The main objective of this study was the adaptation of the scale named AUTODDIS in the cultural and social dimensions and analyze its reliability and validity. The reliability and validity were assessed through a pilot study conducted with a population of students with intellectual disabilities. The linguistic adaptation was done through expert judgment, including each indicator: the adequacy, the coherence, the relevance, and the clarity. After the scale adaptation, the scale pilot was conducted to explore its technical properties. It was performed in a public school for students with intellectual disabilities. For the content, the validity coefficient result was 0,998 while the complete reliability result was α, 978. For the reliability subscales, the results were the following: Autonomy α, 941; self-initiation α, 925; self-direction α, 970; self-regulation α, 804, and self-concept α, 935. The results confirm the AUTODDIS scale as a valid and reliable instrument to evaluate the self-determination. However, it is necessary to apply to a larger number of people with intellectual disability to generalize these results.

This study explores the impact of self-regulation skills on the decision-making styles of school administrators in public primary schools. There is a noticeable gap in the literature regarding how self-regulation components—foresight, will control, and self-reflection—affect the deci-sion-making processes of school leaders. A mixed-methods approach was used, integrating quantitative data from the "Self-Regulation Skills Scale for School Administrators" and the "Deci-sion-Making Styles Scale" with qualitative data from semi-structured interviews with adminis-trators and teachers. The findings reveal that administrators with strong self-regulation skills predominantly use rational and intuitive decision-making styles. This correlation leads to more effective management and improved educational outcomes. The study underscores the im-portance of professional development programs aimed at enhancing self-regulation abilities among school administrators. Such improvements in self-regulation can lead to better deci-sion-making processes, ultimately benefiting student performance and overall school success.

Open Educational Resources (OER), educational materials permit unrestricted use and adaption, have proven beneficial for cost savings and curriculum flexibility. However, OER are not frequently used in college courses. An OER initiative was designed to understand the factors contribute to increasing access to STEM course materials. This study employed a survey to investigate faculty awareness and usage of OER and explore support needed to increase the use of OER in STEM. Results indicated that one-sixth of the respondents were unaware of OER, and 53% had never used OER. The motivating factors for OER usage included cost-free licenses, day-one availability to students, and increased access. The support strategies for new OER creation included OER workshops, grants, and recognition for OER authoring. In conclusion, the current study fills a gap in the existing literature by documenting motivating factors for faculty to integrate OER into STEM for the first time.

Student leadership prepares students for responsibilities such as taking on specific tasks, assuming leadership roles in their future personal and professional lives. Developing students' leadership profiles is among the important goals of educational systems aiming for future generations to take responsibility and advance their countries. With this perspective in mind, the PISA assessment includes items to measure students' leadership behaviors. This study aims to extract student leadership profiles from the leadership-related items in the PISA 2022 application, using data from Cambodia, Peru, Paraguay, and Guatemala, which have different governance systems and cultural characteristics. The second purpose of the research is to determine the distribution of the identified leadership profiles in these countries and explain them in the context of governance and cultural characteristics. Latent class analysis was used to determine student leadership profiles. Accordingly, 2-class and 3-class latent models were found to be the most suitable models to explain student profiles. While the distinction between student profiles is more pronounced in the 2-class model, the 3-class model provides more detailed information about student profiles. In this respect, 2-class and 3-class latent models are reported comparatively. In the 2-class latent model, students are labeled as the "Shy or Lack of Self-Confidence Group" and the "Active Leader or Influential Group." In the 3-class latent model, students are labeled as the "Moderate or Passive Leader Group," the "Strong Leader or Influential Group," and the "Avoidant or Leadership-Uncomfortable Group." In both models, it is one of the striking findings that Cambodian students are in the low leadership profile, and Peruvian students are in the high leadership profile.

Background We investigated to determine the effectiveness of verbal feedback in learning the round-off back somersault on the balance beam with stable landing. Methods: The research material consisted of female gymnasts (n = 16). They were randomly assigned to one of two groups: FKE group (n = 8) with feedback on key elements, or FAE group (n = 8) with 100% feedback on all errors made in the phase structure of the task. Results: Based on research, it was established that key elements could be identified in the preparatory, main and final phases. Mixed ANOVA showed that significant differences (p < 0.05) were noted due to the teaching method used (Group x Time factor) when performing the gymnastic routine of round-off back somersault with stable landing on the balance beam. Based on the Welch t test for independent data it was revealed that the group with feedback on the key elements obtained significantly higher mean scores from judges at the end of the experiment. Conclusions: The findings of the present study point to a possibility of offering coaches teaching methods that increase the effectiveness of learning complex motor skills and indicate a possibility of applying such solutions in groups of female gymnasts both in training and during competitions.

This study examined the relationships of reading strategies among different programs of English for Specific Purposes (ESP). A total of ninety-seven students in four ESP programs in Ecuador were surveyed regarding their reading strategies. The results found that there were significant differences among the four programs. These findings were discussed in regard to whether differences in reading strategies could potentially influence teaching effectiveness, learning outcomes, and English language applications.

Sustainable development has become the aspiration of many developing countries, including Ecuador. The introduction of Bachelor of Tourism studies at the Technical University of Manabí aligns with this interest, implying a challenge for teachers regarding the application of integrative and innovative teaching methods that promote the training of professionals with high scientific rigor, both in technical and professional senses. To achieve this, the pedagogical group started from three fundamental principles based on the application of teaching work methods and pro-cedures, as well as the determination of interactions between the various factors that directly and indirectly influence the training process of professionals in the tourism sector. The results of comprehensive evaluation processes considering both the academic performance of the teachers and the level of satisfaction of students taking the course support the application of these teaching–learning methods, as well as highlighting the convenience of extending the experiences and re-search results of the pedagogical team to other vocational training centers for tourism activities.

This research examines sustainable approaches in academic career development by analyzing the interactions between job satisfaction, professional commitment, and research performance among early-career researchers in Romanian institutions. Using a quantitative cross-sectional design, data were collected from 96 individuals classified as R1 and R2 by the European Commission. A detailed questionnaire and Web-Assisted Personal Interviewing (WAPI) identified key relationships. Findings show a significant positive correlation between job satisfaction and research perfor-mance, underscoring the role of professional satisfaction in fostering sustainable academic ex-cellence. Professional commitment is also a crucial predictor of research performance, aligning with existing studies and highlighting the importance of sustainable career practices. Statistical analysis via SPSS version 23.0 validated the initial hypotheses, emphasizing each dimension's significance in a sustainable academic career. Results reflect Romania's research environment, emphasizing the need for sustainable working conditions, effective research evaluation, sup-portive career frameworks, and strong professional commitment to motivate young researchers. This research proposes innovative, sustainable practices for enhancing academic performance and career management, advocating clear objectives, leadership development, continuous competency improvement, and a collaborative, inclusive work environment. Understanding these factors aids individuals and institutions in making informed decisions that support sustainable academic career trajectories and professional growth.

Facilitating sustainable cooperation between schools and enterprises has become an important concern in many countries. However, there remains a gap in understanding the approaches taken by central and local governments to foster such cooperation through the lens of evolutionary game theory. Therefore, this paper aims to develop a quadrilateral evolutionary game model involving schools, enterprises, the central government, and local governments, to analyze the conditions under which governments can effectively promote school-enterprise cooperation. Our findings indicate that benefit is a decisive factor that affects the strategies of all parties. When the benefits of cooperation are sufficiently attractive, schools and enterprises are inclined to cooperate with each other independently of governmental intervention. While increasing incentives and penalties from the central government and local governments can stimulate school-enterprise cooperation, these measures are not sustainable in the long term. Additionally, the impact of the central government’s incentives and penalties on local governments in promoting school-enterprise cooperation is limited. Enhancing policy efficacy and the practical outcomes of school-enterprise cooperation is essential, which not only strengthens the bond between schools and enterprises but also ensures deep and enduring governmental involvement.

The present study examines the views of prospective science teachers in Colombia on creativity, employing a mixed-method approach that combines qualitative and quantitative techniques. This approach adapted and used an instrument previously developed by Diakidoy and Kanari [1] to explore student teachers' beliefs about creativity. The sample consisted of 152 science education students from two leading Colombian universities in representative cities. The findings align with previous international studies involving both practicing and trainee professionals, although subtle differences, likely due to cultural variations in the university settings, were observed. It emerged that future science teachers predominantly view creativity as an innate ability present in everyone and capable of development. Additionally, the study underscores the role of the classroom environment in fostering creativity, noting that effective creative expression also requires certain level of prior knowledge.

"Redesigning Education: A Transformative Approach" outlines comprehensive strategies for re-forming educational systems from primary to secondary levels to promote holistic student de-velopment. Traditional educational models fail to address diverse learning needs and cultivate critical thinking, creativity, and emotional intelligence. This study introduces innovative approaches such as personalized education through AI, wellness schools, professional skill development programs, and social and emotional learning (SEL) integration. The methodology includes an extensive literature review of contemporary educational books, peer-reviewed articles, and case studies from highly developed European countries, ensuring that the proposed strategies are grounded in credible and current research. Key reforms include continuous professional development for teachers, enhanced teacher training and support, comprehensive counseling services, and robust support systems for students. Strengthening school-family collaboration and promoting multiculturalism through inclusive policies and cultural events are emphasized. Additionally, upgrading school infrastructure to create safe and welcoming learning environments is essential for student prosperity. The proposed educational reforms aim to create an inclusive, innovative, and supportive learning environment, ensuring students thrive academically, emotionally, and socially. By integrating these comprehensive reforms, the study seeks to develop effective educational systems that foster student well-being and excellence, equipping future generations for success in a rapidly evolving world.

The higher education sector in Africa has experienced remarkable growth over the past decades, enrolling and graduating millions of students annually. Despite this progress, high unemployment rates among graduates and pervasive underdevelopment have raised questions about the relevance of higher education in Africa. Critics have intensely scrutinized the quality of curricula, highlighting a significant mismatch between the skills offered and the demands of the job market. This disconnect is often due to curricula that are unresponsive to both job requirements and students' needs. Enhanced pedagogical approaches are essential to address this issue. Community engagement and service learning (CE&SL) offer promising solutions by bridging the gap between theoretical knowledge and practical application. Recognizing the potential benefits, higher education institutions across the continent are gradually integrating CE and SL into their teaching and research frameworks. However, the adoption of these approaches has been slow. This paper explores the opportunities and challenges hindering the effective and widespread implementation of CE and SL in African higher education institutions and proposes practical strategies to overcome these obstacles. By embracing these innovative approaches, African universities can better prepare graduates for the dynamic job market and contribute more effectively to the continent's development.

In recent years, 360o videos have gained the attention of researchers investigating their educational potential. Given the ongoing debate about their impact on learning, particularly with young students where existing research is minimal, a comprehensive study was conducted to evaluate their effectiveness relative to other media forms. The study involved 44 kindergarten students learning about wild animals over nine sessions. The 360o videos were compared to printed materials and conventional videos to measure knowledge acquisition, motivation, enjoyment/positive feelings, immersion, and ease of use. The findings suggest that, compared to printed materials, 360o videos enhance knowledge acquisition. However, this advantage does not extend to comparisons with conventional videos. Similarly, while enjoyment and motivation were higher for 360o videos compared to printed materials, they did not surpass those associated with conventional videos. Despite their potential, 360o videos were deemed the least easy to use, likely due to the employment of low-cost HMDs. Immersion emerged as the only factor where 360o videos excelled, demonstrating a notable influence on learning outcomes. The implications of the study are also discussed.

Inclusive education in Indonesia has evolved in recent years, in line with the government's commitment to provide equal education for all children, including those with special needs. This article reviews the philosophy of inclusive education and its implementation in Indonesian education. Through literature and policy analysis, it is found that although there is increasing awareness and support for inclusive education, there are still barriers that need to be overcome. These include the lack of accessibility and adequate facilities, limited teaching staff for children with special needs, and social stigma towards children with special needs. This review also identifies the characteristics of inclusive education and its implementation. In conclusion, inclusive education in Indonesia requires a holistic and collaborative approach between the government, communities, and educational institutions to create a truly inclusive and equal learning environment for all learners

The effort to expand the U.S. study abroad programs to have a global impact has never been fully expressed by Higher Education Institutions (HEIs) and study abroad administrators. Study Abroad since its inception has not been a truly global platform. This article constructively points out the existing potential of Minority Serving Institutions (MSIs) to make the U.S. study abroad a truly global program capable of defending U.S. national interest in this era of inter-dependence among nations, especially as the global knowledge economy and cultural competence advantage take center stage. Study abroad is at a crossroads at the moment, new ideas must be developed for study abroad to justify the true potential of education abroad. Over two decades, four countries in Western Europe have been hosting the highest number of U.S. students in study abroad. There is no evidence that this trend will reach the entire globe as a reciprocity of international students in U.S. colleges and universities.

