Education Sciences

The COVID-19 pandemic introduced significant shifts in educational delivery, leading to widespread adoption of hybrid and remote instructional modalities. This study investigates the relationship between these modalities and teacher job satisfaction during the 2020–2022 academic year in the U.S., while also examining how teacher, classroom, and school characteristics predict satisfaction within each modality. Using data from the 2020–2022 National Teacher and Principal Survey (NTPS) on 31,160 full-time public school teachers, linear regression analyses were employed to assess the relationship between instructional modalities and a composite measure of teacher satisfaction, controlling for various teacher, classroom, and school characteristics. The analysis revealed that hybrid teaching was significantly associated with lower teacher satisfaction compared to in-person teaching; however, remote teaching’s initial association with lower satisfaction became non-significant after accounting for school-level factors. Specific teacher characteristics (e.g., female, experienced, younger, holding an advanced degree) and school characteristics (e.g., school level, size, student characteristics) exhibited varying associations with satisfaction across modalities. These findings suggest that hybrid teaching posed unique challenges during the pandemic and highlight the importance of understanding modality-specific risk factors to inform targeted support for teachers in future crises.

As quantum technologies advance, there is growing international interest in integrating quantum concepts into secondary education. However, most K-12 quantum education studies rely on self-reported data or informal assessments lacking documented validity. This study aimed to address this gap by developing and validating the Quantum Literacy Test (QLt), a standardized instrument designed to objectively assess upper-secondary students’ understanding of foundational quantum concepts, practices, and perspectives. Grounded in the computational thinking (CT) framework, the QLt was piloted with 819 senior secondary school students in Nigeria and underwent a multi-phase validation process, including expert review, factor analysis, item-response modeling, differential item functioning analysis, and concurrent validity. The QLt demonstrated high internal consistency (α = 0.87) and structural validity. Strong concurrent validity was observed with the Computational Thinking Test (r = 0.65), and moderate validity was observed with a Spatial Ability Test (r = 0.32). However, machine learning models explained less than 40% of QLt score variance, suggesting the domain-specific nature of quantum literacy. We recommend future research to expand the QLt across diverse cultural contexts and to increase item coverage of quantum practices and perspectives. The QLt offers a valuable tool for evaluating curriculum effectiveness and monitoring equity in quantum education, thereby contributing to a more inclusive quantum-ready workforce.

In recent decades, Equality Plans have played a pivotal role in promoting substantive gender equality in academia, particularly in terms of professional advancement and the reduction in gender gaps. Despite notable progress, structural inequalities persist in restricting access, retention, and equitable career development in higher education. This study examines the Equality Plans of nine Andalusian public universities, identifying the key pillars, measures, and actions explicitly targeting professional promotion. Employing a qualitative approach and content analysis, the study assesses both the progress made and the challenges that persist in implementing these policies. The findings indicate that, over the course of a decade of developing equality strategies, universities have adopted and implemented plans that have generated significant initiatives to advance gender equality. Nevertheless, notable disparities remain concerning the updating, terminology, structure, and, particularly, the scope of the measures implemented. This article highlights the need to strengthen assessment strategies and broaden the scope of intervention in Equality Plans to ensure equitable and sustainable career advancement within the Andalusian university system, offering a transferable framework for promoting gender equality in other higher education contexts.