Search Results (208)

This paper proposes a sociological reinterpretation of the concept of sustainability, understood as a cultural dispositive capable of shaping habitus, social representations, and models of action. From a culturalist perspective, sustainability is analysed as a process of social construction grounded in the internalisation of values, knowledge, and practices that contribute to the formation of responsible citizenship. Within this theoretical framework, the school assumes a strategic role in processes of sustainability education by fostering the ethical, collaborative, and inclusive competences required to address contemporary socio-environmental transformations. The paper presents the Edumat+ design protocol, developed within the framework of the Erasmus+ programme, aimed at experimenting with innovative methodologies for digital education in primary schools through the integration of STEAM approaches, with reference to coding, educational robotics, and information design. The protocol involved the development of infographic mats and digital learning activities focused on themes of environmental sustainability. The findings highlight how the integration of digital education, visual storytelling, and collaborative learning can contribute to the construction of inclusive and participatory educational environments capable of supporting processes of sustainable citizenship from primary education onwards. Although the activation of such pathways is consistent with recent European policies promoting the integration of digital technologies and STEAM approaches within schools, particularly through initiatives focused on teacher education and the acquisition of technologies and software, the widespread dissemination of the project still requires further governmental support, especially for the development and dissemination of the project outputs. Full article

Science Festivals are public events focused on showcasing science, technology, engineering, and mathematics in a celebratory and engaging setting similar in atmosphere to an arts or music event. Aimed at the general public, science festivals vary widely in form and duration, lasting from anywhere between a day and several weeks, and featuring interactive activities such as hands-on workshops, live demonstrations, lectures, and performances. Many include dedicated programming for schools, but they differ from school-based science fairs, which are aimed primarily at students and parents and are typically held on school premises. Their aims include sparking curiosity, promoting scientific literacy, enabling visitors to interact with working scientists, and making science fun and accessible. Festivals are distinct from other informal science engagement formats due to their temporary, joyful nature and diversity of offerings. The modern science festival concept originated in Edinburgh in 1989 and has since experienced rapid global spread. Hundreds of events now take place annually throughout Europe and North America, and to a lesser extent other parts of the world, supported by associations such as the UK Science Festivals Network, the European Science Engagement Association, and, in the USA and Canada, the Science Festival Alliance. Some of the largest festivals see attendance figures in the hundreds of thousands, and across the world, millions of people participate every year. An emerging body of research literature, situated within a variety of social science disciplines and lenses, suggests that festivals are greatly enjoyed by their attendees, and succeed in boosting science interest, increasing knowledge, and improving perceptions of science among visitors, making them a potential asset for societies that place a high value on scientific activity among the population. However, the events have also attracted criticism for their limited audience diversity, with visitors being disproportionately drawn from highly educated and affluent groups, prompting suggestions that they are ‘preaching to the converted’. In response, some festivals have introduced targeted initiatives such as community outreach and partnerships to attract audiences from underrepresented communities. Despite these ongoing challenges, science festivals continue to evolve and grow as platforms for inspiring curiosity and fostering meaningful public dialogue around key scientific topics. Full article

Background and Aim: The gluten-free diet (GFD) can have a huge impact on the quality of life of people with celiac disease (CD), especially on a social level. The objective of this work is to evaluate a structured nutrition education program focused on CD and GFD that aims to increase knowledge and improve inclusion attitudes about the disease in children. Methods: This is a one-month intervention for school children aged 10–12 years called Zeliakide (8 sessions). It was carried out through a STEAM methodology, using inquiry-based learning. The participants responses were evaluated through questionnaires before and after the intervention, and participants were also followed up one month later. The control group was a similar group of students who followed their regular school curriculum. Results: 299 children from one school of Vitoria-Gasteiz took part in the study (155 intervention group; 144 control group). Zeliakide significantly improved knowledge about CD and GFD in children, and this knowledge was retained for one month. Concretely, students increased their ability to explain what CD is, to assess gluten, and to classify food groups according to gluten content. The intervention contributed to augmenting the selection of behaviors to overcome differences between individuals, assessed one month after the intervention. In addition, the program allowed students to understand the work of scientists. Conclusions: Zeliakide can contribute to nutrition education initiatives that aim to improve knowledge of CD and GFD in the general population, while promoting empathetic behavior towards people with CD. Registration: clinicaltrials.gov, NCT05467865 on 21 July 2022. Full article