In this work we offer a broad overview of the combination of digital communication, education and society and show the link between learning with digital and awakening to the future. We trace the effects of digital communication acquired during postgraduate training at the Universidade Aberta of Portugal by professionals from African Portuguese-speaking countries. From a methodological point of view, the study identifies former postgraduate students at the Universidade Aberta (Public University of Higher Education) over the last five years who were given a comprehensive questionnaire aimed at finding out how the training they underwent contributed to gauging their current levels of application of digital communication in their current profession. We found that digital communication in learning and its diversification acts as a lever for personal and professional development following the acquisition of academic knowledge.

This study explores the impact of multi-user interaction, group work, and simulations within virtual worlds on language learning and the development of intergroup empathy. Two distinct research projects were conducted, involving a total of 241 participants aged 19-45. The language learning study engaged 116 participants in diverse interactive experiences, while the intercultural study had 125 participants collaborating in multicultural groups and participating in perspective-taking simulations. Both studies employed qualitative data collection methods, including surveys, interviews, and observations. The findings suggest that the combination of networking strategies, collaborative learning, and simulations within virtual worlds contributes to improvements in learners' language proficiency, confidence, and empathy towards diverse social groups. Participants reported increased motivation and engagement, attributed to the immersive and interactive nature of the virtual environments. The studies highlight the importance of collaboration and reflection in facilitating language acquisition and intercultural understanding. Technical challenges were identified as potential barriers to implementation. The results demonstrate the potential of virtual worlds to enhance language education and foster empathy in diverse societies, offering valuable insights for educators and researchers. However, the findings may be limited by the specific contexts and sample sizes of the studies, warranting further research to explore the generalizability and long-term impact of virtual world interventions. not exaggerate the main conclusions.

The study investigated roles of institutional types and ethnic/racial background on academic credit among the traditionally underrepresented population of the U.S. study abroad program. Using archival data, the study sampled the student’s enrollment and academic credit information spanning a period of 20 years (2003 - 2022). Data analysis Using One-Way Analysis of Variance (ANOVA) indicates significant main influence of institutional type (p<.001) and significant main influence of ethnic/racial identity (p<.001) on students’ academic credit. The result was discussed in terms of its relevance in educational policy re-evaluations, improvement of the study conditions of the underrepresented students, and enhancement of the enrollment opportunities of these minority population across all U.S. institutions of learning.

Self-sustained learning (SSL) is considered a crucial factor in promoting students’ long-term learning and development in a sustainable society. To deepen the understanding of SSL, especially in the context of learning English as a second language, the current study examined the influence of intercultural communicative skills, language mindset, and positive L2 self on SSL in English learning among 1,238 college students in China. The results showed that students not only had a strong language mindset, positive L2 self, and intercultural communicative skills but also scored higher in long-term self-sustained English learning. Findings from the Structural Equation Modeling indicated that both language mindset and intercultural communicative skills positively predicted positive L2 self and self-sustained English learning. Furthermore, language mindset and intercultural communicative skills had an indirect impact on self-sustained English learning through positive L2 self. These findings suggest that to promote English learners’ SSL, instructors should help facilitate students’ intercultural communicative skills and foster a growth language mindset, as well as positive language learning beliefs.

This study examines the contribution of early executive functions (EFs) in the association between fluency in reading and arithmetic. Kindergarten children (N = 1,185) were assessed on Executive Functions skills and on reading and arithmetic fluency in Grade 1 and Grade 3. The analysis revealed that beyond the connection within each domain there is a unidirectional effect between fluency measures, with Grade 1 reading fluency significantly influencing the development of arithmetic fluency in Grade 3. Furthermore, the findings indicate that kindergarten EFs significantly contribute to arithmetic fluency at both time points and to reading fluency in the first grade. Early EF skills also emerged as a mediator of associations between fluency performance in reading and arithmetic, suggesting that the influence of EFs extends beyond individual academic domains. These findings have implications for understanding the cognitive mechanisms that underlie the relations between these academic skills.

This study aimed to elucidate the perception gap regarding instructional matters between special education teachers and vocational rehabilitation practitioners involved in transition support in Japan. To this end, 126 vocational support providers affiliated with the Employment and Life Support Centers for persons with disabilities, which are vocational rehabilitation institutions in Japan, and 129 special education teachers from schools for students with intellectual disabilities in Prefecture X, Japan, were surveyed. They were asked to respond on the importance of teaching skills that constitute vocational readiness by means of a questionnaire comprising 25 items across five layers: vocational aptitude, basic work habits, interpersonal skills, daily living management, and health management, both during school and after graduation. The results revealed a perception gap in each of the first layer, vocational aptitude, and second layer, work habits. Additionally, only in the second layer, work habits, did special education teachers recognize the importance of instruction more during the school period than after graduation. Moving forward, it is necessary for both institutions involved in transition support to collaborate, focusing on students with disabilities based on the identified gap.

Applied talent is not only a builder of human civilization but also a promoter of economic development. They not only need systematic and solid engineering theoretical knowledge but also rich engineering practical experience. Applied undergraduate colleges are the cradle for cultivating applied talent and shoulder the important mission of cultivating various types of applied talent for society. With the rapid development of higher education, the number of applied undergraduate institutions has sharply increased, but the quality of applied talent cultivated by them has shown a significant decline, which greatly restricts the pace of industrial development in the world. This article proposes a new concept of promoting the "three certificates" (graduation certificate, degree certificate, and skill certificate) education model in applied undergraduate colleges, which is of great significance for the country to cultivate composite talents with the ability of "product design, production management, and product processing" at the same time.

The objective of this study was to compare the effectiveness of a professional-oriented education approach to traditional teaching methods among high school secondary students in Kazakhstan in aligning students to their suitable career education track. The study utilised a mechanics physics course to assess both approaches and involved two groups of students over 26 months - a control group (n=58) and an experimental group (n=57). Quantitative data was collected through a Mechanics Physics Test administered before and after the teaching and learning class. In Kazakhstan, students will be aligned directly with either secondary vocational education, the initial vocational education track, or the general education track, which relies on the final performance of their secondary school. The findings indicated that both teaching methods improved the student's performance, but the experimental group exhibited a significantly higher level of improvement than the control group. This study shows that a professional-oriented education approach can clearly align students with their interests and strengths and help them pursue their desired careers confidently. This approach enables students to make informed decisions about their future studies and career paths, reducing costs and saving time for schools and governments—implications and, to a further extent, the study is also discussed.

Despite their prevalence in almost all publicly orientated conservation settings, sign design receives limited attention in the research literature. We used a remote eye-tracking device to test how visitors read educational signs, maps, and species signage. Three designs, plus a plain-text control sign, were tested for each sign type. Sign content was based on Brackenhurst Botanic Garden, Kenya and included four different information texts (156-256 words long) and a species information text (64 words long). Four presentations of extinction threat-status were also tested as were depictions of trail routes on maps. Data were collected from 51 participants at six cultural venues across Nottingham, UK. Signs positioned centre-left of an exhibit were read first. Information on the left-hand side of signs was read first and dwelled upon the longest. Signs with a single large image and a single block of text were generally preferred, and images were most frequently recalled. Extinction threat-status was most frequently viewed and best recalled from green-red thermometer diagrams and least from the IUCN red-list diagram. Map routes were clearest when presented as coloured solid lines. This study indicates the potential benefit of eye-tracking research for measuring sign use and assisting in sign design.

This study focuses on the design, development, and evaluation of an educational mobile robot, named Robot-T2, to be used in educational activities within a technical school. The primary objective was to create a versatile platform that allows students to explore programming, engineering, and science concepts in a practical and collaborative manner. The methodology included an iterative design and testing approach, incorporating feedback from students and teachers to continuously improve the robot's functionality. The tests covered autonomous navigation, line following, and object manipulation, using the OnBotJava programming software and the Control Hub as the main interface. The results demonstrated that Robot-T2 is highly efficient and adaptable in various educational contexts, showing remarkable precision in navigation and object manipulation. The design iterations significantly improved the robot's performance, enriching the educational experience and promoting active learning. In conclusion, educational robotics, represented by Robot-T2, has great potential to enhance the teaching and learning process in technical schools, fostering teamwork, problem-solving, and the integration of technology in the classroom. This project is expected to inspire future developments in educational robotics.

In this study, we examined the effects of the organizational power resources used by school principals on teachers' work alienation and trait anxiety levels. Then, we examined the mediating role of trait anxiety in the relationship between organizational power resources and work alienation. We used the correlational scanning model and mediation model in the research. The research sample consists of 400 teachers working in Turkish public schools. In our research, "Organizational Power Scale in Schools", "Work Alienation Scale" and "Trait Anxiety Scale" were used. As a result of the research, we found significant relationships between the variables. Accordingly, there is a positive relationship between trait anxiety and work alienation, a positive relationship between trait anxiety and coercive power and legal power, a negative relationship between trait anxiety and expert, charismatic and reward power, a positive relationship between work alienation and coercive power, and a positive relationship between work alienation and reward power. Negative relationships were observed between expertise and charismatic power. Finally, it was determined that trait anxiety had a mediating role in the relationship between the power resources used by school principals and the level of work alienation of teachers.

The term immersive technology refers to various types of technologies and perspectives that are constantly changing and developing. It can be used for different purposes and domains such as: education, healthcare, entertainment, arts, and engineering. This research paper aims to examine which training method is more effective between the traditional approach, using PowerPoint and the immersive technology approach, through mixed reality using a HoloLens 2 device. The experiment involves comparing two groups of students who received different training methods: the first group saw a PowerPoint slide with an image of the human muscular system, while the second group saw a 3D hologram of the human body that showed the same muscle groups as in PowerPoint. The researchers wanted to test whether mixed reality devices could enhance students' cognitive functions and to investigate if the IQ of the participants had any influence in the effectiveness of the teaching method. The main finding of this study is that the instructions given with mixed reality technology, via the Microsoft HoloLens 2 device, are more appropriate for participants who have an IQ score below 100 points. For the other participants, with an IQ score above 100 points, the PowerPoint support was more suitable.

ChatGPT has significantly increased in popularity in recent months because of its capacity to generate novel content and provide genuine responses to questions. Nevertheless, like all technologies, it is crucial to assess its limitations and features prior to implementing it into an educational setting. A major obstacle associated with ChatGPT is its tendency to produce consistent yet occasionally unreliable and inaccurate responses. Our study provides students with training in this area, and its objective was to analyse the opinion of those same university students studying education-related degrees regarding the efficacy of the usefulness of ChatGPT for their learning. We used a mixed methodology and two instruments for data collection: questionnaires and discussion groups. The sample comprised 150 university students pursuing degrees in Teaching and Social Education. The results show that the majority of students are familiar with the technology, but have not had any formal training at university. They use this tool to complete academic assignments outside the classroom, and they emphasise the need for training in it. Furthermore, following the training, the students highlight an increase in motivation and a positive impact on the development of generic skills such as information analysis, synthesis and management, problem-solving and learning how to learn. Ultimately, this study provides an opportunity to consider the implementation of educational training of this tool at university level in order to ensure its appropriate use.

Service-Learning (SL) is a methodology that links students directly with reality. It strengthens the development of different competencies in students as they participate in activities associated with community service. The objective of this work is to analyze the SL methodology as an effective pedagogical practice to promote the development of generic competencies in university students. This research is a systematic review. The articles were selected according to the Systematic Reviews and Meta-Analyses (PRISMA) guidelines, and the eligibility criteria proposed by the PICOS strategy (population, interventions, comparators, outcomes and study design) based on 71 records of scientifically identified articles in the Web of Science (WoS) Journal Citation Report databases. Publications between 1999 and 2022 were considered. The literature review allowed the selection of seven articles showing the results of qualitative, quantitative and mixed research. The results reveal that the application of SL enhances the learning of professional and transversal competencies such as teamwork, appreciation and respect for diversity and multiculturalism, ethical commitment, critical and self-critical capacity, social responsibility, among others. It is concluded that this pedagogical practice effectively consolidates the development of these competencies, and that the success of its application depends on the commitment of teachers, students and community partners.

