Proceedings

2 pages, 128 KB

Open AccessAbstract

Community Reinforcement Approach for Substance Use Disorder in Forensic Psychiatric Care: Patient Characteristics for Engagement and Completion vs. Non-Participation

by Johan Green, Ann-Sophie Lindqvist Bagge, Peter Andiné, Märta Wallinius and Malin Hildebrand Karlén

Proceedings 2026, 150(1), 14; https://doi.org/10.3390/proceedings2026150014 - 23 Sep 2026

Abstract

Background: Substance use disorder (SUD) is common among persons who commit violent crimes, and it is an important factor to address within forensic psychiatric care (FPC) to reduce the risk for violent crime relapse. Community reinforcement approach (CRA) is one type of SUD [...] Read more.

Background: Substance use disorder (SUD) is common among persons who commit violent crimes, and it is an important factor to address within forensic psychiatric care (FPC) to reduce the risk for violent crime relapse. Community reinforcement approach (CRA) is one type of SUD treatment recommended for persons with co-occurring psychiatric disorders in the guidelines issued by the Swedish health authority, but whether it is possible to deliver CRA within in-patient FPC is unclear. The aim of this study was to compare patients within a high-security FPC clinic who had participated in CRA treatment with patients who had not, regarding characteristics of their SUD, psychiatric co-occurring diagnoses, motivation and need for treatment. Method: Between 2022 and 2024, N = 217 patients who completed the Addiction Severity Index (ASI) at this FPC clinic were included in the study. Results: The co-occurring psychiatric problems for the sample fell within the following overarching diagnostic groups: “psychosis only” (n = 82), “psychosis + externalizing disorder” (n = 70), “Neurodevelopmental” (n = 63). Within the sample, n = 118 had a SUD diagnosis, and the SUD group had a higher prevalence of “psychosis + externalizing disorder (SUD: 43.2% vs. no SUD: 19.2%) and a lower prevalence of “neurodevelopmental” (SUD: 18.6% vs. no SUD: 41.4%). Of the SUD group, n = 42 had at one point participated in CRA, but only n = 26 had completed. Patients in the CRA completers group had rated their degree of SUD severity and need for SUD treatment both higher. Their rated need for treatment was more in accordance with how the staff perceived the patient’s need, compared to the non-completing patients. Conclusions: Although CRA may be beneficial for some in the FPC patient group, a broader range of treatments is needed to engage more patients. The discrepancy between patient and staff was lower for patients who participated in CRA, which may indicate that motivational interventions, or other kinds of treatments not necessarily based on insight, need to be developed for subgroups of patients in FPC. Adaptation of treatment for the subgroup of patients with neurodevelopmental problems was also indicated, and this also highlights that the range of SUD treatments needs to be adapted to level of functioning, encompassing both rehabilitation and habilitation focus for patients with SUD within FPC. Full article

(This article belongs to the Proceedings of The International Online Conference: Global Minds in Forensic Psychiatry—Advancing Research and Practice)

11 pages, 2127 KB

Open AccessProceeding Paper

A Comparative Analysis of Educational Barriers Between Pakistan and Malaysia

by M. Mohiuddin and M. M. Quazi

Proceedings 2026, 145(1), 17; https://doi.org/10.3390/proceedings2026145017 - 22 Sep 2026

Abstract

This paper explores a comparative study of higher education barriers between Pakistani and Malaysian students using Bronfenbrenner’s Ecological Systems Theory and Human Capital Theory. A cross-sectional, mixed-methods survey of 102 undergraduate and graduate students is analyzed via descriptive statistics and thematic coding. At [...] Read more.

