Search Results (239)

Teachers’ behavioral consistency is recognized as a cornerstone of effective classroom management and of cultivating a positive school climate. This exploratory sequential mixed-methods study examined the extent to which middle-school teachers consistently applied values-based responses to comparable student behaviors across classroom and non-classroom settings. Results revealed higher consistency scores in classroom scenarios (M = 1.6) than in non-classroom scenarios (M = 1.1), with 40–50% of responses showing no overlap in strategy across contexts. Descriptive analyses indicated that behavioral consistency varied according to teacher gender, professional experience, and school socioeconomic context. These findings underscore differences in teachers’ reported responses across school settings and emphasize the importance of schoolwide behavior-management protocols and professional development initiatives that foster consistent, values-oriented practices throughout the school environment. Full article

University professors’ emotional competencies are increasingly discussed as relevant dimensions of teaching professionalism that may shape students’ academic engagement, motivation, and psychological well-being. This qualitative study explores how university students perceive professors’ emotional and relational practices and how students perceived these practices as shaping their academic experience. Twenty-one semi-structured interviews were conducted with undergraduate and master’s students at an Italian university and analyzed through thematic analysis. Five interconnected themes were identified: (1) empathy and the humanization of the professor–student relationship; (2) relational and communicative styles shaping classroom climate and motivation; (3) emotional regulation in high-stress academic situations, particularly examinations; (4) perceived differences across teaching modalities and disciplinary contexts; (5) students’ expectations regarding balanced emotional openness and faculty development. Students described empathetic, approachable, and emotionally regulated professors as helping to reduce stress, strengthen academic confidence, foster engagement, and support a sense of belonging. Conversely, rigid, distant, or humiliating interactions were associated with anxiety, withdrawal, and disengagement. Rather than treating emotional competence as an individual disposition, the study proposes that it should be understood as a professional and institutional dimension of university teaching. It further develops the notion of student-perceived academic psychological safety as a relational mechanism through which professors’ emotional competencies may influence students’ well-being and participation. The findings highlight the need for faculty development initiatives and institutional policies that recognize the emotional and relational dimensions of teaching as integral to higher education quality. Full article

Student-initiated bullying against teachers has become an increasingly visible yet understudied issue in educational research, particularly in regions like Lebanon, where such dynamics remain largely unspoken. This mixed-methods pilot study explored the experiences of 53 educators working in Lebanese private schools, combining survey responses with in-depth interviews from a purposive subsample of 11 teachers across elementary, middle, and high school levels. Guided by Bronfenbrenner’s Ecological Systems Theory and the Power Relations in Education framework, the study examined how intersecting layers of influence, from classroom interactions to institutional cultures and broader societal norms, and patterns of student-to-teacher aggression. The findings revealed frequent occurrences of verbal defiance, emotional manipulation, and cyberbullying. Many teachers reported feeling unsupported by school administrations and constrained by cultural attitudes that silenced discussions about teacher vulnerability. Educators described emotional exhaustion, professional frustration, and a growing sense of disempowerment in the face of persistent aggression. Their voices underscored the pressing need for structural reforms, including clear policies, sustained training, and a cultural shift that reinforces respect for educators. This research contributes to a broader understanding of the emotional and professional impact of student bullying on teachers and highlights the need for inclusive, context-sensitive strategies that prioritize educator well-being and authority in the school environment. Full article

Maintaining good indoor air quality (IAQ) is essential for student health, cognitive performance, and overall well-being. Traditional ventilation strategies, particularly constant air volume systems and manual window operation, often fail to maintain optimal IAQ while simultaneously increasing building energy consumption. In response, smart ventilation systems have emerged as a promising alternative capable of dynamically modulating airflow based on occupancy patterns and real-time pollutant levels. This study presents a systematic review of fourteen carefully selected peer-reviewed studies (2015–2025) that represent the most recent and methodologically robust research on smart ventilation applications in school environments across diverse climatic conditions. The selected studies encompass experimental, simulation-based, and hybrid methodologies, and classify control strategies into demand-controlled, temperature-adaptive, occupancy-based, AI-enhanced, and building management system (BMS)-integrated approaches. Collectively, the findings demonstrate measurable improvements in IAQ indicators (e.g., carbon dioxide (CO₂), particulate matter (PM_2.5), ozone (O₃), and volatile organic compounds (VOCs)) and significant energy savings, in some cases exceeding 60%, while also identifying system vulnerabilities such as fault sensitivity, short monitoring durations, and limited long-term validation. Importantly, the review reveals critical geographic and climatic research gaps, particularly in hot–arid regions where ventilation-related cooling demand is substantial, as well as limited long-term assessments in cold climates. Furthermore, although smart ventilation systems perform effectively under controlled conditions, insufficient real-world verification, user interaction analysis, and climate-specific optimization constrain broader implementation. Addressing these gaps through climate-dependent performance evaluation and long-term operational studies is essential to unlocking the full potential of smart ventilation systems in delivering healthier, energy-efficient classrooms. Full article

