypotheses, we used the Process macro, and the results are presented in the relevant tables of analysis and the results section.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-20&quot;&gt;Research Ethics&lt;/hd&gt; &lt;p&gt;The data were collected in a natural setting using a questionnaire, so there was no potential harm to respondents. Data were collected from ECE teachers (humans). Thus, the authors ensured that no action may hurt their emotions and feelings. Furthermore, the participants were assured of their confidentiality and anonymity. The data were only used for the current study, and their identity was not shared. Participants were also allowed to withdraw from the study if they felt any harm or discomfort. Fifty respondents did not respond to the questionnaire on the right of withdrawal. The Education Department, Kasur, Punjab ethical committee approved this study (Approval #PB/K/09‐2023).&lt;/p&gt; &lt;hd id=&quot;AN0185619853-21&quot;&gt;Analysis and Results&lt;/hd&gt; &lt;p&gt;In this section, the researchers presented data analysis for the study hypotheses. Data were analysed using SPSS software (Version 26). We deployed simple linear regression and Process macro to test the study hypotheses.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-22&quot;&gt;Contribution of ITP to AP in ECE&lt;/hd&gt; &lt;p&gt;The authors tested the first hypothesis by applying simple linear regression. It was tested at the significance level of 0.001, and the results are presented in Table&#160;3.&lt;/p&gt; &lt;p&gt;3 TABLE Contribution of ITP to the AP of students in ECE.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Model&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Unstandardised coefficients&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Standardised coefficients&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;t&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Sig.&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;B&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Std. error&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;Beta&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Constant&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;2.305&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.237&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;9.726&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ITP&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.418&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.056&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.396&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;7.435&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;R&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.396&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;F&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;55.283&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;P&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;td align=&quot;center&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Table&#160;3 presents the results of the ITP contribution to the AP of ECE students. The results indicate that there is a statistically significant relationship between ITP and AP of the students in ECE (&lt;emph&gt;β&lt;/emph&gt; = 0.396, &lt;emph&gt;t&lt;/emph&gt;(&lt;reflink idref=&quot;bib298&quot; id=&quot;ref80&quot;&gt;298&lt;/reflink&gt;) = 7.44, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001). The value of the unstandardised coefficient (&lt;emph&gt;B&lt;/emph&gt; = 0.418) suggests that for each unit of ITP, the students&#39; AP is expected to increase by 0.418 points. The regression model accounted for a significant portion of the variance in students&#39; AP (&lt;emph&gt;R&lt;/emph&gt;&lt;sups&gt;&lt;emph&gt;2&lt;/emph&gt;&lt;/sups&gt; = 0.396, &lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib1&quot; id=&quot;ref81&quot;&gt;1&lt;/reflink&gt;, 298) = 55.283, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001), indicating that ITP can explain 39.6% of the variance in student AP. Thus, it can be concluded that ITP is a significant contributor to the AP of students in ECE.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-23&quot;&gt;Mediating Effect of SE Between ITP and AP&lt;/hd&gt; &lt;p&gt;To test the second hypothesis, the researchers implemented a mediation analysis using the Process macro in SPSS, and the results are presented in Table&#160;4.&lt;/p&gt; &lt;p&gt;4 TABLE Mediational effect of SE between ITP and AP.