Efficiency serves as a crucial metric in assessing the advancement of scientific research for universities. Reasonable inputs of human resources, finances, materials, and other resources, along with high-quality research output, are important guarantees for the research efficiency of Chinese universities. This study delves into the patterns of changes of research efficiency among universities across the 31 provinces and municipalities of China from 2012 to 2022. By scrutinizing input-output perspectives and utilizing data sourced from the China Statistical Yearbook, the analysis unveils prevailing scenarios of input redundancy and output insufficiency in research efficiency across universities. The static and dynamic trends in research efficiency were further investigated by employing a static non-parametric Data Envelopment Analysis (DEA)-BCC model and a dynamic Malmquist index. Key findings from the analysis from 2012 to 2022 include: (1) notable growth in investments in teaching, research equipment assets, and research and development funds among nationwide universities; (2) a steady increase in the mean value of technical efficiency (TE) from 0.97 to 0.99, indicating continuous enhancement in overall efficiency in research input resource allocation across the provinces; (3) the mean Malmquist productivity index of 1.285, with an average annual increase of 28.5%, signifying a consistent improvement in university research efficiency throughout the study period; and (4) the provinces experiencing varying degrees of input redundancy or output insufficiency were selected to suggest the need for tailored strategies in resource allocation. The study underscores the importance of a holistic evaluation system involving stakeholders from government, universities, and society to optimize research efficiency and promote scientific innovation and social development.

With the introduction of policies to promote intangible cultural heritage into schools, intangible cultural heritage plays an increasingly important role in primary education. However, the implementation of the intangible cultural heritage policy in primary schools is mostly formalized, which leads to many problems in the introduction of intangible cultural heritage, such as mainly staying at the level of visual display and public opinion publicity, carrying out a small number of intangible cultural experience activities, and insufficient materialization and scenization of intangible cultural heritage, so that students cannot feel the inherent charm of intangible cultural heritage. In order to promote the development of intangible cultural heritage education, this paper uses the AGIL model of Parsons, literature analysis, case analysis and interview methods to study the promotion path of intangible cultural heritage in primary schools, and proposes solutions such as setting educational goals for school segments, setting up intangible cultural experience activities in schools, combining intangible cultural heritage with subject courses, and establishing a good maintenance mode. After the program is applied into practice, it is found that the use of storytelling by teachers to popularize the relevant knowledge of intangible cultural heritage is conducive to stimulating students' interest and prompting students to think. In addition, teaching and life practice should be combined, and students' five education should be emphasized at the same time to avoid teaching uniformity.

The purpose of this research is to examine the benefits and limitations of implementation of novel digital academic advising systems using automated collection and reporting processes for ABET student outcomes data based on principles of authentic OBE for effective developmental advising. We examine digital developmental advising models of undergraduate engineering programs in two universities that employ customized features of the web-based software EvalTools® - Advising Module based on assessment methodology incorporating the Faculty Course Assessment Report, Performance Indicators and hybrid rubrics classified according to the affective, cognitive and psychomotor domains of Bloom’s learning model. A case study approach over a six-year period is adopted for this research. The two case studies present results of samples of developmental advising activity employing sequential explanatory mixed methods models using a combination of quantitative and qualitative analyses of a) detailed students’ outcomes and Performance Indicators information; and b) self-evaluation of their professional development and lifelong learning skills. The findings of this study show that digital advising systems employing the Faculty Course Assessment Report using Performance Indicators and hybrid rubrics can provide comprehensive and realistic outcomes data to help both developmental advisors and students easily identify the specific cause of performance failures, implement practical recommendations for remedial actions and track improvements. Inherent strong skills can also be identified in academically weak students by observing patterns or trends of relatively better performing outcomes to reinforce natural affinity for learning specialized competencies and pursue related and successful career paths.

The study looks at how joining live video chats with native English speakers on TikTok helps people who are learning English feel more ready to talk in English and less nervous about it. This study looks at EFL students who join TikTok live sessions. The researcher wants to understand how confident and nervous the students feel when they communicate. He uses qualitative research methods to do this. The study shows that using TikTok in a fun and calming way could help people learn a new language and reduce feelings of worry. This is helpful for teachers and language experts who want to use social media to help people learn languages.

The growing usage of Generative AI tools in scientific writing requires a critical examination of their benefits and challenges. This literature review is aimed at comprehensively analyzing current empirical research articles focused on the application of Generative AI in scientific writing. The Google Scholar database was used to search for the literature. The following keywords were used: "Generative AI" and "academic writing", "LLM" (Large Language Models) and "academic writing", "Generative AI" and "Scientific writing", and "ChatGPT" and "Scientific Writing". The search was restricted to articles published between January 1, 2023, and April 30, 2024. 15 articles were selected as appropriate for the study and analyzed. It was found that, thus far, ChatGPT is the most exploited tool in the studies. AI tools such as Bard (Gemini), Bing, Claude2, and Elicit were also tested. The benefits of Generative AI usage in scientific writing were found to be omnipresent. It can aid in the generation of structured abstracts, titles, introductions, literature reviews, and conclusions of a scientific article. Generative AI also makes writing more efficient and time-saving. Its capabilities in improving language and proofreading are well-established. However, the generation of inaccurate content and references by current commercially available LLMs poses a serious problem. The lack of critical thinking and tendency to produce non-original content are significant drawbacks. Generative AI should be employed with human oversight, serving as an assistant rather than a replacement. Transparency in AI usage in scientific writing is essential, along with the necessity for proper legal regulation.

The aim of the present work was to map Estonian primary school students' ratings of symptoms of digital addiction and to identify both class and gender differences. The sample consisted of 5493 primary school pupils from 46 schools in Estonia participating in the 2022 Student Survey conducted by the Tallinn University Centre for Educational Innovation (CIE). The results showed that the digital addiction symptoms scores were highest in 8th and 9th grades. Girls and those who did not disclose their gender, scored higher than boys on digital addiction symptom statements. Symptoms of digital addiction were moderately positively related to screen time during school days and weekends and to school burnout and weakly negatively related to feeling refreshed in the morning.

The objective of this study is to analyze the assessment practices in primary education and how they relate to the valuation of the learning process. It seeks to understand the perceptions of teachers and students regarding assessment and to observe classroom activities, as well as to analyze the assessment instruments used. The method used is a mixed approach that combines qualitative interpretations of the participants’ realities with a phenomenological analysis to reflect on the evaluative practices. The results indicate a contradiction between what is said and what is done in terms of evaluation, with a tendency to use written tests and traditional exams instead of a combination of techniques that allow for a significant evaluation of student learning. In addition, significant differences are observed among teachers regarding the importance they give to evaluation within their practices and evaluative models.

Teacher self-efficacy (TSE) significantly influences teacher well-being and pedagogical quality, thereby impacting student learning outcomes. Despite the recognized effectiveness of Lesson Study (LS) in shaping teachers' practices and beliefs, there is a research gap in TSE, particularly in higher education. To address this, we conducted a longitudinal study at a northeastern Chinese university, tracking TSE evolution in three English as a Foreign Language (EFL) teachers, encompassing both novices and experienced educators, during a six-month LS program. We collected both quantitative and qualitative data, encompassing interviews, surveys, and observations. Underpinned by Bandura and Wyatt's self-efficacy theory, the impact of LS on teachers' TSE development was explored and interpreted. Our findings shed light on the many ways in which LS effects individual teachers' TSE. Notably, both novice and experienced teachers improved significantly in TSE, especially in the domains of instructional techniques and student engagement. However, in the context of classroom management, there was considerably less growth. Furthermore, our research identifies a number of challenges that can have a negative impact on teachers' TSE, such as adapting to students' changing needs, dealing with limited resources, managing time constraints, navigating the school examination system, and overcoming initial resistance to the LS approach.

This study investigates how students' well-being relates to sustainable development and education for sustainability at Prince Mohammad Bin Fahd University, Saudi Arabia. The authors endeavor to answer the question "How Does Students' Well-Being Relate to Sustainable Development Via Education for Sustainable Development?" and four sub-questions. Primary data were collected by semi-structured interviews exploring the viewpoints of twenty female and male students (n=26) aged between 18 and 26. The content analysis results have identified additional well-being and education for sustainability factors that influence sustainable education and, therefore, sustainable development. These antecedents include workload, transparency, grading criteria, fairness, belonging, work-life balance, mental health support, missing emotional intelligence factors, factors related to Education for Sustainable Development, such as instructors' role models, institutional commitment, leadership, and collaboration with government. In addition, the study developed a theoretical model for the relationship between antecedents for Education for Sustainable Development, Education for Sustainable Development, and Sustainable Development in the Saudi context. Finally, the study answers four research questions: What factors contribute to education for sustainable development? What are the antecedents of education for sustainable development? How do university educators contribute to sustainable education? How do the antecedents of education for sustainable development, education for sustainable development, and sustainable development relate?

In the realm of digital transformation, effective leadership and motivation are pivotal for organisations navigating the complexities of today’s systems. This study explores the intersection of intrinsic motivation and mental well-being among mature students—an analogy that sheds light on strategies applicable to organisational contexts. In developed nations like the UK, mental health for mature students is increasingly recognised as a crucial component of their educational journey. Mature students, who typically enrol in higher education after an educational gap and upon turning 21, often face specific challenges that can impact their mental well-being while pursuing academic goals. The primary objective of our study was to assess the relationship between intrinsic motivation and the mental well-being of mature students. Our research revealed a significant positive correlation between these two variables. Confirmatory factor analysis (CFA) results supported a one-factor solution for the sample data from mature students. Additionally, we found that intrinsic motivation is a significant predictor of the mental well-being of mature students. Recognising and addressing the unique difficulties individuals encounter and providing appropriate support can enhance their well-being and contribute to the overall success of the higher education community.

Abstract: Nordic exercises aim to improve physical abilities and prevent injuries; However, it is not clear in what type of sports modalities to use it, so this study arises from the interest of ana-lyzing its effect in different sports modalities. Objective: To analyze Nordic exercises effects on the lower limbs, and their relationship with the explosive and absolute strength inherent to demands of different sports modalities (football, athletics, basketball, sport climbing, cycling and taekwondo). Method: quasi-experimental research, identifying 122 athletes (18±3 years old) from: football (n=24), athletics/speed (n=20), sport climbing (n=20), basketball (n=24), taekwondo (n=14) and cycling (n=20); classified into a control group CG (n=57) and an experimental group EG (n=65). Results: dominant absolute strength of the initial (12.4±0.51) and final (14.5±0.98) EG, in greater proportion in basketball (P= < 0.05); explosive strength of the initial (42.4±1.2) and final (45.8±1.5) EG, with a significant difference in all modalities between before and after (p≤0.05), except in cy-cling and taekwondo; no major changes were found in the GC. Conclusion: Nordic exercises are recommended as part of training to improve levels of explosive strength with emphasis on the modalities of football, basketball, athletics/speed and sport climbing, being applicable to increase absolute strength in basketball.

This article examines varying viewpoints on the single-submission policy in scientific publishing, which has recently come under attack. The rule permits the sequential, rather than simultaneous, submission of a manuscript to more than one journal and dictates that an author(s) must wait for a response from one journal before resubmitting the same work to another for consideration. A corollary is that legitimising multiple-submissions would create more problems than it could solve.

This critical review delves into the often-overlooked aspect of early childhood language development: the potential impact of exposure to foreign languages. While multilingualism is widely celebrated for its cognitive and cultural benefits, emerging research suggests that early exposure to foreign languages may pose challenges for young children's linguistic development. The review synthesizes findings from 17 studies to explore the complexities surrounding this issue, including linguistic confusion, language delay, reduced vocabulary growth, impaired language processing, and socio-emotional implications. Additionally, mitigating factors and future directions for research and intervention are discussed. By shedding light on this topic, the review aims to inform educators, parents, and policymakers about the nuances of bilingual language acquisition and the importance of providing tailored support to optimize early childhood language development in multilingual contexts.