This paper explores a comparative study of higher education barriers between Pakistani and Malaysian students using Bronfenbrenner’s Ecological Systems Theory and Human Capital Theory. A cross-sectional, mixed-methods survey of 102 undergraduate and graduate students is analyzed via descriptive statistics and thematic coding. At the mesosystem level, the cost of education and mental health pressures are shared barriers. Divergences emerged at other levels; at the microsystem level, barriers between school facilities, teaching methods, and technological inclusion were highlighted. Pakistani students cited rote memorization and rigid, exam-based structures, while Malaysian students reported a lack of personalization and curriculum industry misalignment. Both groups favoured project-based learning, with Malaysian students also preferring hybrid work–study models. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

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10 pages, 207 KB

Open AccessProceeding Paper

The Instrument of Discursive Analysis: A Heuristic Tool Supporting the Educational Community

by Luigina Mortari, Migena Rexha and Ilaria Berardi

Proceedings 2026, 145(1), 16; https://doi.org/10.3390/proceedings2026145016 - 22 Sep 2026

Abstract

In a context of individualism, conflictual language, and scarce ethical passion, understanding how students co-construct meaning through dialogue is urgent. Teachers from primary to secondary school need tools to grasp these dynamics. This contribution presents the Instrument of Discursive Analysis, a research-validated heuristic [...] Read more.

In a context of individualism, conflictual language, and scarce ethical passion, understanding how students co-construct meaning through dialogue is urgent. Teachers from primary to secondary school need tools to grasp these dynamics. This contribution presents the Instrument of Discursive Analysis, a research-validated heuristic tool grounded in the Empirical Phenomenological Method, capturing discursive acts and conversational moves in classroom dialogue. Adaptable to daily use, it supports observing verbal exchanges and characterizing the group-class discursive profile. An example from its implementation in a student Socratic conversation on ethical concepts is presented. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

6 pages, 6026 KB

Open AccessProceeding Paper

AI in Higher Education: Improving Learning Outcomes and Sustainability in the MENA Region

by Kamal Tasiu Abdullahi, Mariam Ahmed Mohamed Mansour and Ayatullah Mustafa

Proceedings 2026, 142(1), 12; https://doi.org/10.3390/proceedings2026142012 - 22 Sep 2026

Abstract

This study examines the transformative impact of Artificial Intelligence on improving educational performance and fostering sustainability in higher education throughout the MENA region. This study investigates the integration of AI-driven tools, including adaptive learning systems, virtual tutors, and predictive analytics, into university settings [...] Read more.

This study examines the transformative impact of Artificial Intelligence on improving educational performance and fostering sustainability in higher education throughout the MENA region. This study investigates the integration of AI-driven tools, including adaptive learning systems, virtual tutors, and predictive analytics, into university settings to enhance student engagement, retention, and performance. The research examines the capacity of AI to enhance institutional sustainability can resource optimization and tailored educational routes. The study utilizes regional case studies and policy research to underscore potential and implementation obstacles, providing strategic recommendations for policymakers and educators seeking to develop AI-integrated and future-ready educational institutions. Full article

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5 pages, 152 KB

Open AccessProceeding Paper

AI-Driven Economic Diversification: A Case Study of Saudi Arabia’s Vision 2030

by Kamal Tasiu Abdullahi

Proceedings 2026, 142(1), 11; https://doi.org/10.3390/proceedings2026142011 - 22 Sep 2026

Abstract

Artificial intelligence is playing a critical part in Saudi Arabia’s transition from an oil-based to a knowledge-based economy under Vision 2030. AI is revolutionizing industries such as manufacturing, logistics, healthcare, and finance, making it a vital driver of innovation, productivity, and employment. This [...] Read more.

Artificial intelligence is playing a critical part in Saudi Arabia’s transition from an oil-based to a knowledge-based economy under Vision 2030. AI is revolutionizing industries such as manufacturing, logistics, healthcare, and finance, making it a vital driver of innovation, productivity, and employment. This study investigates national strategies, investment objectives, and institutional reforms that facilitate AI integration, employing a qualitative policy analysis of secondary data through comparative and thematic evaluation of government reports, international publications, and academic literature. Preliminary results indicate that AI, adoption, including generative AI, is already improving sectoral efficiency, process optimization, and knowledge-based decision-making. The study also identifies implementation issues, such as regulatory preparation and workforce adaptation, and makes concrete recommendations to improve AI-driven development and maintain long-term economic resilience. Full article