Residential valuation under the comparison principle requires systematic adjustment for material differences between comparable units. In high-density, high-rise housing markets, however, visual amenities such as harbour and skyline views are often treated qualitatively or implicitly embedded in comparable evidence, reducing transparency and auditability. This study examines whether view quality is systematically capitalized into transaction prices in Hong Kong and whether such premiums vary across market conditions. Using 352 secondary market transactions from six prime high-rise estates (2015–2024), we estimate hedonic models with the logarithm of price per saleable area as the dependent variable. View quality is specified as an ordered categorical variable (nil, partial, full), constructed from listing descriptions and cross-validated using map and street-view evidence. Controlling for floor level, estate age, monthly market movements proxied by the Centa-City Index (CCI), and estate fixed effects, the pooled estimates indicate that partial views command an approximate 11% premium and full views an approximate 22% premium relative to nil view, with a clear incremental premium for full over partial views. Split-sample estimation using GDP-defined regimes reveals partial state dependence: full view premiums remain economically meaningful across market conditions, whereas partial view effects become less precisely identified during weaker periods. The findings demonstrate that view quality is a material and systematically priced attribute in Hong Kong’s vertically differentiated housing market. By providing transparent percentage-based adjustment benchmarks grounded in within-estate variation, the study enhances the consistency, transparency, and evidential rigor of comparable-based valuation practice. Full article

(1) Background: The global educational landscape increasingly necessitates pedagogical approaches capable of addressing complex socio-environmental challenges. While STEAM education is widely adopted, its contribution to the 2030 Agenda and Global Competence requires further theoretical consolidation. This study proposes a reconceptualization of STEAM as a Transformative STEAM Framework, explicitly aligned with Sustainable Development Goals (SDGs) 4, 5, and 10, as well as the development of Global Competence. (2) Methods: Guided by PRISMA 2020 principles for study retrieval, a search for peer-reviewed research, literature reviews, and relevant institutional documents conducted in Scopus, Web of Science, and ERIC yielded a final corpus of 32 studies (2014–2024). A multi-layered methodological design was applied, integrating a Critical Interpretive Synthesis (CIS) framework for conceptual evaluation alongside a hybrid thematic synthesis to ensure rigorous data coding. (3) Results: The findings indicate that STEAM bolsters Global Competence by fostering intercultural interaction and critical thinking, demonstrating robust alignment with quality education (SDG 4) and gender equality (SDG 5). However, significant gaps remain concerning broader structural inequalities (SDG 10) and the paucity of validated, multidimensional assessment tools for evaluating Global Competence. (4) Conclusions: This review establishes a conceptual framework that positions STEAM as a catalyst for equity and the 2030 Agenda. To realize its transformative potential, future research must explicitly address the reduction in inequalities and develop robust assessment mechanisms. Full article

Guaranteeing equitable access to computational thinking (CT) remains a persistent challenge in computing education, particularly across socioeconomically diverse school contexts. Although prior research has demonstrated the effectiveness of block-based and physical computing environments, limited empirical evidence has examined whether structured instructional mediation can compensate for contextual disparities. This quasi-experimental pre–post study addresses this gap by analyzing CT development in three socioeconomically diverse primary schools in Chile ($N=88$, third grade), including private urban, public urban, and rural public institutions. Students engaged in scaffolded Scratch programming and Arduino simulation activities designed to explicitly support abstraction, sequencing, and debugging processes. These activities were framed within a broader STEAM learning approach, integrating computational thinking with problem-solving, experimentation, and interdisciplinary reasoning. Statistical analysis revealed significant differences in instructional time across contexts ($F(2,85)=14.62$, $p<0.001$, ${\eta }^2=0.26$), indicating structural disparities in pacing. However, no statistically significant differences were observed in CT gains ($F(2,85)=0.31$, $p=0.74$), suggesting that structured pedagogical scaffolding buffered contextual inequalities. These findings provide empirical evidence from a Latin American non-WEIRD context and advance the conceptualization of instructional mediation as a compensatory mechanism for equity in early computing education. This study contributes to digital equity research by demonstrating that instructional design quality may play a more decisive role than infrastructural availability in enabling computational thinking development for all learners. Full article

The purpose of this research is to understand how to better equip pre-service teachers (PSTs) to engage marginalized learners and implement culturally responsive teaching (CRT) practices in elementary Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. This was attempted through a module on CRT and a STEAM Biography assignment, which aimed to heighten teacher candidates’ awareness of the contributions of individuals from marginalized/underrepresented groups, generate discourse on equitable teaching practices, and foster culturally responsive teaching practices. This research study examines data collected by the researchers, who also served as course creators and instructors, from teacher candidate participants enrolled in a STEAM methods course in which this assignment was implemented. Data were collected through a survey instrument and analyzed using content analysis methodology (qualitative and quantitative). Preliminary findings suggest that PSTs developed strong emerging equity-oriented mindsets and recognized the importance of belongingness and connection to meet the needs of all learners. In addition, since most PSTs reported the need for more practical CRT examples for use in their future classrooms, the biography assignment helped to foster the development of positive dispositions toward culturally responsive teaching in the STEAM disciplines. Full article