Wellbeing is a multifaceted concept that involves various facets of human condition and experience, including individual and communal spiritual, emotional, intellectual, physical, and social dimensions. To explore the complex facets of sustainable wellbeing, this study utilized an interpretive qualitative research approach, looking at round table (focus group) discussion data obtained from a diverse group of public and private sector representatives, including education, government, non-governmental organizations, and businesses in Qatar. The purpose of this study was to gain a contextualized understanding of how participants perceive and experience wellbeing. A purposive sampling technique was employed to recruit participants representing different sectors of society. To elicit participants’ perspectives on wellbeing, thematic analysis was used to identify recurring themes and patterns that emerged from the focus groups, viewed through the lens of Bronfenbrenner’ Ecological Systems Theory. Findings reveal that wellbeing is a very personal and subjective experience. Key themes extracted from the data include challenges to sustainable wellbeing in Qatar, including technological disruptions and socio-cultural influences. These challenges require proactive measures that reflect educational priorities, promote cultural preservation, and foster resilient communities while emphasizing individual and collective sustainable wellbeing. This research also identified opportunities for enhancing sustainable wellbeing in Qatar.

Background: Generative artificial intelligence (Gen-AI) has emerged as a transformative tool in research and education. However, there is a mixed perception about its use. This study assessed the use, perception, prospect, and challenges of Gen-AI use in higher education. Methods: This is a prospective, cross-sectional survey of university students in the United Kingdom (UK) distributed online between January and April 2024. Demography and perception of Gen-AI and other AI tools were assessed and statistically analysed to assess the difference in perception between various subgroups. Results: A total of 136 students responded to the survey of which 59% (80) were male. The majority were aware of Gen-AI and other AI use in academia (61%) with 52% having personal experience of the tools. Grammar correction and idea generation were the two most common tasks of use, with 37% being regular users. Fifty-six percent of respondents agreed that AI gives an academic edge with 40% holding a positive overall perception about the use in academia. Comparatively, there was a statistically significant difference in overall perception between different age ranges (I² = 27.39; p = 0.002) and levels of education (I² = 20.07; p < 0.001). Also, 83% of students believe AI use will increase in academia with over half agreeing it should be integrated into learning. Plagiarism (33%), privacy issues (14%), and lack of clarity by the university (13%) remain the top concerns regarding the use of Gen-AI and other AI tools in academia. Conclusions: Gen-AI and other AI tools are being used and their use will continue to grow in higher education. While current use is challenging due mainly to plagiarism fear and lack of clarity by the university, most users believe AI should be integrated into the university curriculum.

Despite the growing number of published studies on student learning in the laboratory, there is a critical need to improve methodological rigor. Resonating with discussions on research methods, this paper outlines the importance of theory-informed research questions, the minimization of researcher and participant biases, and the use of triangulation and iteration in data collection to establish rigor. An illustrative case is presented within the context of a large interdisciplinary research project aimed at improving laboratory learning at the university level. The project incorporates two research avenues: one focusing on literature and faculty perspectives, and the other on a comprehensive assessment of multidimensional learning in the laboratory. The project employs a mixed methods paradigm and is grounded in a conceptual framework that conceptualizes laboratory work as epistemic practice, requiring a holistic analysis of student learning. The article concludes by discussing the results and implications of the project's findings, which are synthesized to highlight aspects of establishing methodological rigor. The overarching goal is to develop a comprehensive assessment instrument that captures the complexity and richness of the laboratory learning environment. The findings from this research are expected to contribute to the advancement of laboratory education research by providing a model for methodological rigor that can be applied across various scientific and interdisciplinary contexts.

This study investigated how different gamification elements in mobile apps influence users' basic psychological needs (autonomy, competence, relatedness) and subsequent engagement outcomes. Survey data was analyzed using PLS-SEM. Social gamification elements enhanced autonomy and competence needs, while immersive elements boosted autonomy and relatedness. Achievement/progression components increased competence and relatedness perceptions. Interestingly, personal traits did not significantly impact psychological needs. Crucially, satisfying autonomy and relatedness predicted higher user satisfaction and continued usage intentions, highlighting their importance for sustained engagement. Competence influenced satisfaction but not continuance intention. The findings demonstrate the motivational roles of distinct gamification features in fostering need-supportive experiences. Designers should incorporate varied social, immersive, and achievement components to address users' psychological requirements holistically. Prioritizing autonomy and relatedness support appears vital for achieving enjoyable, self-motivated, and persistent user engagement across gamified systems and domains. The study provides actionable insights for optimizing motivational affordances through psychologically-informed gamification implementations.

This research investigates the perceptions of parents belonging to the Sidama ethnic group re-garding the significance of technology in early childhood education. The study aims to elucidate how parents perceive the role of technology, such as digital devices and educational applications, in the education and development of their young children. Through qualitative interviews con-ducted with 30 parents and thematic analysis, the study uncovers diverse perspectives, shedding light on cultural, socioeconomic, and educational factors influencing parental attitudes towards technology in early childhood education among the Sidama people. Findings indicate a spectrum of views ranging from enthusiastic embracement to cautious reservation, revealing nuanced considerations that inform parental decisions regarding technology integration in their children's learning experiences.

This research aims to explore factors that influence sustainable music learning system from psychological perspective, and innovatively constructs a combination of qualitative and quantitative approaches. For first time, combines nonlinear system and identifies relevant factors affecting music learning by establishing data system for questionnaire answering and a quantitative model for actual academic performance. Existing research mainly looks at several factors that affect fragmented music learning system from perspective of teachers' teaching rules, emphasizing phased teaching state and learning goals of teachers as main body, thus ignoring music learning students, who are a large group of music learning objects. The research fills gap in this type of research object, focusing on sustainable music learning system from emotional perspective and students who occupy a dominant position in music learning, so as to more accurately explore impact of their emotional influencing factors on music learning system. The most prominent innovation of this study lies in construction of stochastic nonlinear system for psychological influencing factors of student music learning and a quantitative model for actual learning effect. Through analysis of nonlinear system, weight values of several negative emotions on music learning system are obtained. The comprehensive impact of emotional factors and practical learning on music learning system can be obtained by weighting them together.

Students have historically fared poorly on the West African Examinations Council’s (WAEC) mathematics exam. This study investigated senior high school students’ difficulties with studying Geometry in the Cape Coast Metropolis, Central Region, Ghana. Using the descriptive survey design, data were collected from 300 Senior High School Two (SHS 2) students using simple random sampling. Students responded to the questionnaire and a 30-item multiple-choice achievement test on geometry. Four geometry concepts students perceived difficult to study are Circle theorems, Perpendicularity of Tangent and radius of a circle, Angle between Tangent and a chord and Tangents from an external point. The reasons for the difficulty in studying geometry topics are the unavailability of instructional materials, the geometry topics being complex, and teachers not teaching geometry concepts to the students’ understanding. Students’ gender did not influence the learning of concepts in geometry at a 0.05 level of significance. There was an insignificantly weak positive correlation between the students’ performance and their perceived difficult geometry concepts. It was concluded that the Ministry of Education does not provide relevant instructional materials to the various schools to teach geometry concepts. Schools do not organise workshops and seminars for teachers on effectively teaching geometry concepts in mathematics.

The current study compared the goodness of fit and estimation precision of Bayes and maximum likelihood (ML) structural equation modeling across sample sizes. Data consisted of Markov Chain Monte Carlo generated samples of 50, 75, 100, 125, 150, 200, 250, 500, 750, 1000, and 1500 observations. The Bayes and ML methods were used to estimate a structural equation model with 40 parameters, including 12 continuous observed indicators, four latent variables, and three structural paths. Analyses were conducted with the Mplus 8.0 statistical software and were replicated 500 times with each of the 22 conditions (11 sample sizes x 2 estimation methods). Indices of model fit were the Bayes information criterion, the Tucker-Lewis index, the comparative fit index, the root mean square error of approximation, the posterior predictive p-value (for Bayes models), and the ꭓ2 test (for ML models). Results showed that as the sample size increased, both estimation methods exhibited improved model fit and enhanced estimation precision, and both methods performed well with samples of 200 or larger; however, ML demonstrated a marginally superior fit with smaller samples. These findings were not consistent with previous research and suggest that ML remains a better choice with continuous data and small samples.

After the end of colonial rule in 1997, the Hong Kong education system has been experiencing a policy reform on Senior Secondary Education (NSS) Curriculum commenced in September 2009 aiming to educate students as globalized Hong Kong citizens for the Western. Although previous scholars argued that it is hard to differentiate between domestic values and the Western values in account of curriculum development (Sewpaul, 2007), this study demonstrates an analysis using the dichotomy to investigate how local curriculum, especially in the post-colonial areas, embrace both the Western values and domestic values. Using content analysis on the NSS curriculum guides, this article evaluates the influence of the Western values and Chinese values in the NSS curriculum through investigating: (1) how the Western values and Chinese values was incorporated into the curriculum throughout its development (2) why some values are more significantly highlighted in the curriculum guide. Findings include that more Chinese values are involved in the curriculum documents. This may be because of the upholding of domestic values as a post-colonial city. The Western values which are academically related are greatly incorporated into the local curriculum.

The dynamic landscape of AI adoption and its impact on employment in Malaysia demands a multifaceted approach to navigate the challenges and harness the opportunities presented. While the government's commitment to fostering AI adoption through initiatives like the National AI Framework and the Malaysia Digital Economy Blueprint is commendable, it is imperative to address concerns regarding job displacement and ensure inclusive growth. This study identifies the pressing research problem of workforce readiness for the AI-driven future, emphasizing the need to explore strategies for reskilling and upskilling affected workers. By employing critical lenses such as Marxist, feminist, and postcolonial perspectives, scholars highlight the power dynamics and societal implications inherent in AI deployment, guiding the development of policies and interventions that prioritize workers' interests and address social inequalities. Moving forward, a comprehensive approach combining policy interventions, educational reforms, and inclusive strategies is essential to maximize the benefits of AI adoption while mitigating its potential risks. Longitudinal studies, interdisciplinary research, and comparative analyses will further advance our understanding and inform evidence-based policymaking in this evolving field. Ultimately, by prioritizing workforce preparedness, social equity, and sustainable development, Malaysia can position itself as a leader in the AI-driven global economy, fostering a resilient, inclusive, and prosperous society for all.

Given the increased provision of international exchange programmes in higher education, this paper examines students’ perceptions of their learning process in one Erasmus+ programme in Food Innovation and Product Design. Using evaluation model of international exchange programme and triple helix model as the analytical framework, students’ testimonials from 2015–2021 were analysed using a critical discourse analysis. EU and non-EU students had similar perceptions of learning outcomes related to knowledge of the food innovation industry, but non-EU students had a stronger sense of awareness of both the international context and multicultural interaction.

This research aims to explore factors that influence sustainable music learning system from psychological perspective, and innovatively constructs a combination of qualitative and quantitative approaches. For first time, combines nonlinear system and identifies relevant factors affecting music learning by establishing data system for questionnaire answering and a quantitative model for actual academic performance. Existing research mainly looks at several factors that affect fragmented music learning system from perspective of teachers' teaching rules, emphasizing phased teaching state and learning goals of teachers as main body, thus ignoring music learning students, who are a large group of music learning objects. The research fills gap in this type of research object, focusing on sustainable music learning system from emotional perspective and students who occupy a dominant position in music learning, so as to more accurately explore impact of their emotional influencing factors on music learning system. The most prominent innovation of this study lies in construction of stochastic nonlinear system for psychological influencing factors of student music learning and a quantitative model for actual learning effect. Through analysis of nonlinear system, weight values of several negative emotions on music learning system are obtained. The comprehensive impact of emotional factors and practical learning on music learning system can be obtained by weighting them together.