11 pages, 455 KB

Open AccessConference Report

Waqf Forest and Environmental Justice in Indonesia: Community Protection in Foothill Areas Amid Weak Environmental Enforcement in Aceh

by Iskandar Ibrahim, Fauziah Fauziah and Annisa Nur Salam

Proceedings 2026, 148(1), 8; https://doi.org/10.3390/proceedings2026148008 - 22 Sep 2026

Abstract

Environmental degradation in Indonesia often affects foothill communities most severely. Deforestation, land conversion, and extractive activities increase the risks of floods, landslides, water scarcity, and the gradual loss of local livelihoods. In Aceh, these problems continue despite environmental regulations, while weak enforcement and [...] Read more.

Environmental degradation in Indonesia often affects foothill communities most severely. Deforestation, land conversion, and extractive activities increase the risks of floods, landslides, water scarcity, and the gradual loss of local livelihoods. In Aceh, these problems continue despite environmental regulations, while weak enforcement and limited monitoring allow environmentally harmful activities to persist. This paper examines forest waqf as a community-based response to these challenges. Waqf is an Islamic endowment in which property is dedicated for public benefit and, once properly endowed, is protected from unauthorized sale, transfer, or change in purpose. When applied to forest land, waqf can provide a long-term institutional basis for conservation. Using a qualitative case study of the Jantho Forest Waqf and document analysis, the study examines how community fundraising, legal recognition, restoration, and stewardship interact with environmental governance. The findings indicate that forest waqf can help protect selected parcels of land from commercial conversion and support local stewardship, but its effectiveness depends on secure legal status, capable nazhirs, sustained financing, technical expertise, and cooperation with public institutions. The study therefore frames forest waqf as a complementary and preventive environmental-justice mechanism rather than a substitute for state enforcement. For foothill communities, its potential lies in protecting water sources, ecological functions, and livelihood conditions while strengthening community participation in forest governance. Full article

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8 pages, 1936 KB

Open AccessProceeding Paper

The Silent Crisis of Science in Iran: A Grounded Theory Approach

by Sana Mohammad Alizad Rafie and Nader Razeghi

Proceedings 2026, 148(1), 7; https://doi.org/10.3390/proceedings2026148007 - 22 Sep 2026

Abstract

Iran’s scientific community faces a number of institutional, economic, political, cultural, and organizational challenges. This study examines how these challenges are experienced by PhD candidates and how participants understand their causes, responses, and consequences. A qualitative Grounded Theory approach was used. Data were [...] Read more.

Iran’s scientific community faces a number of institutional, economic, political, cultural, and organizational challenges. This study examines how these challenges are experienced by PhD candidates and how participants understand their causes, responses, and consequences. A qualitative Grounded Theory approach was used. Data were collected through in-depth interviews with eight PhD candidates from the Faculty of Humanities and Social Sciences at the University of Tabriz. Data collection and analysis were carried out alongside each other through open, axial, and selective coding. The analysis identified “Challenges of the Iranian Scientific Community” as the core category and linked it to causal conditions, contextual conditions, strategies, and consequences. The findings show how different problems can come together in participants’ academic lives and shape the way they respond to the conditions surrounding their scientific work. Full article

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11 pages, 313 KB

Open AccessProceeding Paper

Extended Curriculum Programmes as a Catalyst for Building Equity and Resilience in Higher Education

by Andisiwe Dumako, Olusegun Oguntona and Clinton Aigbavboa

Proceedings 2026, 145(1), 15; https://doi.org/10.3390/proceedings2026145015 - 21 Sep 2026

Abstract

Persistent structural inequalities continue to limit equitable access to, and success within, South African higher education, particularly for students from historically marginalised and under-resourced schooling backgrounds. Extended Curriculum Programmes (ECPs) were introduced as a national policy response to these disparities, yet they remain [...] Read more.

