Search Results (948)

This study examined teacher-, school-, and student-level factors associated with classroom learning outcomes among junior high school students with special educational needs in inclusive education settings. Data were drawn from the 2012 wave of the Special Needs Education Longitudinal Study (SNELS), part of a nationwide longitudinal research project in Taiwan. The analytic sample comprised 1479 students across multiple disability categories, with learning disabilities, intellectual disabilities, and physical disabilities among the largest groups represented. SNELS was selected because it provides large-scale data on students with special educational needs and their educational experiences, allowing factors across multiple ecological levels to be examined within a common analytical framework. Pearson correlation analysis and hierarchical multiple regression were conducted to examine associations among the study variables and incremental changes in explained variance. Peer relationships and disability-related impact showed relatively large bivariate associations with classroom learning outcomes, while teacher attitudes toward inclusive education, resource teacher support, and teacher collaboration were also associated with classroom learning outcomes. The full hierarchical regression model accounted for 21.6% of the variance in classroom learning outcomes. These findings highlight the value of considering factors across multiple ecological levels when examining classroom learning outcomes in inclusive education. By integrating teacher-, school-, and student-level factors using a nationwide dataset, this study provides historical baseline evidence regarding inclusive education in Taiwan prior to subsequent policy developments and offers an empirical reference point for future research examining changes in inclusive educational practices and support systems over time. Full article

This exploratory descriptive-correlational study analyses the perceptions of 257 adult students (doctoral, master’s, and teachers) at DPPD, USV Iași, during the 2025–2026 academic year regarding hybrid education, teaching quality, and environmental sustainability. Using a structured Likert-scale questionnaire, the analysis indicates good-to-excellent internal consistency, with Cronbach’s alpha values ranging between 0.886 and 0.901, and a high overall global average score of 4.64. The findings reveal strong support for the hybrid model. Perceived teaching quality received the highest subscale rating (M = 4.80), closely followed by the perceived ecological impact (M = 4.65). The analysis indicates strong Pearson correlations, specifically between the hybrid learning experience and perceived teaching quality (r = 0.818), as well as between the perceived ecological impact and pro-sustainability attitudes (r = 0.809). Regarding academic mobility, the estimate indicates 81,283 km of avoided commuting travel and approximately 12,295 kg of avoided commuting-related CO₂ emissions, based on self-reported distance, means of transport, and number of physical attendances replaced by online activities. These findings suggest that hybrid learning may represent a relevant managerial option for university sustainability policies. The model appears well suited to postgraduate programmes addressed to employed adults, although the ecological benefits should be read as partial and do not displace perceived teaching quality as the central factor. Full article

Background: Early and comprehensive interventions are crucial for preventing substance use in adolescents. In school settings, such interventions can be easily integrated into the curricular and co-curricular activities with the active involvement of school administration, teachers, trained staff, parents, and community members. This review aimed to comprehensively examine preventive, protective, and corrective school-based intervention models for substance use to suggest an evidence-based and effective educational model for preventing substance use in children. Methods: In this scoping review, online databases, including SCOPUS and Web of Science, were searched to identify and collect articles evaluating the effectiveness of school-based prevention models. The PRISMA approach for scoping review (PRISMA-ScR) was employed to assess the scope of relevant literature and synthesise existing school-based intervention models. Two independent reviewers independently screened records (κ = 0.75). Due to heterogeneity, findings were synthesised narratively using a socio-ecological framework. Study quality was appraised using the Mixed Methods Appraisal Tool (MMAT). Results: Forty-three studies, mostly from the United States, were included in the review. All school-based interventions examined were preventive or protective in their approaches. There was no school-based intervention model that was corrective in its approach. Increased knowledge, negative attitudes towards substance use, and reduced substance use in the intervention groups were key outcomes. Effective interventions involved a multi-pronged approach wherein teacher training, student education, and the involvement of parents, senior citizens, police officials, experts, and the community were key components. Additionally, culturally tailored interventions have shown promising results. Conclusions: Among school children, tobacco and alcohol use are most prevalent, and schools can play a crucial role in addressing this issue. Apart from preventive and protective intervention models, the focus needs to shift towards developing integrated school-based corrective models to address the concerns of substance use among school students. Full article