The approach to the personal experience and previous ideas about Physical Education of future Primary Education teachers is a starting point of great interest for the teaching of the subject of Didactics of Physical Education. The study aims to investigate these prior beliefs and to verify to what extent this initial perception changes after taking the course on “Didactics of Physical Education”. A concurrent mixed-methods study was conducted, which included two data collection procedures: (1) a pre-experimental design with a single group featuring pre-test and post-test; (2) the analysis of students' autobiographical accounts of their school experience with physical education. The participants were students enrolled in the Bachelor’s degree program in Primary Education at the University of Santiago de Compostela (USC) who undertook the course last year. The results obtained reveal that after taking the subject of Didactics of Physical Education, students give greater value to more positive concepts of learning, socializing, participating, and playing, among others. Similarly, in the post-test, the assessment of concepts such as competitiveness and physical fatigue diminished. In their autobiographical memories, students associate good memories with relationships with classmates and the playful and socializing nature of the subject; and among the bad memories, they highlight the content related to physical performance, competitiveness, and lack of attention to the diversity of students and their individual characteristics.

In the dynamic landscape of Sabah's socio-economic development, the integration of AI technologies holds both promise and challenge. While AI has the potential to drive economic growth, enhance productivity, and elevate quality of life, it also brings forth concerns regarding job displacement, skill gaps, and unequal distribution of benefits. The latest research problem in the realm of AI and employment in Sabah revolves around ensuring inclusive and sustainable development amidst this technological disruption. This encompasses two key dimensions: skill development and education, and labor market dynamics. Addressing the research questions necessitates a multifaceted approach. Firstly, in the realm of skill development and education, there is a critical need to assess the adequacy of existing programs in equipping the workforce with AI-driven skills. Strategies such as promoting STEM education, fostering digital literacy, and facilitating lifelong learning initiatives, particularly among marginalized communities, are essential. Additionally, fostering collaboration between stakeholders and implementing curriculum reforms are pivotal steps in enhancing the alignment between educational curricula and the demands of an AI-driven economy.

The integration of artificial intelligence (AI) technologies into business practices presents both opportunities and challenges for Sabah, Malaysia. This dynamic abstract explores the latest research problem at the intersection of AI and business in Sabah, focusing on optimizing resource allocation in agriculture and enhancing tourism experiences through AI-driven solutions.In Sabah's agricultural sector, AI holds immense potential to revolutionize traditional farming practices. With limited arable land and unpredictable weather patterns, farmers face significant challenges in maximizing crop yields while minimizing resource inputs. Through the application of machine learning, remote sensing, and IoT devices, researchers aim to develop precision farming techniques that can analyze soil health, monitor crop growth, and predict pest outbreaks with unprecedented accuracy. By optimizing resource allocation and enhancing decision-making processes, these AI-driven solutions have the potential to revolutionize Sabah's agriculture industry, promoting sustainability and resilience in the face of environmental uncertainties.Moreover, the tourism industry in Sabah stands to benefit from AI integration, particularly in enhancing visitor experiences and destination management. With its diverse natural landscapes and rich cultural heritage, Sabah attracts tourists from around the globe. AI-powered recommendation systems, tailored to individual preferences and behavior, have the potential to provide personalized travel itineraries, optimize resource allocation, and boost visitor satisfaction. Additionally, natural language processing (NLP) algorithms can analyze online reviews and social media sentiments, providing valuable insights for destination marketing and management strategies. By harnessing the power of AI, Sabah can elevate its tourism offerings, attract more visitors, and enhance its reputation as a premier travel destination.However, alongside these opportunities, challenges abound in the integration of AI into Sabah's business landscape. Concerns regarding data privacy, cybersecurity, and ethical implications must be carefully addressed to ensure the responsible and sustainable deployment of AI technologies. Furthermore, the digital divide and limited access to technology in rural areas pose barriers to widespread adoption, necessitating comprehensive strategies for capacity building and infrastructure development.In conclusion, the advancement of AI integration in Sabah's business landscape holds immense promise for driving innovation, economic growth, and sustainability. By addressing the research problems outlined in this abstract, researchers, policymakers, and industry stakeholders can collaboratively navigate the opportunities and challenges of AI integration, paving the way for a prosperous and inclusive future for Sabah, Malaysia.

The integration of artificial intelligence (AI) into academic settings in Sabah, Malaysia, is transforming education and research landscapes. While AI technologies promise to enhance teaching, learning, and scholarly activities, they also pose challenges such as ethical concerns and skill gaps among academic staff. This study addresses the multifaceted impacts of AI adoption on academicians in Sabah, focusing on two key research questions: the impact of AI-based intelligent tutoring systems on student engagement, learning outcomes, and educational equity, and the challenges and opportunities in building academicians' capacity to integrate AI technologies effectively. Through a multidisciplinary approach, incorporating insights from education, computer science, social sciences, and ethics, this research aims to evaluate the effectiveness of AI tools in educational settings and identify strategies for skill development and infrastructure support. The study recommends empirical assessments within Sabah's educational institutions, considering contextual factors and fostering collaborative partnerships with local communities. Professional development programs, collaboration with industry partners, and improved access to AI infrastructure are proposed strategies. Longitudinal studies and interdisciplinary research initiatives are suggested for future research, along with qualitative methods to capture diverse perspectives. Ultimately, by embracing a collaborative and multidisciplinary approach, Sabah's academic community can harness the transformative potential of AI to advance education, research, and scholarship while promoting ethical and inclusive practices.

This research paper presents our investigation of the evolving trends in the field of Learning Sciences (LS) from 2005 to 2021. LS is a multidisciplinary field that integrates various scientific disciplines to study and support learning in real-world contexts (Hoadley, 2018). Our paper aims to understand how LS practices, methods, and disciplines of interest have changed over time, considering factors like the COVID-19 pandemic and the call for more equity-based research. We collected data from the International Society of Learning Sciences (ISLS) repository, which serves as one major platform that showcases LS research. We analysed the proceedings of the ISLS annual meetings and conferences, focusing on variables such as title, abstract, issue date, publisher, and collection using web scraping tools and the RStudio software for data collection and analysis. Our findings indicate several trends in LS research. In terms of methods and practices, design-based research (DBR) and participatory methods were commonly used in LS studies. However, there was a decline in the adoption of DBR in 2021, possibly due to the limitations imposed by the COVID-19 pandemic. Project-based learning, embodied interaction, and game-based learning were the most frequently used techniques among LS researchers. When examining the population of interest and domain focus in LS research. Learners were the primary focus, with a significant increase in the number of studies focusing on students over the years. However, there was also a noticeable increase in studies focusing on teachers in more recent years. In terms of subject disciplines, science and mathematics were the primary areas of focus, but there has been increasing attention to the arts and technology in recent years. Concerning equity-based research in LS, the finding revealed a significant increase in this area from 2005 to 2021, with ICLS studies tending to focus more on equity compared to CSCL studies. These findings contribute to understanding the current status and future development of the learning sciences.

This research aims to explore factors that influence sustainable music education from a psychological perspective, and innovatively constructs a combination of qualitative and quantitative approaches. For first time, combines stochastic nonlinear system of control theory and identifies relevant factors affecting sustainable music learning by establishing a data system for questionnaire answering and a quantitative model for actual academic performance. Existing research mainly looks at several factors that affect fragmented music education from perspective of teachers' teaching rules, emphasizing phased teaching state and learning goals of teachers as main body, thus ignoring sustainable music education and students, who are a large group of music learning objects. The research fills gap in this type of research object, focusing on sustainable music education from an emotional perspective and students who occupy a dominant position in music learning, so as to more accurately explore impact of their emotional influencing factors on sustainable music learning. The most prominent innovation of this study lies in construction of stochastic nonlinear system for psychological influencing factors of sustainable student music learning and a quantitative model for actual learning effect. Through analysis of nonlinear system, weight values of several negative emotions on sustainable music learning are obtained.

Improving the capabilities of faculty members, including competencies of emotional intelligence in professors, can play a major role in various education levels of success and achievement, adjustment, and mental health in students, and is a fundamental solution to the promotion of higher education quality. For accurate examination of the issue, the present study aimed to determine the association between basic science professors' emotional intelligence and the ability to teach at the School of Medicine of Iran University of Medical Sciences. The present descriptive-analytical study was conducted at the School of Medicine of Iran University of Medical Sciences by census sampling of faculty members of the basic sciences. We included 98 faculty members in the study. The research tools included Dr. Haghani's "Emotional Intelligence in Teaching" questionnaire and Dr. Akbari's "Teaching Ability" questionnaire. We analyzed data through descriptive statistics and analytical tests, including Spearman's correlation test, Pearson test, t-test, and two-way analysis of variance. The mean score of faculty members' emotional intelligence was 111.51±9.3 equal to 89.93±7.5 percent, and the median score of total teaching ability of the questionnaire was 101.89±8.59 equal to 87.84±7.4 percent. There was a positive correlation between faculty members' emotional intelligence and teaching ability. (p= 0.0001, r= 0.71). The faculty members' emotional intelligence can be a determinant in their teaching ability. Their emotional intelligence was evaluated as good and there was a positive relationship between emotional intelligence and teaching ability.

Background: This study addresses the burgeoning impact of Large Language Models (LLMs) such as ChatGPT on the integrity of online examinations and seeks to demonstrate latent and advanced LLM reasoning capabilities. The research devises an iterative self-reflective strategy for invoking critical thinking and higher-order reasoning in LLMs based on multimodal exam questions using visuals and text. Methods: The proposed strategy was demonstrated and evaluated on real exam questions by subject experts and the performance of ChatGPT (GPT-4) with vision was estimated on an additional dataset of 600 text descriptions of multimodal exam questions, focusing on its response to complex, visual, and textual prompts. Results: The results indicate that latent multi-hop reasoning capabilities can be invoked using the proposed self-reflective strategy, which can effectively steer ChatGPT towards correct answers by integrating critical thinking from each modality into the final response. Meanwhile, ChatGPT demonstrated considerable proficiency in being able to answer multimodal exam questions across 12 subjects. Conclusions: This work challenges findings from recent studies which claim that existing LLMs are unable to reason on complex multimodal tasks, and therefore this study underscores the need for enhanced online exam security measures like proctoring software, that can mitigate the potential misuse of AI technologies in educational settings.

The development of transversal competences, in interaction with professional competences, is essential for individuals to adapt to change and live meaningful and productive lives. The aim of this study was to explore the mutual interaction of six transversal competences—civic, digital, entrepreneurial, global, innovation, and research, as well as their respective sub-competences—and propose possible approaches to how this dynamic of interaction can be applied to facilitate the development of transversal competences. A sample of students (N = 1575) from 21 universities in Latvia completed a self-assessment survey evaluating multiple behavioural indicators for each transversal competence and sub-competence. The results revealed that civic competence was evaluated significantly lower than other competences, and, for most transversal competences, sub-competences associated with active and systematic collaboration and networking received lower evaluations. A network analysis showed that the community involvement sub-competence of the civic competence and the initiative and critical thinking sub-competences of the innovation competence had the strongest links to the other measured sub-competences on average. The results suggest that the development of initiative and cooperation-and-collaboration-related and network-building skills are likely to have a systematic positive effect on the development of a wider set of transversal competences and the professional autonomy of students in the long term.

Museums are called to respond to contemporary challenges and contribute to the formation of more progressive societies. One of the major challenges of our time is climate change and museums could construct cocreated narratives around climate and implement targeted actions for the audiences through their sensorial and affective experiences. More specifically, Geology and Palaeontology museums are repositories of knowledge on geoheritage and geoconservation, recognized for their scientific, pedagogical, cultural and recreational values. The educational potential of geological and paleontological exhibits could be used in informal education activities regarding the climate emergency. Taking the above into consideration, this study focuses on both the creation and evaluation of an educational program for the Natural History Museum of Arsakeio Campus at Psychicko.

Citizen science substantially contributes to large-scale biodiversity monitoring and the enhancement of public literacy. While both of the contributions largely depend on the public’s self- regulated learning. In this study, we employed a mix- method approach, incorporating both a questionnaire survey of 133 participants and interviews with 12 volunteers, aiming to explore the feature of self- regulated learning in citizen science, as well as identify the main factors impacting it. The volunteers are all different ages, from different jobs, with varying educational backgrounds. The findings revealed that the educational background of volunteers did not significantly impact their self-regulated learning. However, an increased frequency of participation was linked to higher levels of self-regulated learning. Furthermore, achievement goal orientation mediates the prediction of self-regulation by scientific epistemology. These insights underscore the importance of enhancing citizen science's impact on scientific literacy by fostering self-regulated learning among participants. This can be achieved through explicit instruction in scientific epistemology and by fostering a sense of achievement to boost achievement goal orientations. Additionally, our study advocates for the promotion of social interaction between students and out- of- school citizen scientists in school-based citizen science projects. The main innovation of this study is to consider volunteers as learners, not merely as contributors of data.