Background: Chronic Obstructive Pulmonary Disease (COPD) is a common condition that can cause dyspnea, pain, and biomechanical-postural alterations, especially when overlapping with Myofascial Pain Syndrome (MPS). Balneological rehabilitation medicine can help manage COPD and MPS, but it lacks homogeneity and detailed descriptions of effective therapeutic protocols. Therefore, we conducted a case series to preliminarily evaluate the clinical effects of a detailed and codified approach, called Bio-Physico-Metric Integrated Thermal Care (BPM-ITC), for COPD+MPS. Methods: 10 patients were observed while undergoing 20 sessions of BPM-ITC in 4 weeks. Patients were assessed before and after the protocol using the Medical Research Council (MRC) dyspnea scale, Numeric Pain Rating Scale (NPRS), and the Bio-Postural Questionnaire (BPQ) for bio-physical health status. Treatments included manual therapy of key myofascial trigger points combined with crenotherapy, steam inhalations, mud therapy, vascular path, and water-based motor re-education. Results: At the end of the protocol, clinically relevant improvements were observed in almost all parameters considered in single observed cases; overall statistical analysis of the data highlighted significant positive effects in concomitance with the BPM-ITC protocol. Conclusions: The BPM-ITC protocol was followed by significant clinical improvements in the observed cases, suggesting its potential as a complementary approach for COPD+MPS. Further studies on this topic are recommended. Full article

Computational thinking (CT) is increasingly being integrated into educational curricula alongside mathematical thinking (MT) within science, technology, engineering, and mathematics (STEM) education. Physical computing devices now support low-code programming approaches aligned with Sustainable Development Goal 4 (Quality Education) by helping to create engaging and inclusive learning environments for learners, particularly P–12 students and their teachers. However, the use of such devices for low-code programming remains underexplored and insufficiently evaluated. This study investigates the application of low-code programming using a specific physical computing device, the micro:bit, within a gamified context to foster perceive readiness for CT in sustainable mathematics education for P–12 students, while also considering the perspectives of pre-service teachers (PSTs). PSTs often lack adequate preparation to teach related concepts and to manage the affective dimensions that influence learning. Findings indicate that positive emotions increased and negative emotions decreased, except for frustration and boredom, following the intervention. Additionally, interest in and engagement with the development perceive readiness for CT and MT improved among PSTs within a sustainable (STEA)Mathematics education framework. These results suggest that the proposed approach helps address existing gaps and may be adapted across diverse academic and professional domains, supporting continuous knowledge acquisition under both predictable and uncertain conditions. Full article

Game-based learning approaches, particularly escape room games (ERGs), have gained increasing attention in mathematics and STEM education due to their theoretical potential to foster engagement, interest, positive attitudes, communication, teamwork, and problem-solving skills. This paper presents a theoretical and design-based conceptual analysis of educational ERGs (EERGs) within mathematics education, where issues of interest, engagement, negative attitudes and limited real-world relevance remain persistent challenges. This paper aims to develop a socio-constructivist conceptual and design framework for EERGs by synthesizing relevant educational theory, research literature and professional game design practice. Based on literature and design-informed analysis, the paper proposes a classification of puzzle types and structural configurations, analyzing the epistemic mechanisms through which these elements are theoretically expected to foster student competencies and dispositions such as positive attitudes towards learning, collaboration, communication, problem-solving and engagement. The paper also presents an author-developed game prototype as an illustrative design heuristic derived from the conceptual framework and professional practice. Finally, the paper discusses theoretical advantages and limitations considering methodological, organizational, technical and pedagogical aspects. The contribution of this study comes from an interdisciplinary understanding of EERGs, and a conceptual and design framework intended to inform future design-based and empirical research on EERGs. Full article

Blockchain technology, with special features of decentralization, immutability, consensus mechanisms, and smart contracts, has been integrated into different areas of digital applications recently. However, its abstract concepts present a steep learning curve for beginners, especially in the absence of online resources that offer dynamic, hands-on learning experiences. In response to this problem, we developed a digital interactive teaching tool using the OwlSpace platform to explain what blockchain truly is in its four core foundational concepts. Interactive operations, guided workflows, and visual simulations are applied in the system to assist the learner in interpreting decentralized architectures, immutability of data interactively, the consensus formation process, and the mechanics behind smart contract operation. The system has also put a focus on conceptual understanding and gamified experiences rather than competitive ones, providing a practical and engineering-focused tool for introductory information engineering students. Full article