This study examined pre-service elementary school teachers’ perceptions of a semester-long professional learning programme in Iran, focusing on perceived shifts in their concerns, drawing on the Concerns-Based Adoption Model (CBAM) as the theoretical framework. Adopting a CBAM-informed, directed (deductive–inductive) qualitative content analysis of the written reflections of 30 pre-service teachers across two provinces, the study traced perceived shifts in participants’ concerns throughout their professional learning journey. Consistent with CBAM’s developmental stages, the analysis of participants’ reflections suggested a perceived transition from self-focused concerns to concerns about teaching effectiveness. This shift—from self-oriented concerns toward task- and effectiveness-oriented concerns—aligns with the model’s prediction that individuals move through self, task, and effectiveness concerns as they adopt new practices. The findings also suggest that this progression is associated with the development of professional identity, personal beliefs, and the capacity for lifelong learning. Although the training process placed many participants in unfamiliar contexts, it provided valuable experiences that encouraged active engagement in curriculum design. Despite facing uncertainty and challenges, participants developed the psychological readiness to continue their professional journey. Because the study is based on self-reported written reflections rather than classroom observation, teaching performance, or pupil outcomes, the findings are presented as perceived shifts in pre-service teachers’ reflections, concerns, and professional readiness, rather than as demonstrated impact on attitudes, practices, or teaching outcomes. Overall, these findings underscore the relevance of CBAM for understanding and informing the design of professional development for pre-service teachers. Full article

Nigerian secondary schools face significant challenges integrating fourth industrial revolution (4IR) technologies. Little is known about how contextual factors influence teachers’ familiarity with these technologies and their perceptions of student engagement, learning outcomes, and instructional efficiency. Using a convergent parallel mixed-methods design, this study examined those factors in public and private secondary schools across one Local Government Area within each of four Nigerian states (Imo, Rivers, Osun, and Kogi). The quantitative component surveyed 189 teachers (92 public, 97 private). The qualitative component interviewed nine teachers and conducted two focus groups with 12 teachers (six in each group). Quantitative findings showed that teachers reported moderate familiarity with most 4IR technologies (grand mean = 3.11) and positive perceptions of their influence on student engagement (grand mean = 3.64) and learning outcomes (grand mean = 3.80). Private school teachers reported significantly higher familiarity with six of seven technologies and more positive perceptions of engagement (p < 0.001) and learning outcomes (p < 0.001) than public school teachers, except for WhatsApp (p = 0.332). Qualitative thematic analysis revealed four themes explaining these differences: (1) structural and infrastructural inequities (electricity, internet, devices) shape technology engagement; (2) teachers sustain integration through personal financial sacrifice and informal peer support; (3) professional development is perceived as contextually disconnected; and (4) technological engagement reflects interactions between generational confidence, pedagogical identity, and school culture. The joint display of quantitative and qualitative findings shows convergence on the conclusion that infrastructure, not teacher attitude, is the main barrier to 4IR adoption. Policymakers should prioritise investment in electricity, internet, and devices over blaming teachers. Full article

Background: Tattooed teachers are increasingly visible in schools, yet the norms governing their professional acceptability remain poorly understood. This study tests whether pluralistic ignorance—private acceptance systematically exceeding the acceptance attributed to others—operates in attitudes toward tattooed teachers, and identifies individual-level predictors of this misperception. Methods: A cross-sectional online survey was conducted with 1226 individuals in Hungary across four groups: physical education (PE) teacher trainees, university students from other disciplines, secondary school students, and in-service teachers. Participants rated their own acceptance of tattooed PE and academic-subject teachers and the acceptance they attributed to other teachers and to parents, and reported tattoo status, gender, and professional background. Results: Own acceptance exceeded attributed acceptance in all four groups and for both reference targets, consistent with pluralistic ignorance; gaps were largest among secondary school students and smallest—though still positive—among in-service teachers. Personal tattoo experience was the strongest individual predictor of acceptance after group membership, and among teachers both age and experience were negatively associated with acceptance. Acceptance was predominantly conditional, structured by a visibility hierarchy in which arm placements were most acceptable and facial or neck placements least so. Conclusions: The apparent disapproval of tattooed teachers reflects collective misperception more than genuine consensus, suggesting that making actual peer attitudes visible could reduce conformity pressure and support more authentic professional self-expression. Full article