Recent research emphasises the importance of Artificial Intelligence applications as supporting tools for students in higher education. Simultaneously, an intensive exchange of views has started in the public debate in the international educational community. However, for a more proper use of these applications, it is necessary to investigate the factors that explain their intention and actual use in the future. With the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, this work analyses the factors influencing students' use and intention to use artificial intelligence technology. For this purpose, a sample of 199 Greek students at the School of Humanities and Social Sciences from the University of Patras participated in a survey. The findings highlight that expected performance, habit, and enjoyment of these Artificial Intelligence applications are key determinants influencing teachers' intentions to use them. Moreover, behavioural intention, habit, and facilitating conditions explain the usage of these Artificial Intelligence applications. The study did not reveal any moderating effects. The limitations, practical implications, and proposed directions for future research based on these results are discussed.

This paper explores teachers’ professional practices to gain a thorough grasp and a deep understanding of what it takes to retain learners in an environment where most schools fail to do so. I approach the study using a qualitative multiple case study design and position it within the interpretive paradigm. I purposively selected 50 post-level one teachers from five schools. Cavanagh and Dellar’s theory on culture of school improvement, which emphasizes the transformation of schools into learning communities through social interaction, interpersonal relationships, and support among various stakeholders, including parents, teachers, and learners, was used as theoretical lens for this research. To generate data, I used focus group discussions. I present and discuss data through four themes namely, fundamental values, ethics and behaviour in the classroom, their influence in building learners’ moral vocabulary in the classroom, Classroom rituals in running the classroom smoothly and learner productivity, the effects of the celebrations on the classroom-learning communities, role served by heroes and heroines in learners learning together. In conclusion, one dynamic that stood out is that not all values that teachers had were mutually consistent or harmoniously realisable. Despite that, teachers focused on the central task of teaching, learning and management with a sense of responsibility, purpose and commitment. Teachers seemed to have mind-sets that supported a good work ethic, achievement, commitment, passion and love to attend their teaching duties diligently. Teachers uphold the values through rituals that symbolised order, that prepared students for learning and helped in binding learners of the school and teachers to each other and emphasised the unique values of the school culture. They also uphold them by celebrating academic achievement and had learners and other people who were taken as heroes and heroines of the school and were looked up to by other learners and members of the staff and generally set the tone for the way things were done.

Algorithms, indispensable to understand Artificial Intelligence (AI), are omnipresent in social media but users’ understanding of these computational processes and the way they impact their consumption of information is often limited. There is a need for Media and Information Literacy (MIL) research investigating a) how MIL can support Algorithm Literacy (AL) as a subset of competences, and with what working definition, b) what competences users need in order to evaluate algorithms critically and interact with them effectively, and c) how to design learner-centred interventions that foster increased user understanding of algorithms and better response to disinformation spread by such processes. Based on Crossover project research, this paper looks at four scenarios of use by journalists, developers and MIL experts that mirror users’ daily interactions with social media. The results suggest several steps towards integrating AL within MIL goals, while providing a concrete definition of Algorithm-literacy that is experience-based. The competences and design considerations are organised in a conceptual framework thematically derived from the experimentation. This contribution can support AI developers and MIL educators in their co-design of algorithm-literacy interventions and guide future research on AL as part of a set of nested AI literacies within MIL.

Data4HumanRights training materials have been developed as open-source and tailored to limited resource settings where community data collectors often live and work. An overview of how the training material was developed together with community data collectors in Nigeria and Kenya is provided. The paper gives insights into the fundamental principles (i.e., inclusiveness, adaptive, limited resources, gender- and incentive-sensitive) and the structure of the open-access training materials. This resulted in 28 modules designed to be delivered in a face-to-face format in less than one day by a local trainer. To maximize adaptivity, the training modules can be mixed and matched (e.g., as individual modules or a learning path of several modules around a specific training need). The individual modules cover a range of methods and tools that are useful to human rights work, for example, documenting evictions, performing rapid needs assessments after acute crises, community profiling, and monitoring community development indicators. The training materials contain instructions for the facilitator(s) of the training and all necessary training materials to conduct the training. To maximize inclusivity, the training covers basic to advanced topics. Most training modules address basic training topics that can be optimally followed with a mobile phone (to avoid using a computer and printing handouts). The training was developed and implemented with local community groups in Nigeria and Kenya. The material is free to use, adapt, and translate into different contexts and languages.

In higher education, the cultivation of research competency is pivotal for students’ critical thinking development and their subsequent transition into the professional workforce. While statistics plays a fundamental role in supporting the completion of a research project, it is often perceived as challenging, particularly by students in majors outside mathematics or statistics. The connection between students’ statistical proficiency and their research competency remains unexplored despite its significance. To address this gap, we utilized the supervised machine learning approach to predict students’ research competency, as represented by their performance in a research methods class, with predictors of students’ proficiency in statistical topics. Predictors relating to students’ learning behavior in a statistics course such as assignment completion and academic dishonesty are also included as auxiliary variables. Results indicate that the three primary categories of statistical skills—namely, understanding of statistical concepts, proficiency in selecting appropriate statistical methods, and statistics interpretation skills— can be used to predict students’ research competency, as demonstrated by their final course scores and letter grades. This study advocates for strategic emphasis on the identified influential topics to enhance efficiency in developing students’ research competency. Findings could inform instructors in adopting a strategic approach to teaching the statistical component of research for enhanced efficiency.

Integrated disaster risk reduction in schools represents a key component of safety strategies within the educational sector of every country. In this study, a series of 850 face-to-face interviews (650 with students and 200 with teachers) were conducted throughout 2023 in 10 out of the total 18 municipalities in the Western Morava Basin of the Republic of Serbia. The paper proposes two central hypotheses regarding school-based disaster risk reduction. Firstly, it suggests that gender, age, parent's employment, academic achievement, living situation, paternal and maternal education levels, and engagement with social media collectively influence students' perspectives on this matter. Secondly, it posits that gender, age, marital status, parenthood, and educational background significantly impact teachers' viewpoints on school-based disaster risk reduction. Multivariate linear regression was used to explore predictors of students' and teachers' insights on school-based disaster risk reduction. Various statistical tests including Chi-square, t-tests, one-way ANOVA, and Pearson's correlation were employed to investigate the influence of demographic and socioeconomic factors on these insights. The results of multivariate regression analyses indicate that age, gender and marital emerge as the primary predictors across various facets of students' and teachers' insights on school-based disaster risk reduction (awareness of disasters, disaster education activities, attitudes on disaster risk reduction education, enhancement of disaster information accessibility, etc). The results of this study provide insight into the key factors influencing students' and teachers' perceptions of disaster risk reduction in schools. As such, they can serve as a basis for improving educational programs, developing policies and strategies, normative educational frameworks, teacher training, and further research in disaster education.

Children are inherently curious about everything they encounter, making the early years a perfect time for STEAM (science, technology, engineering, arts, and math) investigations. An outdoor learning environment can influence STEAM concept formation of preschoolers with intentional design that offer STEAM learning affordances. Despite the rising interest in early STEAM education, there is still limited literature on how the outdoor environment may influence STEAM learning behaviors of preschoolers (3-5 years old). This scoping review intends to evaluate the existing knowledge regarding the physical factors that contribute to STEAM learning affordances in an outdoor environment for children aged 3 to 5. The review included studies from the last twenty years. This scoping review was conducted in accordance with the criteria outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). For this scoping review, 843 citations were discovered across four databases (JSTOR, Scopus, EBSCOhost, and Web of Science), ProQuest, and Google Scholar, and 31 articles were considered eligible for inclusion. Through the synthesis of information from those 31 studies, a list of STEAM learning behaviors of children and STEAM activity-supportive settings were identified that may positively influence preschoolers' STEAM concept development.

The rapid advancement of technology has revolutionized language learning, introducing innovative methods that depart from traditional instructional approaches. This study employs a mixed-methods research design to examine the impact of chatbot-based language learning support, adaptive learning algorithms, and virtual reality language immersion on the language learning proficiency and self-regulated learning skills of English as a Foreign Language (EFL) learners. The research design includes quantitative analysis of language proficiency scores and qualitative exploration of learner experiences with the technological interventions. The theoretical implications of this study are rooted in constructivist and socio-cultural learning theories, which underpin the design and implementation of the technological interventions. The triangulation of qualitative and quantitative data revealed that the participants' positive perceptions of the effectiveness of chatbot-based language learning support were supported by the quantitative results, with the variable "chat-bot based support" demonstrating a substantial mean difference compared to other groups. This convergence of findings reinforces the positive influence of chatbot-based support on language learning outcomes and highlights the importance of integrating theoretical perspectives with empirical evidence to gain a comprehensive understanding of the impact of technological interventions on language learning outcomes for EFL learners. The study's findings provide insights into the potential of these technological interventions to optimize language learning outcomes for EFL learners and promote autonomous learning behaviors.

A common problem in education has always been to get students to achieve an adequate level of motivation and engagement. Many evidences show that gamification has the potential to make learning more engaging, motivating and effective. However, it is essential to design gamified experiences thoughtfully, ensuring that they align with educational objectives and promote meaningful learning outcomes, and so the lack of established design methodologies can lead to unintended consequences.

This study explored the incidence of metaphorical virtual classrooms and interactive learning objects in the interaction of students in online mode. The main objective was to analyze how these digital tools, driven by a set of strategies to promote their use, affect the interaction of students in the virtual classroom system and their derived effects. To this end, the latest version of Moodle was implemented in conjunction with gamification plugins and interactive tools in the higher education institution used as a case study. The methodology consisted of data collection through ordinal instruments applied to the teachers and student performance metrics gathered using a plugin developed to extract accurate metrics of each student's usage and performance through direct queries to the Moodle database and its processing through a neural network. This facilitated the collection of standardized data on the actual metrics of each virtual classroom at the end of the teaching of each subject from both the previous LMS and the newly implemented one. This data was then analyzed using advanced statistical techniques, including Mahalanobis distances, confirmatory factor analysis, and the Wilcoxon signed-rank test. These methods provided a compelling comparison between the old and new systems, revealing significant improvements in the metrics and factors evaluated. The results showed a significant improvement in teachers' perceptions of the usability of the virtual classroom system and an increase in students' academic performance, interaction, progress, and time spent learning in virtual contexts. These results provide solid empirical evidence of the added value of these educational tools as effective strategies for improving student interaction, performance, and motivation in online education.

This study examined how practice distribution schedules influenced accuracy and efficacy in the tennis serve. 24 recreational players were randomized into two experimental groups. Both groups carried out 4 series of 10 services per session during 12 sessions. Massed practice group did not rested between services and rested 10 seconds between series. Distributed practice group rested 10 seconds between services and 30 seconds between series. The accuracy and efficacy were registered and computed based on the 2D digitalization. The learning and retention were tested in a post-test and retention test. The learning program increased the efficacy in the post-test in both groups (p =.001 massed group; p =.015 distributed group). On the retest, the group of massed practice decreased efficacy (p =.021). In accuracy, the group of massed practice reduced its performance in the post-test (p =.015). The effects of the program on the accuracy in the retention test were not observed. It is concluded that this type of sports learning programs, applied at a recreational level, can provide a rigorous approach that contributes with guarantees to the learning of tennis.

Scholars and policymakers see sustainability as depending on the interrelationships between the three pillars of the environment, society and the economy. However, it remains less clear how key stakeholders with a responsibility for educating the next generation perceive the concept of sustainability and act accordingly. In order to gain new insights, this research scrutinises participant perceptions on sustainability and climate change in two eco-schools in England for primary children (aged 5-11 years). Our case study involved individual interviews with classroom teachers and headteachers, group interviews with fourth- and fifth-year students (ages 10-12 years), and in-class observations. We also analysed data from student exercise books and photographs of school grounds to understand participants’ self-reported knowledge and perceptions of sustainability and climate change. Within a framework drawing on theories of science communication and transformative learning (a learning approach based on having challenging experiences), the results show that the integration of sustainability into the curriculum was limited and problematic. That is despite the fact that all students and teachers were aware of the environmental dimensions of sustainability, like climate change and the overuse of natural sources. These findings suggest that schools are no different to other institutional settings when it comes to dealing with the challenges of integrating sustainability into daily practice. We conclude that there is a need for in-service teacher education programmes to enable and motivate teachers to provide richer teaching-learning environments so as to enable effective learning in schools about sustainability and climate change.