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Variable&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;B&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;SE&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#946;&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Direct effect&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.187&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.063&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;2.99&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.003&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ITP (X)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AP (Y)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Mediating effect&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.231&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.043&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;5.34&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ITP (X)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;SE (M)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Total effect&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.418&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.056&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;7.43&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ITP (X)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AP (Y)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Indirect effect&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.231&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.043&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;5.34&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ITP (X)&amp;amp;#8201;&amp;amp;#215;&amp;amp;#8201;SE (M)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;AF (Y)&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;R&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.156&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;F&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;55.283&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;In Table&#160;4, we presented an analysis of the mediational effect of SE on the relationship of ITP and student AP in ECE. The results indicate that the direct effect of ITP on AP is &lt;emph&gt;B&lt;/emph&gt; = 0.187, which is statistically significant at &lt;emph&gt;p&lt;/emph&gt; = 0.003 &amp;lt; 0.05. It shows a direct relationship between ITP and student AP in ECE. The mediating effect shows that the indirect effect of ITP on AP through the mediator SE is &lt;emph&gt;B&lt;/emph&gt; = 0.231 and is highly significant at &lt;emph&gt;p&lt;/emph&gt; = 0.000. It revealed that SE partially mediates the relationship between ITP and AP. The total effect of ITP on AP is &lt;emph&gt;B&lt;/emph&gt; = 0.418, which is also statistically significant at &lt;emph&gt;p&lt;/emph&gt; = 0.000. The indirect effect via SE is reported as &lt;emph&gt;B&lt;/emph&gt; = 0.231, which is also statistically significant at &lt;emph&gt;p&lt;/emph&gt; = 0.000. It shows that SE partially mediates the relationship between ITP and student AP in ECE. The analysis found a significant mediation effect with SE, partially explaining the relationship between ITS and AP students in ECE.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-24&quot;&gt;Moderating Effect of PS on the Relationship Between ITP and AP&lt;/hd&gt; &lt;p&gt;To test the third hypothesis, the researchers deployed the Process macro from SPSS and explored the moderating effect of PS on the relationship between ITP and the AP of the students in ECE. The results are presented in Table&#160;5.&lt;/p&gt; &lt;p&gt;5 TABLE Moderating effect of PS on the relationship between ITP and AP.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Variable&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;B&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;SE&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#946;&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Main effect&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ITP&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;&amp;amp;#8722;1.115&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.569&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;&amp;amp;#8722;0.153&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.051&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;PS&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;&amp;amp;#8722;0.888&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.577&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;&amp;amp;#8722;0.112&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.125&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Interaction effect&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ITP&amp;amp;#8201;&amp;amp;#215;&amp;amp;#8201;PS&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.318&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.136&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.105&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.020&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Adjusted R&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.328&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;F(3, 296)&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;48.239&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;In Table&#160;5, the authors have provided the results of the moderation analysis and found that the main effect presents the individual effect of ITP and PS on AP. The unstandardised coefficient for ITP is &lt;emph&gt;B&lt;/emph&gt; = −1.115 with a &lt;emph&gt;p&lt;/emph&gt;‐value of 0.051 &amp;gt; 0.05, indicating a negative relationship, although it is marginally significant. The unstandardised coefficient for PS is &lt;emph&gt;B&lt;/emph&gt; = −0.888 with a &lt;emph&gt;p&lt;/emph&gt;‐value of 0.125 &amp;gt; 0.05, indicating a negative relationship but is not statistically significant. The effect of the interaction between ITP and PS on AP in ECE is shown. The interaction coefficient is &lt;emph&gt;B&lt;/emph&gt; = 0.318 with a &lt;emph&gt;p&lt;/emph&gt;‐value of 0.020, indicating that PS moderates the relationship between ITP and AP. This interaction effect is statistically significant at &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.05. The adjusted &lt;emph&gt;R&lt;/emph&gt;&lt;sups&gt;2&lt;/sups&gt; (0.328) represents the proportion of variance in AP explained by the model, and &lt;emph&gt;F&lt;/emph&gt; statistics [&lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib3&quot; id=&quot;ref82&quot;&gt;3&lt;/reflink&gt;, 296) = 48.239, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001] indicate the general significance of the model. This moderating effect is shown in Figure&#160;2.&lt;/p&gt; &lt;p&gt; &lt;img src=&quot;https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01jun25/ejed70077-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS&quot; alt=&quot;ejed70077-fig-0002.jpg&quot; title=&quot;2 Moderating effect of PS between ITP and AP.&quot; /&gt; &lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0185619853-26&quot;&gt;Moderating Effect of CE on the Relationship Between ITP and AP&lt;/hd&gt; &lt;p&gt;To test the last hypothesis, we used the Process macro using SPSS and found the moderating effect of CE on the relationship between ITP and AP. The results are presented in Table&#160;6.&lt;/p&gt; &lt;p&gt;6 TABLE Moderating effect of CE on the relationship between ITP and AP.&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;thead valign=&quot;bottom&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;Variable&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;B&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;SE&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#946;&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot;&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody valign=&quot;top&quot;&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Main effect&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ITP&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;&amp;amp;#8722;1.672&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.509&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;&amp;amp;#8722;0.096&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.188&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;CE&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;&amp;amp;#8722;0.552&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.554&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;&amp;amp;#8722;0.077&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.319&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Interaction effect&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;ITP&amp;amp;#8201;&amp;amp;#215;&amp;amp;#8201;CE&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.241&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.128&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.090&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.061&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;Adjusted R&amp;lt;sup&amp;gt;2&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.339&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;F(3, 296)&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;50.663&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;In Table&#160;6, the authors presented the results of the moderation analysis of the fourth hypothesis. We found that the main effect displays the individual effect of ITP and CE on AP. The unstandardised coefficient for ITP is &lt;emph&gt;B&lt;/emph&gt; = −0.672 with a &lt;emph&gt;p&lt;/emph&gt;‐value of 0.188 &amp;gt; 0.05, indicating a negative relationship but is not statistically significant. The unstandardised coefficient for CE is &lt;emph&gt;B&lt;/emph&gt; = −0.552 with a &lt;emph&gt;p&lt;/emph&gt;‐value of 0.319 &amp;gt; 0.05, indicating a negative relationship but also not statistically significant. The interaction effect presents the effect of the interaction between ITP and CE on student AP in ECE. The interaction coefficient is &lt;emph&gt;B&lt;/emph&gt; = 0.241 with a &lt;emph&gt;p&lt;/emph&gt;‐value of 0.061, indicating that CE moderates the relationship between ITP and AP. This interaction effect is marginally statistically significant at &lt;emph&gt;p&lt;/emph&gt; &amp;gt; 0.05. The adjusted &lt;emph&gt;R&lt;/emph&gt;&lt;sups&gt;2&lt;/sups&gt; (0.339) represents the proportion of variance in AP explained by the model, and &lt;emph&gt;F&lt;/emph&gt; statistics [&lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib3&quot; id=&quot;ref83&quot;&gt;3&lt;/reflink&gt;, 296) = 50.663, &lt;emph&gt;p&lt;/emph&gt; &amp;lt; 0.001] indicate the general significance of the model. The moderating effect of CE between ITP and AP is provided in Figure&#160;3.