This study examined elementary pre-service teachers’ artificial intelligence (AI) literacy in ChatGPT-4o-assisted science lesson design. Eight third-year pre-service teachers at a national university of education in Korea participated in a voluntary, non-credit, ten-week program focused on elementary Earth science lessons and used GPT-4o through the web-based ChatGPT interface. Data included pre-task written reflections, ChatGPT interaction logs, lesson plans and instructional artifacts, reflective journals, observation notes, and final reflective reports. A framework-guided thematic analysis examined AI knowledge, AI skills, AI ethics, and AI attitudes, while participant-level trajectories and lesson-design artifacts were analyzed across data sources. Initial AI literacy was heterogeneous rather than uniformly limited. Five of the eight participants articulated some pattern-based, probabilistic, or context-sensitive understanding of ChatGPT, seven of the eight anticipated using prompts that specified instructional conditions, all eight recognized a need to verify AI-generated content, and initial attitudes ranged from affirmative willingness to predominant skepticism. During the program, six of the eight participants showed increasingly contextualized or iterative prompting, and seven of the eight demonstrated artifact-linked verification, revision, supplementation, or alternative tool selection. Attitudinal trajectories were characterized by conditional acceptance rather than a uniform increase in trust. Across the eight participant-level trajectories, the analysis identified refinement, continuity, limited change, and one episode-specific awareness–practice inconsistency. These findings indicate that ChatGPT-assisted science lesson design can provide a practice-based context for examining AI literacy as situated professional judgment involving scientific, curricular, pedagogical, and ethical decision-making, without implying a common developmental progression. Full article

Growing concerns regarding children’s disconnection from nature have increased interest in nature-based pedagogies within Early Childhood Education (ECE). This study examined how participation in a Forest School pilot project influenced children’s learning environments, play, human–nature relationships, and science process skills in three ECE settings in Northern Spain. This longitudinal study combined quantitative and qualitative data collection methods to follow 106 children aged 2–5 years throughout a complete academic year of regular Forest School sessions integrated within mainstream schooling. Data collection combined systematic observation scales, semi-structured interviews, environmental attitude measures, and family questionnaires to examine learning environments, children’s play, social interactions, environmental attitudes and science process skills. The findings indicate that forest environments provided richer opportunities for exploratory play, science process skills, and interaction with unstructured materials than conventional playgrounds. Group symbolic play occurred more frequently in forest settings, while lower levels of conflict were observed. Children progressively developed more ecocentric environmental attitudes, empathy toward living beings, and relational forms of environmental care through repeated interaction with nearby ecosystems. Teachers reported that children demonstrated increasing science process skills—including observation, exploration, representation, and communication—through direct interaction with natural phenomena. The study suggests that regular nature-based learning may support the development of science process skills, environmental care, and holistic child development within mainstream ECE contexts. Full article

This study examines teachers’ acceptance of an inquiry-oriented, Crime Scene Investigation (CSI)-based teaching sequence supported by a Virtual Scanning Electron Microscope (Virtual-SEM) using an extended Technology Acceptance Model (TAM). While TAM has been widely used to explain technology adoption, its traditional focus on cognitive perceptions may not fully capture the pedagogical complexity of educational settings. To address this, the study integrates pedagogical and affective variables, namely Inquiry Engagement (INQ), Trust (TR), and Self-Efficacy (SE), into the TAM framework. Data were collected from 30 teachers who evaluated a teaching sequence designed according to constructivist principles and the 5E Instructional Model. Descriptive statistics, reliability analysis, correlation analysis, and multiple regression analyses were employed to examine the relationships among constructs. The findings indicate high perceived usefulness, positive attitudes, and strong behavioral intention to adopt the sequence. Inquiry Engagement was significantly associated with both Perceived Usefulness and Attitude Toward Use, while Trust was significantly associated with Perceived Ease of Use and attitudes. In contrast, Perceived Usefulness showed a weak and non-significant association with attitudes, suggesting that pedagogical factors may play a particularly important role in technology acceptance. Attitude Toward Use showed the strongest association with Behavioral Intention. The findings provide preliminary support for an extended, pedagogically enriched TAM and highlight the potential importance of instructional design in technology acceptance. Full article