Persistent structural inequalities continue to limit equitable access to, and success within, South African higher education, particularly for students from historically marginalised and under-resourced schooling backgrounds. Extended Curriculum Programmes (ECPs) were introduced as a national policy response to these disparities, yet they remain frequently misconceived as remedial rather than transformative pathways. This conceptual paper examines ECPs as catalysts for equity, resilience, and sustainable graduate development in South African higher education. Adopting a qualitative, reflective-practitioner approach grounded in constructivist and transformative learning theory, and informed by document and policy analysis, the paper synthesises literature on epistemic access, social justice, Education for Sustainable Development (ESD), and Universal Design for Learning (UDL) with the authors’ own teaching experience within an ECP in the built environment discipline. The analysis shows that when curricula are made responsive, contextually grounded, and asset-based rather than deficit-oriented, ECPs cultivate academic confidence, epistemic access, and a durable sense of belonging among students who might otherwise be excluded from mainstream higher education. The paper argues that embedding ESD and UDL principles within ECP pedagogy strengthens their transformative and sustainability-oriented potential, converting formal access into meaningful participation and long-term graduate resilience. It concludes with recommendations for lecturer development, curriculum design, and institutional policy that reposition ECPs as core, rather than peripheral, mechanisms of transformation in higher education. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

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6 pages, 186 KB

Open AccessProceeding Paper

Virtual Language Exchange as Internationalization at Home: From Initial Expectations to Perceived Outcomes

by Montserrat Iglesias and Cristina Tarazona

Proceedings 2026, 145(1), 14; https://doi.org/10.3390/proceedings2026145014 - 21 Sep 2026

Abstract

This quantitative study investigates students’ perceptions of a virtual language exchange between two universities. By examining two successive cohorts, the research aimed to identify shared patterns, institutional differences, and changes over time. Two opinion questionnaires were administered at the beginning and at the [...] Read more.

This quantitative study investigates students’ perceptions of a virtual language exchange between two universities. By examining two successive cohorts, the research aimed to identify shared patterns, institutional differences, and changes over time. Two opinion questionnaires were administered at the beginning and at the end of the exchange in each academic period. The data were analyzed through descriptive and inferential statistics globally, by institution, and longitudinally. The results support the integration of virtual language exchanges as a sustainable and effective component of internationalization at home in higher education since they offer students opportunities for authentic interaction and sensitivity to cultural diversity. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

11 pages, 572 KB

Open AccessProceeding Paper

Promoting Teachers’ Wellbeing Through a Serious Game: Quantitative and Qualitative Evidence from the Teaching to Be Project

by Valeria Cavioni, Elisabetta Conte and Veronica Ornaghi

Proceedings 2026, 145(1), 13; https://doi.org/10.3390/proceedings2026145013 - 17 Sep 2026

Abstract

Teachers’ mental health is increasingly acknowledged as essential for effective teaching and positive educational outcomes, yet interventions specifically designed to support it remain limited. This paper presents the Online Well-being Course (OWC), a serious game developed to enhance teachers’ mental health through gamified [...] Read more.

Teachers’ mental health is increasingly acknowledged as essential for effective teaching and positive educational outcomes, yet interventions specifically designed to support it remain limited. This paper presents the Online Well-being Course (OWC), a serious game developed to enhance teachers’ mental health through gamified experiential and reflective activities. A mixed-methods design combined quantitative evidence from a pre-post intervention involving 151 Italian teachers with qualitative data on the experiences of 189 Italian teachers. The intervention produced improvements in social-emotional competence and self-efficacy, together with reduced perceived stress. Qualitative findings further revealed positive changes in relationship skills, emotional competence, decision-making, social awareness, self-care strategies, and school climate. Findings support the potential of serious games to strengthen teachers’ psychological resources and inform innovative approaches to teacher professional development. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

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9 pages, 197 KB

Open AccessProceeding Paper

Fostering Scientific Literacy Through an Educational Study: Students’ Initial Perceptions of Science Communication on Social Media

by Susanna Puecher and Roberta Silva

Proceedings 2026, 145(1), 12; https://doi.org/10.3390/proceedings2026145012 - 15 Sep 2026

Abstract

Scientific Literacy requires educational approaches across both formal and informal context, including Science Education and Science Communication (SC) on social media. This paper presents an educational research study involving Grade 5 and 8 students in Italy, focusing on their initial perceptions of SC [...] Read more.