This study develops and applies a climate-based, user-centred and data-informed framework to assess lighting performance in educational buildings through the integrated use of daylight, high-efficiency LED systems and smart lighting controls. The research was conducted as a case study in university classrooms in Madrid, Spain, using a mixed-methods approach that combined in situ illuminance measurements, climate-based simulations with DIALux Evo 12.1, lighting energy assessment and structured user-perception surveys. The main objective was to quantify the dynamic interaction between daylight availability, electric lighting demand and perceived visual comfort, while assessing the energy-saving potential of daylight-responsive control strategies. Results show that the existing LED systems meet current illuminance requirements, with calculated lighting power density values ranging from 4.38 to 12.47 W/m². However, the analysis also reveals that high daylight availability does not necessarily guarantee better lighting performance, since excessive or uneven daylight can generate spatial imbalance, glare risk, and reduced visual stability. Survey results confirmed a strong student preference for daylight and exterior views but also showed that visual task clarity and glare control remain essential for user-centred lighting design. Overall, the findings demonstrate that effective classroom lighting retrofits should move beyond LED replacement alone towards adaptive, daylight-driven and user-centred control strategies capable of reducing energy use while maintaining visual comfort in educational buildings under Mediterranean climatic conditions. Full article

Positive teacher–student relationships in early childhood predict stronger academic and social–emotional outcomes, whereas conflictual or dependent relationships contribute to children’s stress and behavioral and academic difficulties. While prior research emphasizes teachers’ observable relational behaviors, fewer studies explore the internal emotional and cognitive processes that shape these relationships. This mixed-methods study examined how preschool teachers’ emotion socialization practices (i.e., emotion coaching and dismissing) and their classroom expressions of positive and negative emotions relate to their mental representations of their relationships with students. Quantitative analyses tested whether teachers’ emotional expressiveness moderated associations between their emotion socialization practices and relational representations. Complementing these analyses, qualitative narrative interviews with an independent teacher sample explored how educators described their emotional expressiveness, emotion-related practices, and perceived relationships with students. Informed by emotion socialization theory, attachment theory, and the prosocial classroom model, findings highlight the interplay of teachers’ emotional beliefs, regulation, and relational schemas in shaping classroom climate. Our integration of quantitative and qualitative insights provides a more comprehensive understanding of teachers’ emotional functioning and underscores the importance of supporting educators’ relational and emotional competencies to enhance classroom quality and student well-being. Full article

Media primarily frames climate change as a threat or disaster, which may dampen public interest and engagement. Does shifting communication strategies to emphasize people’s ability to enact change increase political engagement with climate change? This study examines whether exposure to a news story containing efficacy information is associated with changes in self-efficacy, collective efficacy, and intentions to engage in political activism. Using a quasi-experimental classroom-based design, a single exposure to a news story embedded with efficacy information was not associated with higher levels of any of the three dimensions of political self-efficacy—internal, external, and response—as well as perceived collective efficacy among undergraduate students (N = 731) in a large city in India. Exposure to efficacy information was not associated with intentions to engage in individual or political activism indirectly either. However, internal efficacy, response efficacy, and collective efficacy were positively associated with intentions to engage in individual and collective political action. In addition, perceived collective efficacy mediated the association between internal and response efficacies with collective political action intentions, highlighting the critical role of collective efficacy in collective political action. The findings suggest that while perceived self- and collective efficacies are important for increasing public engagement, they may not be readily amenable to change through single or infrequent exposure to efficacy-oriented messages. Full article

Poor indoor air quality (IAQ) in naturally ventilated school buildings remains a widespread problem, particularly during the heating season, when limited ventilation leads to elevated CO₂ concentrations. At the same time, increasing ventilation rates may significantly increase energy demand, creating a conflict between IAQ and energy efficiency. This study aims to evaluate whether CO₂-based demand-controlled mechanical ventilation, particularly with heat recovery (HRV), can improve IAQ while maintaining acceptable energy performance in existing school buildings. A previously validated CONTAM model of a Polish primary school classroom was used to simulate natural ventilation, mechanical exhaust ventilation, and balanced ventilation with heat recovery. In mechanical systems, CO₂-based demand-controlled ventilation (DCV) was applied. The resulting airflow rates were then used in EnergyPlus simulations to assess seasonal heating and primary energy demand under Kraków climatic conditions. Increasing the outdoor air supply rate significantly reduced indoor CO₂ concentration but led to higher heating demand in exhaust ventilation systems. In contrast, HRV reduced heating energy demand by more than 80% compared with exhaust ventilation while maintaining comparable indoor air quality. Although HRV required additional electricity for fan operation, the total primary energy consumption remained low. The results demonstrate that CO₂-based DCV systems with heat recovery provide an effective balance between indoor air quality and energy performance. These findings support the application of HRV as a practical retrofit solution for improving ventilation in existing school buildings. Full article