&lt;/p&gt; &lt;p&gt; &lt;img src=&quot;https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01jun25/ejed70077-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS&quot; alt=&quot;ejed70077-fig-0003.jpg&quot; title=&quot;3 Moderating effect of CE between ITP and AP.&quot; /&gt; &lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0185619853-28&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;The first salient finding of this study is related to the significant impact of ITP on the AP of students enrolled in ECE. This finding aligns with an expanding body of academic research that recognises the beneficial effects of ITP on ECE. In a study conducted by Walk et&#160;al.&#160;([&lt;reflink idref=&quot;bib48&quot; id=&quot;ref84&quot;&gt;48&lt;/reflink&gt;]), an important finding emerged, illustrating a strong positive relationship between ITP use and enhanced academic results in ECE. The findings of this study highlight the critical importance of establishing inclusive classroom environments that effectively cater to the diverse range of learning needs exhibited by ECE students. In the present context, the notion of inclusion is outlined by a set of practices that promote diversity, equity and accessibility in the educational setting (Amjad et&#160;al.&#160;[&lt;reflink idref=&quot;bib6&quot; id=&quot;ref85&quot;&gt;6&lt;/reflink&gt;]). The findings of the current investigation are consistent with previous studies (Nielsen‐Rodr&#237;guez et&#160;al.&#160;[&lt;reflink idref=&quot;bib38&quot; id=&quot;ref86&quot;&gt;38&lt;/reflink&gt;]; Yang et&#160;al.&#160;[&lt;reflink idref=&quot;bib50&quot; id=&quot;ref87&quot;&gt;50&lt;/reflink&gt;]), emphasising the significance of inclusive teaching in improving learners&#39; academic achievement in ECE.&lt;/p&gt; &lt;p&gt;The second finding claims that SE in ECE is a significant mediator in the relationship between ITP and AP. The outcome highlights the importance of cultivating dynamic and substantial participation among ECE learners, thus magnifying the impacts of inclusive pedagogy. In a critical study, Nand et&#160;al.&#160;([&lt;reflink idref=&quot;bib36&quot; id=&quot;ref88&quot;&gt;36&lt;/reflink&gt;]) undertook an investigation that aligns closely with the present findings. The present study reveals that SE plays a pivotal role as a mediator in the relationship between ITP and AP. The present study highlights the importance of providing students with opportunities to encounter ITP and actively involve them in learning. SE is believed to serve as the medium through which the advantages of ITP are thoroughly objectified, resulting in enhanced AP in ECE, which aligns with prevailing perspectives (Vezzani&#160;[&lt;reflink idref=&quot;bib47&quot; id=&quot;ref89&quot;&gt;47&lt;/reflink&gt;]; Walk et&#160;al.&#160;[&lt;reflink idref=&quot;bib48&quot; id=&quot;ref90&quot;&gt;48&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The third finding of this study elucidates that PS provision in ECE assumes a significant moderating role in the relationship between ITP and AP. The findings of this study highlight the importance of a meticulously facilitated play‐based learning environment in increasing the impact of inclusive pedagogy. A study conducted by Bubikova‐Moan et&#160;al.&#160;([&lt;reflink idref=&quot;bib13&quot; id=&quot;ref91&quot;&gt;13&lt;/reflink&gt;]) provides additional support to the above‐mentioned findings. The present study placed significant emphasis on clarifying the constructive impact of play‐based learning on the effectiveness of ITP (Aldhafeeri et&#160;al.&#160;[&lt;reflink idref=&quot;bib2&quot; id=&quot;ref92&quot;&gt;2&lt;/reflink&gt;]). The present study reveals that establishing a classroom setting that not only encourages but also adeptly promotes play can enhance the effectiveness of ITP, thus leading to advantageous outcomes in terms of AP of students. This finding provides additional evidence to support the notion that play‐based learning, combined with additional support in the classroom, plays a substantial role in the overall effectiveness of ITP in ECE settings. However, it is important to mention that while PS generally enhances the effectiveness of ITP, excessive reliance on unstructured play without guided support may lead to distractions and reduced academic engagement. This suggests that the moderating role of PS may not always yield positive outcomes if not appropriately structured.&lt;/p&gt; &lt;p&gt;The fourth finding illustrates the crucial role of CE in ECE as a significant moderator in the relationship between ITP and AP in ECE. The findings of Pattnaik and Jalongo&#160;([&lt;reflink idref=&quot;bib43&quot; id=&quot;ref93&quot;&gt;43&lt;/reflink&gt;]) complement the findings of the present study. The current investigation places significant emphasis on the key role of positive CE in enhancing the effectiveness of ITP. This research indicates the impact of a supportive, inclusive and well‐organised classroom environment on students&#39; AP, thereby shedding light on the use of ITP. It also highlights the concept that a classroom&#39;s physical and social environment is not simply an inactive setting but rather an influential factor that significantly affects the success rate of ITP in ECE. However, an overly rigid or highly controlled CE may restrict student autonomy, potentially diminishing the effectiveness of ITP. This implies that while a supportive classroom environment enhances AP, an environment that is too structured or lacks flexibility may inadvertently hinder student engagement.