Scientific Literacy requires educational approaches across both formal and informal context, including Science Education and Science Communication (SC) on social media. This paper presents an educational research study involving Grade 5 and 8 students in Italy, focusing on their initial perceptions of SC on social media. Data presented were collected through collaborative discussions and Padlet activity, and analysed using qualitative content analysis. Data analysis and comparison with the literature showed that students possess an intuitive understanding of some key features of SC, while lacking others. These findings informed the design of teaching materials, making students actively involved in their learning. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

9 pages, 1165 KB

Open AccessProceeding Paper

Optimal Stochastic Control of Pension Asset Sustainability for Ghana’s Basic National Social Security Scheme

by Dominic Owusu Abeyie and Gabriel Asare Okyere

Proceedings 2026, 149(1), 3; https://doi.org/10.3390/proceedings2026149003 - 15 Sep 2026

Abstract

Ghana’s Basic National Social Security Scheme (Tier 1), administered by the Social Security and National Insurance Trust (SSNIT), faces sustainability pressures from shifting pension demographics and macro-financial volatility. Using optimal control theory, we formulate a continuous-time stochastic control problem in which SSNIT jointly [...] Read more.

Ghana’s Basic National Social Security Scheme (Tier 1), administered by the Social Security and National Insurance Trust (SSNIT), faces sustainability pressures from shifting pension demographics and macro-financial volatility. Using optimal control theory, we formulate a continuous-time stochastic control problem in which SSNIT jointly selects investment and benefit indexation to maximize the discounted expected utility of aggregate retiree benefits subject to a solvency constraint. The fund’s dynamics combine risky and risk-free assets with stochastic net cash flows driven by a constant elasticity of variance salary process and contributor and retiree membership dynamics. We employ the dynamic programming principle, which yields the Hamilton–Jacobi–Bellman equation, with bounded controls characterized under Karush–Kuhn–Tucker conditions and solvency was assessed using a backward Kolmogorov survival probability. Over a 30-year horizon, the policy allocates 19.5% to equity and 80.5% to fixed income, with 9.9% benefit indexation and 96.7% survival probability. Raising the contribution rate from 11% to 11.5% increases indexation to 15% and doubles benefits, while the 12% rate mainly improves survival probability without further effect on beneficiary welfare. A 0.5% increase in contributor growth raises benefits from 26.72 to 36.24 billion local currency units (LCUs) with 12% indexation. These findings suggest that contribution-rate adjustments and contributor coverage expansion, alongside disciplined asset allocation, can jointly strengthen benefit adequacy and long-term sustainability. Full article

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11 pages, 580 KB

Open AccessProceeding Paper

Analysis of Long-Memory GARCH-Type Model on Stock Returns and Setting Limits for Relative Risk Measures

by Modisane Seitshiro

Proceedings 2026, 149(1), 2; https://doi.org/10.3390/proceedings2026149002 - 15 Sep 2026

Abstract

The purpose of the article is to investigate whether considering stylized facts in financial time series leads to better estimation of risk measures. The study focuses on long-memory GARCH-type models chosen for their ability to capture characteristics of financial time series like long [...] Read more.

The purpose of the article is to investigate whether considering stylized facts in financial time series leads to better estimation of risk measures. The study focuses on long-memory GARCH-type models chosen for their ability to capture characteristics of financial time series like long memory and volatility clustering. There are periods of high and low volatility in financial markets. One of the most important ways to reduce risk is to use a time-series model to manage market risk. In comparison to long-memory GARCH-type models, such as the fractionally integrated generalized autoregressive conditional heteroskedasticity, the research study aims to determine how effective the fractionally integrated asymmetric power autoregressive conditional heteroskedasticity is at producing competitive risk measures. The stock returns are assumed to follow an empirical and skewed Student-t distributions in long-memory GARCH-type models. The historical adjusted closing price time series for trading positions at the 95% and 99% confidence levels correspond to the quantiles of the empirical return distributions. Empirical results demonstrate that the FIGARCH model utilizing an empirical distribution significantly outperforms the presumptive skewed Student-t distribution in generating reliable risk measures. Full article