This study examines how peer perceptions and school power dynamics shape the identity development of learners with disabilities in South African full-service schools. Guided by Michel Foucault’s lens, particularly ‘care of the self,’ the research explores pathways from vulnerability to empowerment. Using a qualitative, exploratory design, data were generated through semi-structured interviews with learners (n = 20; ages 12–18) and non-participant classroom observations across four full-service schools, followed by thematic analysis with double-coding to enhance reliability. Findings show that negative peer perceptions and routine categorisation practices intensify isolation, self-doubt, and internalised stigma; yet many learners actively navigate identity threats via self-advocacy, supportive relationships, and self-care practices (e.g., mindfulness, journaling, goal setting). These practices are associated with greater self-awareness, confidence, and agency, particularly where school climates promote inclusion, positive peer interaction, and arts/sport participation. The analysis highlights a persistent tension between biopower in schooling (assessment, surveillance, normalisation) and students’ self-care efforts; however, supportive environments mitigate this tension and enable identity affirmation. The study concludes that embedding structured self-care opportunities, strengthening positive peer cultures, and integrating disability perspectives across the curriculum can convert harmful perceptions into opportunities for resilient identity formation and learner empowerment. Full article

Inclusive education requires not only classroom-level adaptations but also coordinated interdisciplinary practices that strengthen the institutional conditions supporting diverse learners. However, counselor–teacher collaboration in many schools remains informal and episodic, limiting its potential contribution to an inclusive school climate. This study evaluated the effectiveness of a 12-week Structured Counselor–Teacher Collaboration (SCTC) program designed as a cyclical and replicable interdisciplinary model. A multi-site cluster quasi-experimental design with matched non-equivalent control groups was implemented in 12 public inclusive junior secondary schools in Yogyakarta, Indonesia (6 intervention; 6 control), involving 360 teachers (n = 180 per condition) and 24 school counselors as facilitators. Teachers completed the 35-item Inclusive School Climate Scale (ISCS) at pre-test and post-test. Data were analyzed using two-level linear mixed-effects modeling (teachers nested within schools) with pre-test scores as covariates. Results showed that the intervention significantly improved inclusive school climate compared with routine practice (B = 0.41, p < 0.001), yielding a moderate-to-large adjusted effect (Hedges’ g = 0.76). Dimension-level models indicated the largest gains in collaborative professional culture and perceived belonging. Implementation fidelity was high (82–91%). These findings suggest that institutionalizing structured counselor–teacher collaboration can serve as a promising approach for enhancing inclusive school climate in secondary school contexts. Full article

Outdoor thermal comfort in university courtyards is a key factor influencing students’ environmental experience and the usability of outdoor spaces in hot-arid climates. Courtyard design may also affect the environmental conditions of adjacent classrooms by modifying solar exposure, shading, air movement, and surface heat gain. Accordingly, this study aims to develop optimized design scenarios for improving outdoor thermal comfort in university courtyards through hybrid passive strategies, including vegetation, shading systems, and cool pavements. To achieve this goal, the research adopted a combined field-based and simulation-based methodology. Field measurements and student questionnaires for 292 students were conducted in courtyards and classrooms of three university buildings in Luxor, Egypt. These buildings represent different urban morphologies, courtyard aspect ratios, geometric configurations, and student densities. In parallel, simulation models were developed using ENVI-met V5.6.1 and Rhinoceros V8 with Grasshopper, to test and compare various design scenarios. Field monitoring revealed that wider courtyards with low aspect ratios (0.28–0.38), lacking trees and finished with concrete paving, recorded lower CO₂ concentrations (around 800 ppm), but experienced higher surface and air temperatures. These elevated temperatures negatively affected outdoor thermal comfort and increased heat gain in classrooms overlooking the courtyards. In contrast, courtyards with higher aspect ratios (0.63–0.82) demonstrated better microclimatic moderation and improved comfort conditions. Simulation results indicate that integrating a belt vegetation pattern of Cassia leptophylla, combined with textile shading and cool pavements with an albedo of 0.5, can reduce the Universal Thermal Climate Index (UTCI) by up to 14.7 °C, shifting conditions toward moderate heat stress. The findings provide practical design guidance for upgrading existing university courtyards and designing future educational buildings in hot-arid climates to enhance student comfort and environmental performance. Full article