Background/Objectives: Psychological well-being is an important indicator of occupational mental health among special education teachers, as it is closely associated with work engagement, professional performance, and attitudes toward students with disabilities. Despite its importance, limited research has examined factors associated with psychological well-being among special education teachers in Arab contexts. Therefore, this study examined the level of psychological well-being among special education teachers and investigated the relative contributions of mindfulness and empathy. In addition, the study tested the mediating role of empathy in the relationship between mindfulness and psychological well-being. Methods: A cross-sectional quantitative predictive correlational design was employed with a sample of 259 special education teachers in Riyadh, Saudi Arabia. Data were collected using an Arabic-adapted version of Ryff’s Psychological Well-Being Scale, the short form of the Five-Facet Mindfulness Questionnaire, and the Empathy Scale for Teachers. Path analysis was conducted to test a partial mediation model examining the mediating role of empathy in the relationship between mindfulness and psychological well-being. Results: The findings indicated high levels of psychological well-being among special education teachers. Mindfulness and empathy accounted for significant variance in psychological well-being, and path analysis showed that empathy partially mediated the relationship between mindfulness and psychological well-being. Conclusions: These findings highlight the potential importance of mindfulness and empathy in relation to the psychological well-being of special education teachers and suggest the value of giving greater attention to these dimensions in pre-service preparation and ongoing professional support programs. The study also contributes context-specific evidence from Saudi Arabia to the literature on teacher well-being in special education. Full article

This article examines heritage language transmission within Chinese migrant families in Italy, focussing on the role of Family Language Policy and the interplay between standard (Putonghua) and non-standard local varieties (fangyan). Drawing on semi-structured interviews with six families and the primary school teachers of their children (aged 6–8), the study adopts a multi-perspective design to explore how reported language practices, beliefs, and attitudes interact across family and school domains. Findings indicate a predominant shift towards Putonghua as the primary heritage language, often at the expense of fangyan, which tends to be marginalised by parents or reported as being retained only as passive competence among children. This shift reflects practical considerations and evaluative orientations related to prestige, usefulness, and standardisation. Variation across families shows that alternative orientations persist, with one family valuing fangyan for intergenerational continuity. Teachers’ perspectives further suggest a limited awareness of internal linguistic diversity within the student population. The convergence of family-driven shifts and school-based perceptions may contribute to processes of increasing standardisation in the representation and transmission of heritage varieties. This article contributes to research on heritage language maintenance by offering contextually situated insights into how the interplay between social actors and contextual factors may shape linguistic diversity within diasporic communities. Full article

This study examines how school music teachers are represented in English-language television series and considers implications for professional identity, pedagogy and recruitment. Drawing on a novel, systematically coded database of 36 on-screen music educators from 28 television series from 1952 to 2026, quantitative description maps demographic attributes (age, gender, ethnicity, socioeconomic status), narrative role (minor, major, protagonist), genre and institutional context. Our findings show music teachers are most often supporting characters, typically mid-career, male and predominantly white, with comedy—especially ensemble school comedy—dominating portrayals. Qualitative interpretation demonstrates persistent teacher archetypes and pedagogical tropes: the failed performer turned teacher, the inspirational mentor who singles out a talented student, and blurred teacher–student boundaries. These portrayals routinely privilege spectacle and rapid transformation over sequenced curriculum, assessment and routine labour, risking the creation of distorted public expectations about what music teaching entails. This article situates these findings within contemporary concerns about teacher shortages and declining occupational status in English-language contexts, arguing that mediated images may influence career choice, teacher retention and societal attitudes. Methodological advances include expanded time and geographic contexts of studied texts and detailed coding. The paper concludes by calling for reception and experimental studies to test causal effects on aspiring teachers and to inform teacher education curricula. Full article