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6 pages, 212 KB

Open AccessProceeding Paper

Growing Within the Family: Adolescents’ Perceptions of Family Functioning and Psychological Well-Being

by Maria Fraga, Sara Diogo Gonçalves, Maria Monteiro and Ana Caramelo

Proceedings 2026, 148(1), 6; https://doi.org/10.3390/proceedings2026148006 - 14 Sep 2026

Abstract

Introduction: Family functioning is closely associated with adolescents’ psychological well-being. This study examined the association between perceived family functioning and psychological well-being among early adolescents. Methods: A quantitative, descriptive–correlational, cross-sectional study was conducted with a convenience sample of 48 adolescents aged 11–13 years [...] Read more.

Introduction: Family functioning is closely associated with adolescents’ psychological well-being. This study examined the association between perceived family functioning and psychological well-being among early adolescents. Methods: A quantitative, descriptive–correlational, cross-sectional study was conducted with a convenience sample of 48 adolescents aged 11–13 years attending routine health surveillance appointments at a single Family Health Unit in northern Portugal. Family functioning was assessed using the Family APGAR and psychological well-being using the reduced Psychological General Well-Being Questionnaire (QGBEP-R). Non-parametric analyses included chi-square tests, Mann–Whitney U tests, and Spearman’s rank correlations. Results: Most adolescents (77.1%) perceived their families as highly functional. Parental living arrangement was associated with family functioning (chi-square = 8.207, p = 0.008; Cramer’s V = 0.414) and psychological well-being (U = 107.5, p = 0.003; |r_rb| = 0.548). Age was associated with family functioning (U = 119.5, p = 0.024; |r_rb| = 0.413) and negatively correlated with psychological well-being (r_s = −0.513, p < 0.001). Family functioning showed a moderate positive correlation with psychological well-being (r_s = 0.569, p < 0.001). Conclusions: Better perceived family functioning was associated with greater psychological well-being. Given the small, single-centre convenience sample and cross-sectional design, the findings should be interpreted cautiously and do not establish causality. Full article

8 pages, 818 KB

Open AccessProceeding Paper

Is Self-Perceived Data Literacy Psychometrically Defensible? Preliminary Evidence from the Data Literacy Self-Perception Questionnaire

by Asma’ Khoirunnisa’, Heri Retnawati, Risky Setiawan, Edi Istiyono, Widihastuti, Samsul Hadi and Hanifah Mar’atush Shalihah

Proceedings 2026, 145(1), 11; https://doi.org/10.3390/proceedings2026145011 - 10 Sep 2026

Abstract

Self-perception questionnaires offer an efficient way to map students’ data-literacy perceptions, but evidence from a single administration cannot establish broad psychometric validity. This study examined preliminary evidence for the 53-item Data Literacy Self-Perception Questionnaire (DLSPQ), which covers six dimensions: Basic Statistical Concepts, Basic [...] Read more.

Self-perception questionnaires offer an efficient way to map students’ data-literacy perceptions, but evidence from a single administration cannot establish broad psychometric validity. This study examined preliminary evidence for the 53-item Data Literacy Self-Perception Questionnaire (DLSPQ), which covers six dimensions: Basic Statistical Concepts, Basic Excel Skills, Excel Functions, Data Analysis and Visualization, Attitudes Toward Data, and Interest in Using Data. Participants were 354 Grade XI students aged 16–17 years from one upper-secondary school in Indonesia. Content evidence was examined through expert judgment and Aiken’s V, followed by item diagnostics, polychoric exploratory factor analysis (EFA), and internal-consistency estimation. Cronbach’s alpha ranged from 0.88 to 0.95 and McDonald’s omega from 0.90 to 0.97 across dimensions. Parallel analysis and the minimum average partial (MAP) criterion converged on a six-factor solution, and the obliquely rotated pattern was broadly consistent with the proposed domains. However, the available analysis record did not include the complete item-level loading matrix, cross-loadings, communalities, factor correlations, or numerical parallel-analysis and MAP outputs; the structural result is therefore treated as provisional rather than confirmatory. Descriptive profiles indicated stronger confidence in routine spreadsheet operations and positive attitudes than in conceptual statistical reasoning, advanced Excel functions, and scatterplot interpretation. Gender profiles are reported descriptively because measurement invariance was not tested. The findings provide preliminary, single-site evidence for group-level diagnostic use and require replication with an independent, more diverse sample and performance-based measures. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