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-29&quot;&gt;Conclusions&lt;/hd&gt; &lt;p&gt;The present study elaborates on the importance of implementing ITP in ECE while shedding light on the intricate and multifaceted implications of these practices on the AP of students. This study serves to reaffirm the significant impact of ITP on AP in ECE. It highlights the crucial role that equity and ITP play in shaping the learning experiences and outcomes of learners in ECE. Furthermore, identifying SE as a significant mediator in this relationship shows that teachers and institutions must adopt ITP and actively involve students in educational activities. Additionally, it is essential to highlight the importance of encouraging, nurturing and supporting ECE environments, as evidenced by the moderating effect of PS and CE. These factors emphasise the need to develop an inclusive environment that encourages students to engage in play‐based learning and maximises the advantages of ITP. The present study&#39;s findings contribute significantly to the existing knowledge of ECE, eliminating the complex dynamics that shape this critical learning phase. These insights are equally important to teachers, policymakers and researchers, as they offer valuable guidance for improving the educational experiences of our ECE students. In enhancing educational practices in ECE, this study highlights the importance of cultivating inclusivity, fostering engagement and establishing supportive learning environments.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-30&quot;&gt;Implications&lt;/hd&gt; &lt;p&gt;The current study has many implications. First, teachers in ECE must prioritise the implementation of ITP, which has been shown to improve students&#39; AP in ECE. Furthermore, the present study highlights the essential role of fostering SE, integrating play‐based learning methodologies and developing positive classroom environments. To achieve this objective, it is strongly advised that educational institutions in ECE implement measures to improve the professional development of teachers in inclusive teaching methodologies. Furthermore, it is vital to emphasise the importance of strategies to foster SE and integrate play‐based learning opportunities into the curriculum. Lastly, the development of inclusive and conducive learning environments is necessary. The implications of these findings should be adequately considered by policymakers and curriculum developers when formulating ECE policies and practices. Understanding the importance of holistic, inclusive and engaging educational environments for our learners in ECE is essential.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-31&quot;&gt;Recommendations&lt;/hd&gt; &lt;p&gt;To understand the long‐term significance and implications of the current study, we suggested conducting longitudinal research in the future to generalise ITP implementation on a larger scale. To learn whether cultural differences impact the relationships between these factors, it would be helpful to broaden the scope of this study to include comparisons between cultures and countries. Insights into optimal practice and potential modifications for diverse contexts could be gained by comparing ITPs and their effect on AP in various cultural and educational settings. To understand the phenomenon in detail and depth, qualitative research on teachers&#39; and students&#39; experiences with and perspectives on ITP; future researchers may conduct studies on SE, PS and CE in ECE settings. It will help academia understand if any barriers or limitations are obstacles to implementing ITP.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-32&quot;&gt;Ethics Statement&lt;/hd&gt; &lt;p&gt;The Education Department, Kasur, Punjab ethical committee approved this study (Approval #PB/K/09‐2023).&lt;/p&gt; &lt;hd id=&quot;AN0185619853-33&quot;&gt;Conflicts of Interest&lt;/hd&gt; &lt;p&gt;The authors declare no conflicts of interest.&lt;/p&gt; &lt;hd id=&quot;AN0185619853-34&quot;&gt;Data Availability Statement&lt;/hd&gt; &lt;p&gt;The data supporting the findings of this study are available upon reasonable request to the corresponding author.&lt;/p&gt; &lt;p&gt;GRAPH: Data S1.&lt;/p&gt; &lt;ref id=&quot;AN0185619853-35&quot;&gt; &lt;title&gt; Footnotes &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref51&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; Funding: The authors received no specific funding for this work.&lt;/bibtext&gt; &lt;/blist&gt; &lt;/ref&gt; &lt;ref id=&quot;AN0185619853-36&quot;&gt; &lt;title&gt; References &lt;/title&gt; &lt;blist&gt; &lt;bibtext&gt; Aguiar, A. 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  Label: Title
  Group: Ti
  Data: Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching through Playful Learning and Classroom Dynamics as a Catalyst