Introduction: The Awareness/Acceptance/Action Model (AAAM) was initially developed by one of the authors to explore stigma and prejudice towards people living with HIV/AIDS. In the present study, the AAAM was examined for its personal and professional relevance to people affected by the Troubles, 30 years of sectarian conflict in Northern Ireland. When unchecked, judgmental or reactive attitudes can undermine intentions to consistently deliver services in line with professional standards and human rights. Methods: Despite a devolved, power-sharing government and steps to address longstanding political and religious grievances, cultural sensitivities and animosity remain on both sides of the divide. A university in Northern Ireland recruited 11 practice teachers and 18 social work students, who participated in one of four focus groups. Mindfulness principles and techniques were used to allow participants to visualise “the other” before exploring how prejudice might impact personal and professional interactions. Thematic analysis of focus group transcripts was conducted using Braun and Clarke to assess the presence and nature of labelling, stereotyping, out-grouping and discriminating against people perceived as “the other”. Findings: Given the potential differences in identity, background, and experiences of social work practitioners and service users, it is important that we critically reflect on how we serve people based on direct or intergenerationally transmitted encounters. The AAAM was then piloted in undergraduate social work degree programmes and shared with practice teachers. Feedback confirmed that it offers a theoretical framework to promote anti-oppressive practice and critical reflection during professional social work training. Using Mindfulness techniques to visualise “the other” prompted participants to listen well and look deeply at the origins of their prejudices or fear, and how these could lead to biased interactions with service users. Full article

Objective: Art therapy has been proposed as a complementary approach to support psychosocial well-being in chronic disease management, but patients’ understanding and perceived acceptability of art therapy in type 2 diabetes mellitus (T2DM) remain unclear. This study aimed to describe item-level knowledge, attitudes, and art-related behaviors regarding art therapy among patients with T2DM in Nanjing, China, and to explore factors associated with willingness to try art therapy. Methods: A cross-sectional questionnaire survey was conducted from January to April 2025 among patients with T2DM receiving care at the Department of Endocrinology, Taikang Xianlin Drum Tower Hospital, Nanjing, China. Demographic characteristics and KAP related to art therapy for diabetes were collected. Univariable and multivariable logistic regression analyses were performed to explore factors associated with willingness to try art therapy. Results: A total of 982 patients with T2DM were included in the final analysis (mean age 50.61 ± 13.25 years; 662 (67.41%) male). Of these, 427 patients (43.48%) believed that art therapy is effective for diabetes, whereas 839 (85.44%) reported a willingness to try art therapy. In exploratory item-level analyses, patients who perceived art therapy as effective differed from those who did not across multiple knowledge, attitude, and behavior-related items. In multivariable logistic regression, lower willingness to try art therapy was associated with female sex (versus male, aOR = 3.914, 95%CI = 2.309–6.634), older age (aOR = 1.025 per year, 95%CI = 1.002–1.048), being a farmer or manual worker (versus teacher/cadre/medical staff, aOR = 2.129, 95%CI = 1.125–4.031), being unmarried/divorced (versus married, aOR = 9.961, 95% CI = 4.478–22.155), having out-of-province household registration (versus within province, aOR = 2.542, 95%CI = 1.333–4.850), being covered by employee/basic medical insurance (versus public expense or the new rural cooperative medical scheme, aOR = 1.961, 95%CI = 1.126–3.415), having chronic diseases (versus without chronic diseases, aOR = 2.495, 95% CI = 1.451–4.288), and frequent smoking (versus never smoking, aOR = 11.896, 95% CI = 5.555–25.477). Conclusion: Despite heterogeneous understanding of art therapy, most patients with T2DM reported willingness to try it, indicating generally favorable perceived acceptability. Future studies should examine how this stated willingness can be translated into informed participation in appropriately designed programs and evaluate their feasibility, uptake, and potential benefits. Full article

This study investigates a secondary science teacher’s beliefs and attitudes toward marginalized minority students and examines how these beliefs and attitudes influenced students’ science identity development. The study focused on an experienced Black female biology teacher with an MEd in STEM education and her students at an urban high school in a U.S. state where anti-diversity, equity, and inclusion influences on curriculum were particularly strong. All students in the class (N = 21) identified as marginalized minority students. Data sources included teacher interviews, classroom observations, field notes, and student surveys. These data were analyzed and interpreted through the frameworks of Critical Race Theory and culturally responsive teaching. Findings showed that students expressed a strong sense of belonging when their diverse voices, backgrounds, and experiences were acknowledged in the classroom. However, many students also described feeling disconnected from the traditional image of a scientist, which contributed to self-doubt about their potential participation in scientific careers. This study highlights the importance of educators actively engaging with students’ identities, promoting diverse representations within science, and creating supportive and inclusive classroom environments. At the same time, the findings reveal the limits of classroom-based support for science identity development when broader structural barriers and dominant stereotypes about science remain strong influences. Full article