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8 pages, 230 KB

Open AccessProceeding Paper

Student Engagement, Autonomy and Teacher Support in Romanian High Schools: Evidence from a National Study

by Adela M. Țăranu and Simona A. Pascal

Proceedings 2026, 147(1), 2; https://doi.org/10.3390/proceedings2026147002 - 8 Sep 2026

Abstract

This study situates autonomy-related learning behaviors and forms of teacher support within the broader framework of student engagement in Romanian high schools. It presents a secondary analysis of a national mixed-methods study conducted in 2023. Quantitative analyses used responses from 3181 students in [...] Read more.

This study situates autonomy-related learning behaviors and forms of teacher support within the broader framework of student engagement in Romanian high schools. It presents a secondary analysis of a national mixed-methods study conducted in 2023. Quantitative analyses used responses from 3181 students in a two-stage cluster survey involving 237 school/specialization units; qualitative evidence came from focus groups and interviews in ten schools. Descriptive analyses, selected correlations, and an individual-level cross-tabulation were integrated with thematic findings. Personal learning methods, self-assessment, strategy adaptation, and a preference for learning independently were frequently reported, whereas learning-time management and additional self-directed learning were less common. Preferences for learning independently and for teacher explanations coexisted among 66.7% of students; teacher explanations were similarly endorsed across groups reporting higher and lower frequencies of learning better independently. Selected planning, monitoring, and strategy-adjustment behaviors were positively associated with corrective feedback, teacher explanations, or teacher-selected resources. Qualitative accounts showed how pedagogical guidance may follow independent effort and support understanding and strategy adjustment, while workload, long school days, and limited learning time may constrain responsibility for learning. The findings support guided autonomy as an analytical perspective linking student initiative with pedagogical structure, formative feedback, and relevant resources. Full article

8 pages, 188 KB

Open AccessProceeding Paper

Teachers’ Interest, Self-Confidence, and Perceived Ability to Integrate Historical Scientific Instruments into Their Teaching

by Constantina Stefanidou, Panagiotis (Takis) Lazos, Vasiliki Psoma and Constantine Skordoulis

Proceedings 2026, 145(1), 10; https://doi.org/10.3390/proceedings2026145010 - 2 Sep 2026

Abstract

This study investigates whether a teacher professional development programme on the educational use of Historical Scientific Instruments enhances teachers’ interest, self-confidence, and perceived ability to integrate HSIs into science teaching. The study was conducted within the Erasmus+ INSIGHT project and involved 25 primary [...] Read more.

This study investigates whether a teacher professional development programme on the educational use of Historical Scientific Instruments enhances teachers’ interest, self-confidence, and perceived ability to integrate HSIs into science teaching. The study was conducted within the Erasmus+ INSIGHT project and involved 25 primary and secondary school teachers participating in a 26 h blended professional development programme; 19 completed a retrospective pre–post questionnaire, and three participated in semi-structured interviews. According to initial findings, participants reported significantly higher post-programme scores across all three dimensions, highlighting the value of inquiry-based, hands-on, and historically contextualized learning experiences in their reported professional learning. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

12 pages, 751 KB

Open AccessProceeding Paper

Enhancing Creative Thinking Through Coding: Preliminary Evidence from an Experimental Study in Primary and Lower-Secondary Education

by Federica Pelizzari, Marta Giudici, Michele Marangi and Simona Ferrari

Proceedings 2026, 145(1), 9; https://doi.org/10.3390/proceedings2026145009 - 2 Sep 2026

Abstract

Coding and educational robotics are increasingly promoted in schools as catalysts for creative thinking, yet recent reviews suggest that this link is not automatic and depends critically on pedagogical design. Empirical evidence from Italian compulsory education remains scarce. We report preliminary findings from [...] Read more.