Multilingual classrooms are becoming more common worldwide due to increasing mobility. Teaching foreign languages using the mother tongue in multilingual classrooms has become problematic; some of the significant concerns in Japanese language acquisition – such as the high contextuality of the language, vocabulary and kanji learning – make the direct teaching method confusing for many students, especially at the beginner and elementary levels. This article provides the preliminary results of a study carried out as a component of a more extensive empirical research project on instructional languages in classrooms teaching Japanese as a foreign language. It aims to gather, analyse and synthesise data from a survey conducted at a supranational level. The results of the first two sections of a questionnaire containing closed and open-ended questions were used for a quantitative analysis of the profile of Japanese language instructors with a focus on finding possible connections. The wide geographic distribution of the respondents (274 teachers from fifty-seven countries and regions) made it possible to collect data from a more representative sample and draw meaningful conclusions about the spread of multilingual classrooms that would be impossible in smaller-scale research. The study’s primary results show the proportion of multilingual classrooms among countries in different regions and across different educational stages, the distribution of Japanese language instructors in various educational stages depending on the highest level of formal education attained, and the proportion of part-time instructors working in different academic institutions.

(1) In an era where sustainable behavior is increasingly crucial, understanding the discrepancy between individuals' sustainability-oriented values and their actual behaviors, known as the inner-outer gap, is vital. This study explores the potential of the Tripartite Structure of Sustainability (TSS) framework to address this gap within the context of sustainable education. By reviewing literature from the databases APA, ERIC, and Web of Science, we systematically examined factors influencing sustainable actions. (2) Employing a qualitative content analysis approach, we analyzed 56 articles over a 15-year period, identifying 83 factors that either bridge or reinforce the inner-outer gap. These factors were categorized within the TSS framework, which segments sustainability-oriented actions into individual, social, and self-transcendent domains, alongside their activation points: stable, situational, or automated. (3) Our analysis revealed that self-focused factors often reinforce the gap, suggesting a hindrance to sustainable behavior. Conversely, self-transcendent factors consistently bridged the gap, promoting sustainability. Social factors showed variable impacts based on the ethical and sustainable context they were placed in, suggesting that the social environment's orientation significantly influences sustainable behavior. (4) The study concludes that the TSS framework offers a promising approach to advancing sustainability in education by facilitating a paradigm shift towards holistic and interconnected perspectives. This shift is critical for fostering sustainable behaviors, thereby contributing to the field of educational psychology and offering practical implications for educators aiming to nurture a sustainable future.

We are currently facing a potential ‘polycrisis’, a critical inflection point that requires a whole-of-society response aimed at building collective foresight and preparedness for short-, medium-, and long-term risks. The role of higher education institutions and social stakeholders is decisive to make an impact. This paper depicts the alignment of academia, governance, and industry with the aim to challenge, inspire, and encourage universities to go beyond commodified courses and mere employability, enhance student growth and bind macro-scale measures that lead to a sustainable future. A modest teaching innovation project has served as a transforming lever, with the private sector joining in, to create a platform that reaches more than 50 000 undergraduate students and teaching staff. The resulting structure, rooted in the University’s strategic plan, has served to channel local and regional initiatives, establish effective partnerships with broad social members, raise awareness and promote actions to advance in the pursuit of Sustainable Development Goals. Chronology, materials and methodology, together with a description of the different courses, programmes and actions are provided. The paper concludes with some recommendations for future research, policy and cooperation among stakeholders. Research methodology posted on clinicaltrials.gov under ID NCT04392869, NCT05598944, and NCT05775978.

Among the most popular learning management systems available worldwide is Moodle [1]. This current study examines how learners' attitudes toward English as a foreign language (EFL) and their language proficiency are affected by Moodle's interactive language learning activities. Thirty-three undergraduate students participated in this study. We investigated the effects of engaging language learning exercises that were practiced on Moodle using an experimental re-search design. To find out if the experimental and control groups differed significantly from one another on pre- and post-measures regarding the development of language skills and attitudes toward language classrooms, a number of statistical tests were employed. We conducted data analysis using SPSS software. Results demonstrated that there were differences favoring the ex-perimental group in the language skills developments and attitudes of learners toward the lan-guage classroom. There were no apparent differences in the forming structures, speaking, or listening of the control group's learners. On the other hand, there were notable differences in the overall score, writing and reading skills, and lexical item mastery. Additionally, significant dif-ferences in the language acquisition growth of the experimental and control groups were found using an Independent Samples T-test in the post-test, with the experimental group benefiting.

Significant changes to the new National College Entrance Examination (NCEE) and the implementation of the “Double First-Class” (DFC) initiative in China are coincidentally in the national spotlight and fall within the same policy window. However, few studies have investigated the effects of the new NCEE on the quality of students in DFC universities. By leveraging the 2018-2022 college admission data from Shandong Province, these effects are examined via the interrupted time-series technique. Weighted rankings for liberal arts and science disciplines and the admission ranking coefficient are adopted to ensure comparability before and after the reform. The findings reveal that after the reform, the quality of students in both world-class universities and first-class discipline universities improved, with greater improvements seen in world-class universities. Focusing on urban differences, the quality of students in DFC universities located in second-tier cities is found to have experienced a higher increase as compared with students in the first-tier and new first-tier cities. In addition, the reform has had different impacts on the quality of students in different majors. Furthermore, when selecting postsecondary institutions, high-scoring students prioritize the quality of universities and majors over urban factors. Finally, the implications of the new NCEE in relation to a sustainable development of DFC universities for research, policy, and practice are further discussed.

The quasi-experimental study examines the role of contemporary technologies, such as artificial intelligence and humanoid robots, in enhancing sustainability education for future teachers, emphasizing their impact on shaping sustainable beliefs in future generations. Involving 112 pre-service teachers, the research compares various contemporary and traditional learning methods. Pre- and post-test evaluations were conducted to assess changes in participants’ understanding of sustainability concepts and the variability of their responses. Results reveal significant improvements in sustainability awareness, with methods involving humanoid robots showing higher response variability. The study also identifies the development of new literacies crucial for effectively utilizing advanced technologies in promoting environmental sustainability. While artificial intelligence and humanoid robots match the efficacy of traditional methods, they notably engage young educators more effectively in sustainability topics. These findings highlight the need to integrate such technologies into educational framework to deepen the understanding of environmental issues and prepare youth for future challenges. However, further research is required to explore long-term effects and broader demographics. The research contributes significantly to educational technology and sustainability in education, showcasing the transformative potential of incorporating contemporary technologies in educational settings.

Distance Learning has become the new standard, especially after the pandemic and due to the technological advances, that are incorporated into the teaching procedure. At the same time, the augmented use of the internet has blurred the borders between distance and conventional learning. Students interact mainly through LMSs, leaving their digital traces that can be leveraged to improve the educational process. This work aims to propose a model that can capture the students' behaviors based on the clickstream data associated with the discussion forum and additionally to suggest interpretable patterns that will support education administrators and tutors in the decision-making process. To achieve our goal, we use Social Network Analysis (SNA) as networks represent complex interactions in a meaningful and easily interpretable way. Moreover, simple or complex network metrics are becoming available to provide valuable insights into the students’ social interaction. This study concludes that by leveraging the imprint of these actions in an LMS and using metrics of SNA, differences can be spotted in the communicational patterns that go beyond simple participation recording. Although HITS and PageRank algorithms were created with completely different targeting, it is shown that they can also reveal methodological features in students’ communicational approach.

This paper shares research results of an explorative study investigating a Malta context university lectureship experience. The qualitative research findings, based on thematic analysis of 10 interview transcripts, describe the experience of being a university academic as an ever-changing journey of time passages in space and time. The journey is characterised by the strong theme of teaching along with the two other primary themes labelled identity and un/belonging. Identity feeds on teaching and the sense of un/belonging, but not only. Profession/Practice and Research/Publication are two other themes that in this study emerge as feeding the primary themes. These research findings unsettle privilege portrayals of tenure track university lectureship. They confirm the emphasis on teaching in this local context and increased administration obligations. Distinctively, they expose another identity dimension additional to the teacher and researcher attributions highlighted in mainstream literature. These findings suggest that university academics need to be supported for keeping alive differentiated identity dimensions which are not in opposition to each other yet in competition for time. While the limitations of the study are acknowledged, several recommendations deriving from this study for the local context are shared.

Developing sustainability competences is an important endeavor for education, as competence development can be complex and requires appropriate approaches. In the case of preparing future educators, this becomes even more important, because of their multiplier role. The current study presents how a project, based on living-lab methodology, helped preservice preschool teachers, attending a course on sustainability issues, develop sustainability-specific professional action competence. Students collaborated with an organization and a school and were trained to deliver to 6-year-old pupils, activities concerning the protection of sea turtles. The process included reflection, based on a given template. After the intervention, the preservice preschool teachers reflected upon their role and professional performance and discussed how they, benefited from this project. They further analyzed through a group interview, how the Living Lab methodology raised their professional confidence and self-efficacy, and helped them develop content knowledge, pedagogical content knowledge, and a sense of purpose and motivation for teaching about sustainability. Outcomes indicate that participants felt confident and efficacious to teach about sustainability, and developed their content knowledge, pedagogy content knowledge, motivation, and volition due to a strong sense of purpose and responsibility. The overall process facilitated the development of critical thinking, systemic thinking, reflection, and collaboration..

We are currently facing a potential ‘polycrisis’, a critical inflection point that requires a whole-of-society response aimed at building collective foresight and preparedness for short-, medium-, and long-term risks. The role of higher education institutions and social stakeholders is decisive to make an impact. This paper depicts the alignment of academia, governance, and industry with the aim to challenge, inspire, and encourage universities to go beyond commodified courses and mere employability, enhance student growth and bind macro-scale measures that lead to a sustainable future. A modest teaching innovation project has served as a transforming lever, with the private sector joining in, to create a platform that reaches more than 50 000 undergraduate students and teaching staff. The resulting structure, rooted in the University’s strategic plan, has served to channel local and regional initiatives, establish effective partnerships with broad social members, raise awareness and promote actions to advance in the pursuit of Sustainable Development Goals. Chronology, materials and methodology, together with a description of the different courses, programmes and actions are provided. The paper concludes with some recommendations for future research, policy and cooperation among stakeholders. Research methodology posted on clinicaltrials.gov under ID NCT04392869, NCT05598944, and NCT05775978.

Conducting quantitative research involving adolescents demands a thoughtful approach to the question of supervision, given that each option comes with its distinct set of implications. This study reviews these implications and empirically tests whether differences in data quality can be found among three modes of standardized survey research with medium sized groups of adolescents (12-17 years). Data basis is a quasi-experimental survey study testing different forms of digital, hybrid or in-person supervision, that took place in 2021 in secondary schools in Germany (N=923). Aim of this study is testing how aspects of data quality – item-nonresponse, interview duration, drop-out-rate and response patterns – differ between these forms of supervision. Results could help researchers surveying young people to decide (1) whether they allow confidants or other adults to be present during interviews, (2) if they can rely on teachers alone when surveying classrooms and (3) if it is cost-efficient to send out external supervisors for classroom sessions. While dropout-rates do not differ, item non-response, interview duration, and response patterns differ significantly, students supervised at home by external interviewers answered more questions, took more time to answer and are less likely to give potentially meaningless answers in grid questions. The implications drawn from the findings question the common approach to solely rely on teachers for survey administration without the support of external supervisors or adequate training. Recruiting respondents via schools and surveying them online in their homes during school hours shows to be a robust method with regard to the analyzed indicators.