This study examines the associations between participation in recycling-based STEM activities and secondary school students’ STEAM attitudes, recycling-related behaviours, and design thinking skills. A nested mixed-methods design was employed. The quantitative part used a one-group pre-test–post-test experimental design with 32 students, while the qualitative part included semi-structured interviews with 7 students selected through criterion sampling. Data were collected using a STEAM attitude scale, an attitude towards recycling scale, a design thinking scale and an interview form. Paired-samples t-tests were conducted for quantitative analyses, and the interview data were examined using content analysis. Statistically significant increases were observed from pre-test to post-test in students’ STEAM attitudes, recycling-related behaviours, and design thinking skills following participation in the recycling-based STEM activities. Qualitative findings indicated that students described coping with challenges in the design process by using problem-solving strategies and collaborating with peers. They also reported perceived increases in self-efficacy, creativity, and understanding of interdisciplinary (STEM) approaches. In addition, students reported greater awareness and described changes in recycling-related behaviours. Overall, the findings suggest that integrating recycling into STEM education may be associated with sustainability-oriented behaviours and higher-order thinking skills among secondary school students. Full article

The integration of digital technologies into early childhood education extends beyond mere technical necessity; it constitutes a fundamental pillar of social sustainability within the teaching profession. Yet, a persistent paradox remains in teacher education: the “Attitude–Competence Gap,” where pre-service teachers’ enthusiasm for technology fails to translate into practical proficiency. This study interrogates this disconnect within a STEAM framework, specifically examining whether digital competence is driven by general technological attitudes or domain-specific pedagogical beliefs. Utilizing an explanatory sequential mixed-methods design, we analyzed data from 200 Child Development students, followed by in-depth semi-structured interviews with 15 participants who exhibited high attitudes but low initial competence. Hierarchical regression analysis yielded a critical insight: while general attitudes toward digital storytelling did not predict competence (p > 0.05), pedagogical beliefs regarding the use of children’s literature in mathematics were a strong predictor of technical proficiency (β = 0.35, p < 0.001). Qualitative evidence corroborated that students overcame technical limitations not through technological affinity but through a motivation to concretize abstract mathematical concepts via storytelling. These findings suggest that to foster sustainable STEAM education, teacher training curricula must prioritize the “why” (pedagogical conviction) over the “how” (technical mechanics), thereby closing the gap between digital intention and action. This study uniquely demonstrates that domain-specific pedagogical convictions, rather than general technological enthusiasm, are the fundamental drivers of digital competence in STEAM, providing an empirical basis for more resilient teacher education models. Full article

(1) Background: Although integrated STEM education is an important policy focus, teacher preparation to implement high-quality integrated STEM and STEAM learning experiences in an equitable manner is not widespread. Teacher beliefs significantly impact how they teach; therefore, this study explores preservice teachers’ self-reported perceptions of teaching integrated STEM after participating in an integrated STEAM course. (2) Methods: We employed qualitative methods to explore 47 preservice elementary teachers’ perceptions about teaching integrated STEM based on their lived experiences in an integrated STEAM course. Guided by our conceptual framework, we used deductive methods to better understand preservice elementary teachers’ perceptions. We also used open coding to understand their lived experiences in the course. Pattern coding was used in the second cycle to identify themes. (3) Findings: Three primary themes emerged, including understanding integrated STEM frameworks through a transdisciplinary and critical lens; perceiving STEAM is engaging because it is relevant; and developing self-efficacy for future STEAM integration without infrastructure. (4) Conclusions: Although preservice elementary teachers had positive experiences in the course and believe integrated STEM and STEAM to be important, more work is needed to develop their understanding of equitable integrated STEM and STEAM instruction. Full article

Biomimetics, the field of learning from Nature for applications in science, engineering and the arts, offers pathways toward sustainable innovation and integrative education. This contribution presents a conceptual framework that explores plant galls as an inspiration for biomimetic thinking, speculative design, and STEAM-based education. Plant galls are complex structures induced by insects, bacteria, fungi, or other organisms through biochemical signaling that reprograms local plant development. While gall formation is widely understood as a parasitic process that primarily benefits the inducing organism, galls nonetheless represent extreme and highly localized instances of developmental plasticity, information transfer, and morphological novelty. Building on these observations, this paper introduces the speculative Gall-Accelerated Innovation (GAI) framework, which asks whether gall induction can be interpreted, at a conceptual level, as a form of developmental probing that exposes plants to atypical structural and biochemical configurations. Rather than proposing a demonstrated evolutionary mechanism, the framework serves as a thought experiment that bridges gall biology, biomimetics, and artistic research. Through observational examples, interdisciplinary dialogue, and educational visualization, the work invites reflection on how interactions across species and disciplines can stimulate new ways of thinking about programmable living materials, creativity, and learning from Nature. Full article