Coding and educational robotics are increasingly promoted in schools as catalysts for creative thinking, yet recent reviews suggest that this link is not automatic and depends critically on pedagogical design. Empirical evidence from Italian compulsory education remains scarce. We report preliminary findings from the Coding&Learning project, a quasi-experimental study involving 291 enrolled students (138 primary, 153 lower-secondary) and 23 trainers across four Italian schools. Verbal divergent thinking was assessed pre- and post-intervention with the Divergent Association Task (DAT); complete pre–post data were available for 217 students. All four groups improved between pre- and post-test, and within-group gains were statistically significant in both experimental groups (primary: +3.27 points, p = 0.031; lower-secondary: +2.61 points, p = 0.007) and in the lower-secondary control group. When experimental and control classes were compared directly—through gain-score t-tests and ANCOVA controlling for pre-test—the between-condition differences did not reach significance, and effect sizes were small (primary g = 0.18; lower-secondary g ≈ 0), as is not unexpected for a brief, statistically underpowered preliminary study. At the primary level, a larger share of experimental students improved (66.7% vs. 52.3%). Trainers reported coherent perceived gains in dispositions adjacent to verbal divergent thinking. Findings are specific to verbal divergent thinking and should not be generalised to creativity as a broader construct. Full article

(This article belongs to the Proceedings of The 1st International Online Conference on Education Sciences)

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2 pages, 111 KB

Open AccessAbstract

Should Biological Markers Be Included in Forensic Psychiatric Reports?

by Unn Kristin Hauvik

Proceedings 2026, 150(1), 13; https://doi.org/10.3390/proceedings2026150013 - 1 Sep 2026

Abstract

Background: Across jurisdictions, forensic psychiatry evaluations primarily rely on clinical assessment, psychometric testing, and historical and behavioural information. Following advances in neuroscience and neurolaw, there is a growing interest in incorporating biological markers (such as structural and functional neuroimaging (structural MRI, CT, fMRI), [...] Read more.

Background: Across jurisdictions, forensic psychiatry evaluations primarily rely on clinical assessment, psychometric testing, and historical and behavioural information. Following advances in neuroscience and neurolaw, there is a growing interest in incorporating biological markers (such as structural and functional neuroimaging (structural MRI, CT, fMRI), electrophysiology (EEG)) into forensic psychiatric reports. Empirical studies indicate that courts are increasingly encountering such data, particularly in cases of homicide, severe violence, insanity evaluations, and capital sentencing. Methods/Results: Neuroimaging can document brain disease or injury that may impair cognition, affect regulation, or impulse control, important to assessment of criminal accountability, and future risk. Biological markers may corroborate psychiatric and neurological diagnoses, and as such make expert reasoning more transparent. Assessments that omit biological investigations may be considered incomplete, with a risk of undermining fair judicial process and equality before the law, as well as hampering future treatment and risk management. However, there are notable challenges that limit the use of biomarkers in forensic psychiatry evaluations. Neuroscientific findings have methodological and inferential limitations affecting their practical use in individual cases. Furthermore, there is a mismatch between the empirical nature of neuroscience and the normative legal questions such as those of criminal accountability and intent. Additional concerns include risks of over-interpretation (“brain overclaim”), “double-edged sword” effects (mitigation versus inferred dangerousness), inequitable access, and the absence of robust, jurisdiction-specific standards. Conclusions: The inclusion of biological markers in forensic psychiatry evaluations has considerable potential benefits but also raises challenges that need to be addressed in future practice, research, and guideline development. Full article

(This article belongs to the Proceedings of The International Online Conference: Global Minds in Forensic Psychiatry—Advancing Research and Practice)

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