First, an introductory essay is carried out to build a historical, economic-productive and legal theoretical framework of the origin and formation of Secondary Technical Schools in Europe, North America and the Argentine Republic. Then a normative introduction to Technical Education is carried out at the Technical School No. 2 “Independencia” of Concordia, Entre Ríos, Argentine Republic. Its regulations and Laws that govern technical education. We continue analyzing the development of five (5) case studies generated in the E.E.T. No. 2 “Independence” of the city of Concordia, Province of Entre Ríos, Argentine Republic. Case study No. 1: Face masks for Covid-19, designed with CAD-STL software and printed in polylactic acid (PLA) with 3D printers, for protection from SARS-CoV-2 (Coronavirus) or Covid-19. Case study No. 2: TURBO: air extractor/blower for environments contaminated by COVID-19. Case study No. 3: ROBOT-T2: Educational Robot Made by Students and Teachers of the Technical School No. 2 (E.E.T. No. 2) “Independencia”, Concordia, Entre Ríos, Argentine Republic. Case study No. 4: Self-construction EcoBlock, for social housing. Case study No. 5: Relationships of all sciences with abductive thinking, creativity, design, art and the main relationships between Social Sciences (philosophy, logic, hermeneutic research methodology, etc.) with Exact and Natural Sciences (mathematics, physics, chemistry, biology, genetics), other sciences and disciplines such as engineering, medicine, etc. We obtain the conclusions of the development. Bibliography.

The study examines academic burnout syndrome and its relation to personal and academic variables among university students in nursing and early childhood education programs in Spain. A total of 606 university students (Primary Education: 49.7%; Nursing: 49.7%) of both sexes (71.5% female), and average age 20.68 years (SD = 1.65) participated. An ex post facto retrospective single-group design was planned. The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the NEO Five Factor Inventory (NEO-FFI). Nursing students, who showed more study hours, less sleep, and lower grades, had higher academic burnout scores. Linear regression models were proposed to analyze the relationship between academic burnout, personality, and sociodemographic variables. Nursing students scored higher in emotional exhaustion and lower in cynicism, and they scored higher in neuroticism and openness. Furthermore, 16.1% of the variance in academic burnout was explained by personality variables as degree, course and study hours. These findings suggest the importance of considering both academic and personality variables in understanding academic burnout in university students.

Recently, interest in STEM education has grown among researchers and educators, also considering the skills required to address the challenges of the 21st century. Supporting learning in STEM subjects is an open challenge, especially during secondary education, which is reflected in the implementation of innovative pedagogical practices, including approaches focused on Game-Based Learning (GBL). This study analyzed the main issues addressed by research on game-based educational approaches applied to STEM teaching and learning in secondary school and their evolving trends. A text analysis of abstracts published in the past decade was conducted using T-lab software. The “Word Analysis” function was used for preliminary visual mapping; then the “Specificity Analysis” and “Thematic Analysis of Elementary Contexts” functions were applied to explore changes in research directions and to map the themes covered by the most recent studies. The results showed that the implementation of games in STEM disciplines is a promising area of inquiry. A shift in research directions also emerged, currently more focused on studying how GBL can foster engagement and the emotional component of learning. Adapting to rapidly changing technology and integrating essential skills such as coding and computational thinking are additional challenges that the research community is facing.

Generative artificial intelligence tools are flourishing across various sciences, particularly in the educational domain. ChatGPT, with its versions 3.5 and 4.0, stands out for its multilingual capabilities, catering to both students and educators. This research aimed to evaluate the performance differences between these versions, and importantly, to compare the accuracy of ChatGPT's responses in English versus Arabic. In our study, we presented ChatGPT with 39 chemistry problems related to 6th-7th grade curriculum, including twenty-five open questions and fourteen multiple-choice questions. Each response was categorized as accurate, partially accurate, or inaccurate. Our analysis, focused on trends across versions and languages, revealed significant enhancements in version 4.0, particularly in its ability to process Arabic. However, despite these improvements, our findings indicate that responses in English consistently outperformed those in Arabic in terms of accuracy. In light of this discrepancy, we suggest that ChatGPT either incorporates additional Arabic databases into its training regimen or develops a code that adopts the following strategy to ensure more accurate responses in science education: questions should first be translated from Arabic to English, addressed, and then retranslated into Arabic before being presented to the user. This approach takes advantage of the greater accuracy of responses in English to benefit Arabic-speaking users, and it may also improve outcomes for speakers of other languages who experience less precise answers in the fields of chemistry or science education.

This research examines the effects of the implementation of an educational programme of mindfulness training using Virtual Reality (VR) with students in adapted vocational training. The aim of this programme is to instruct and strengthen attention and self-regulation skills in relation to the learning process, with the objective of reducing anxiety and impulsivity in students, contributing to promoting sustainability in education, as well as reducing inequalities. The development and implementation of this project was carried out in IES Teguise in Lanzarote (Spain) with 11 students with intellectual disabilities who used the Virtual Reality Mindfulness application called TRIPP for three months. The use of Virtual Reality offers immersive experiences, while mindfulness enables concentration, which directly contributes to higher academic performance. After the implementation of the programme, it is observed that the use of this emerging technology provides students with a sense of calm and well-being, which translates into improvements in their academic grades, promoting equal and quality education in line with the Sustainable Development Goals (SDGs).

When examining the crucial role of civic competence in fostering sustainable societies, economies, and ecosystems, its significance for cultivating responsible and engaged citizens in our ever more interconnected global landscape must be recognized. Notably, education influences the development of civic competence throughout the learning experience at all levels of education. This research aims to explore the evolution of students’ self-assessment in terms of civic competence and its three sub-competences. The objective is to comprehend the present status of students’ self-assessments and explore their potential impact on the formation of a sustainable society. Data were collected for this study using an assessment tool elaborated in the ESF project “Development and Implementation of the Education Quality Monitoring System” for students’ generic competences. The tool, presented in a digital form using the QuestionPro platform, measures six generic competences, including civic competence. A total of 1,166 bachelor students and 354 Master’s students participated in the study, representing 22 Latvian higher education institutions. The study’s findings indicate that civic competence in the sample is considerably lower than the other generic competences measured, with a greater dispersion of results. The results also highlight specific areas within universities that require improvement during the learning process to cultivate individuals who are sustainable and socially responsible members of society.

This dossier is aimed at individuals involved in the development, implementation, and application of AI-supported systems in the field of education, particularly those who are dealing with metadata in this context. The insights and recommendations described in this dossier are based on interviews with five experts from the USA and UK, research on metadata standards, and our personal experiences in the context of the INVITE competition. This dossier provides an overview of the current development of learning metadata and existing standards. It shows the efforts and obstacles to introducing those metadata standards from an international perspective based on interviews with five experts in the field. Furthermore, this dossier shows the international experiences in selecting and using metadata standards and how these findings can inspire discussions in the German-speaking discourse regarding the use of metadata in education.

Online teaching is considered an important approach for achieving sustainable learning and education, and college teachers’ attitude and behavioral intention are essential for the sustainable adoption of online teaching practice in higher education institutions. To examine the influencing factors that sustain teachers’ attitude toward online teaching and behavioral intention, we conducted a cross-sectional study based on a sample of 1,102 college teachers in central China, using hierarchical linear regression analysis to explore possible influencing factors in four levels: individual experience, environmental support, self-perception, and technology acceptance. The study results show that the subjective norms, readiness, beliefs, and perceived usefulness of online teaching had a significant impact on teachers’ attitude toward online teaching and behavioral intention. Nevertheless, the effect varied with factors like online-teaching load and teachers’ technology self-efficacy, as their influence seemed to be singular, affecting the teachers’ attitude toward online teaching or behavioral intention exclusively. In contrast, previous online-teaching experience did not notably affect either. The findings of this study reveal the complex interactions of factors that influence college teachers’ disposition toward and decisions about online-teaching practices and emphasize the need for targeted strategies to maintain and enhance online education in the post-pandemic era.

Introduction: The academic landscape is increasingly recognizing the complex interplay of personal and professional responsibilities on scholarly productivity. For women scholars, particularly those with significant parenting duties, this balance is even more precarious. This study aims to explore how family responsibilities, personal vulnerabilities, and motivational theories such as Imposter Syndrome and Self-Determination Theory (SDT) influence the motivation to publish scholarly work. Understanding these dynamics is crucial for developing supportive mechanisms that can enhance academic productivity and personal fulfilment. Methods: Utilizing a Qualitative Evidence Synthesis (QES) framework, this study will systematically review and synthesize qualitative research on women scholars' experiences in academia, focusing on the challenges and motivators related to publishing. Data sources will include academic databases, grey literature, and first-hand narratives. Thematic analysis will be employed to identify key themes and patterns across the collected data. Results/Findings: Preliminary findings suggest that the dual demands of parenting—especially in extreme cases such as assuming responsibility for seven children—and academic work significantly impact women scholars' publishing activities. Personal vulnerabilities, including imposter syndrome and low self-efficacy, further exacerbate these challenges. However, the data also highlight resilience strategies and the potential for intrinsic and extrinsic motivational factors to mitigate these effects. Discussion: The study underscores the nuanced impact of familial and personal factors on academic motivation. The preliminary findings suggest that addressing imposter syndrome and enhancing self-determination could be pivotal in supporting women scholars. The role of institutional policies and academic culture in either exacerbating or alleviating these challenges is also discussed. Significance: By elucidating the specific challenges and motivators for women scholars in publishing, this study will contribute to the development of targeted interventions and policies that support work-life integration and promote academic productivity. The insights that will be gained could inform mentorship programs, institutional support systems, and policy reforms aimed at fostering a more inclusive and supportive academic environment.

This paper explores the views of a group of young men aged 16–18, studying towards a Level 1 diploma in music in the North East area of England. It uses the conceptualization of “social haunting” to focus our discussions about how Level 1 learners articulated their experiences in the context of their learning journeys and perceived marginalization. The research took place at a large Further Education (FE) college and included a series of five “research encounters” with the group of Level 1 learners. These encounters included a range of activities, resulting in a variety of data being collected, including several activity worksheets, structured and unstructured focus group interviews, and questionnaires. This paper focusses on the outcomes of a single research activity that focused on exploring the topic of marginalization. We present a discussion on social haunting as one of the emerging findings from this research encounter, outlining how the reality of the social and cultural legacy of the UK’s industrial past can shape today’s youth and their futures. We will talk about the young men’s views of marginalization, their school-to-work transitions, the formation of masculinity in post-industrial communities and the role of Further Education in it. The paper concludes by discussing some insights for practice and future research.

To resolve problems in the dietary life of university athletes, education is essential for enabling athletes to change their own dietary behavior. The purpose of this research, it was decided to verify the effectiveness of sports nutrition education based on self-determination theory (SDT). Methods, the subjects were thirty-six male university rowers. A stratified randomized comparison test was conducted by student year (SDT group and control group). Sports nutrition education was held three times, via an Internet conferencing system. Furthermore, group work over social media was used for the SDT group. Four evaluations were carried out based on anthropometric measurements, brief-type self-administered diet history questionnaire (BDHQ),sports nutrition knowledge (SNK), and treatment self-regulation questionnaire (TSRQ). Results, for the intra-group factor "Protein," a significant difference was evident in the self-determination theory group (50.0±28.5, 78.6±28.1, 81.0±21.5, p<0.000, units: %), and there were significant differences between after and before, and between three months after and before (p=0.002, p=0.002). For BDHQ, significant differences were evident for green/yellow vegetables, fruits, and dairy between after and before for the self-determination theory group (159.1±74.2-126.7±70.6, p=0.009, 306.0±196.2-195.2±146.1, p=0.020, 257.0±147.0-183.3±167.9, p=0.040, units: g). In conclusion, sports nutrition education based on SDT improved dietary knowledge and increased dietary intake.

Functional health literacy is the ability to read, write, and speak about health. Functional health literacy events can nudge the development of children’s health identity when using valid and reliable reading materials that portray the “what, where, when, why, and with whom” to eat nutritious foods and be physically active. Children who lack social role models for healthy eating and physical activity may also lack development in language and motor skills. Therefore, literacy-rich environments are needed when developing cognitive-motor language skills with children. Children with obesogenic body frames can gain from the production of childcentric health narratives that draw upon the Habits of Mind and Habits of Health© Model to produce Electronic Texts for Health Literacy©. When health professionals plan and implement functional health literacy events so children can read, write, and speak about their own health, new behavioral patterns and routines emerge into performances of understanding. Constructivist pedagogical approaches can help children to create health narratives using multimodal language while practicing health literacy skills as a foundational impetus to health behaviors. Children who struggle with obesity can also gain social agency when writing with peer partners who serve as supportive collaborators when developing interactive health literacy.