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Amjad+Islam+Amjad%22&quot;&gt;Amjad Islam Amjad&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-4250-7526&quot;&gt;0000-0002-4250-7526&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Sarfraz+Aslam%22&quot;&gt;Sarfraz Aslam&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-7414-7572&quot;&gt;0000-0001-7414-7572&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Zahida+Aziz+Sial%22&quot;&gt;Zahida Aziz Sial&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-0470-3411&quot;&gt;0000-0002-0470-3411&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Umaira+Tabassum%22&quot;&gt;Umaira Tabassum&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0009-0000-5800-271X&quot;&gt;0009-0000-5800-271X&lt;/externalLink&gt;)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22European+Journal+of+Education%22&quot;&gt;&lt;i&gt;European Journal of Education&lt;/i&gt;&lt;/searchLink&gt;. 2025 60(2).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Early+Childhood+Education%22&quot;&gt;Early Childhood Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Early+Childhood+Education%22&quot;&gt;Early Childhood Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Academic+Achievement%22&quot;&gt;Academic Achievement&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Inclusion%22&quot;&gt;Inclusion&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teaching+Methods%22&quot;&gt;Teaching Methods&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Play%22&quot;&gt;Play&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Classroom+Environment%22&quot;&gt;Classroom Environment&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Learner+Engagement%22&quot;&gt;Learner Engagement&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Early+Childhood+Teachers%22&quot;&gt;Early Childhood Teachers&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Public+School+Teachers%22&quot;&gt;Public School Teachers&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Pakistan%22&quot;&gt;Pakistan&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/ejed.70077
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-8211&lt;br /&gt;1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Developing an inclusive learning environment in early childhood education (ECE) is vital because it prepares children for future success in school and society by recognising and responding to their differences. The objective of the present study was to explore the mediational effect of student engagement (SE) between the relationship of inclusive teaching practices (ITP) and student academic performance (AP) in ECE with the intent to find the moderating effect of play support (PS) and the class environment (CE) for the relationship between ITP and AP. The research design of the current quantitative study was a cross-sectional survey. The participants were 300 ECE teachers who work in public schools of the Kasur and Lahore districts in Punjab, Pakistan. Data were collected using a self-developed questionnaire. Simple linear regression and Process macro were used to test four hypotheses. After analysis, it was revealed that ITP contributes significantly ([beta] = 0.396, t(298) = 7.44, p &lt; 0.001) to the AP of students in ECE. SE partially mediates (B = 0.231, SE = 0.043, p = 0.000) the relationship between ITP and AP. PS [F(3, 296) = 48.239, p &lt; 0.001] has a statistically significant effect, and CE [F(3, 296) = 50.663, p &lt; 0.001] has a marginally significant moderating effect on the relationship between ITP and AP. It is recommended that longitudinal and qualitative studies be conducted to improve generalisability and understand the phenomenon in depth.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1472803
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1472803
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/ejed.70077
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Pakistan
        Type: general
    Titles:
      – TitleFull: Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching through Playful Learning and Classroom Dynamics as a Catalyst
        Type: main
  BibRelationships:
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            NameFull: Amjad Islam Amjad
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            NameFull: Sarfraz Aslam
      – PersonEntity:
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            NameFull: Zahida Aziz Sial
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            NameFull: Umaira Tabassum
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            – D: 01
              M: 06
              Type: published
              Y: 2025
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              Value: 0141-8211
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              Value: 1465-3435
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              Value: 60
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              Value: 2
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            – TitleFull: European Journal of Education
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