This contribution explores the role of reflective practice and performative methodologies in the professional development of support teachers, framing reflectivity as a complex and articulated form of thinking that goes beyond intuitive reflection. Drawing on theories of transformative learning and practice-based research, the paper argues that performative approaches—grounded in embodied, emotional, and narrative experience—can effectively foster teachers’ critical awareness, professional identity construction, and capacity for inclusive educational action. The study presents a teacher training experience implemented within the Specialization Course for Support Teaching Activities at Link Campus University, involving a 20-h workshop attended by 200 lower secondary school teachers. Centered on performance art practices, the workshop aimed to promote reflective processes related to themes of exclusion and inclusion through bodily engagement, collective meaning-making, and non-verbal communication. Participants were actively involved in designing and performing activities, thus positioning themselves as protagonists of their own learning trajectories. Data collected through pre- and post-intervention questionnaires highlight participants’ positive perceptions of the experience and its transferability to school contexts. Findings suggest that performative methodologies support emotional sharing, enhance group cohesion, and contribute to the creation of a supportive classroom climate, while also strengthening teachers’ reflective and transformative capacities. The paper concludes by emphasizing the pedagogical value of performative practices as tools for fostering inclusive, reflective, and experience-based teacher education. Full article

Addressing climate change requires an understanding not only of science concepts but also the social, economic, and political factors that influence decision making. Thus, this study investigated the development of socio-scientific reasoning related to climate change action. This case study explored the six dimensions of socio-scientific reasoning (complexity, perspective-taking, inquiry, skepticism, affordance of science, and multiple perspective-taking) of twenty undergraduate students as they engaged with decision making about climate action. Data were collected from classroom worksheets reflecting small group decision making and individual student reflections. Data were analyzed using a rubric that categorized the level of students’ socio-scientific reasoning across the six dimensions. These categorizations were further supported by qualitative interpretation of students’ responses. The findings indicate strong performance in complexity and perspective-taking, while inquiry, skepticism, and the affordance of science were less consistently demonstrated. The study contributes to understanding how simulation-based learning can support the development of SSR and highlights the importance of structured pedagogical design in fostering higher order reasoning in climate education. Full article

This paper examines how mathematics can be approached in the context of Adult Learning and education for older adults. Senior Education in university settings can become a highly motivating, engaging, and meaningful experience for senior learners. Drawing on our teaching practice at the Senior Classroom Program of Pablo de Olavide University (Spain), this study analyzes how andragogical principles such as autonomy, relevance, life experience, and intrinsic motivation can shape powerful learning environments for senior learners (i.e., over 50 years old). By focusing on real-world connections and on historical or philosophical perspectives, the teaching of mathematics may become not only more accessible but also intellectually stimulating, particularly when the classroom climate is supportive and inclusive. From this perspective, mathematical content, often perceived as abstract or disconnected from reality, can be approached as a resource for critical reflection, personal growth, and intergenerational dialog. Our analysis suggests that mathematics does not necessarily constitute a barrier for senior learners; under appropriate pedagogical conditions, it may instead function as a bridge to lifelong learning, fostering curiosity about how the surrounding world works and encouraging engagement with meaningful real-life problems. Full article

In recent decades, the Ucayali region, the main territory of the Asheninka communities, has experienced increasing socio-environmental pressures associated with climate change, educational inequality, and territorial vulnerability in rural and indigenous contexts. In response, this research proposes the design of a sustainable agricultural school for the Asheninka community, conceived as an educational building that integrates biophilic strategies to enhance environmental performance and spatial quality. The methodological approach comprises a literature review, site-specific environmental analysis based on hydrometeorological data, and the development of an architectural proposal focused on sustainable building design. Digital tools such as Revit and SketchUp were employed alongside official climatic data sources to support design decision-making. The proposal includes twelve biophilic agricultural classrooms incorporating passive design strategies, rainwater harvesting systems with a capacity of 22.5 m³ per day per classroom, and photovoltaic-powered public lighting systems. Results indicate that the integration of natural ventilation, green infrastructure, and locally sourced materials contributes to significant improvements in thermal comfort, humidity control, and energy autonomy within the educational facilities. The architectural complex is complemented by green corridors and collective open spaces that reinforce environmental performance at the site scale. This study demonstrates that sustainable educational buildings adapted to local ecosystems and climatic conditions can function as effective infrastructures for environmental mitigation and resilient rural development, contributing to more sustainable forms of urban and rural living. Full article