Search Results (712)

Data fluency—the ability and confidence to actively make sense of and use data—is increasingly recognized as essential for students’ civic participation and scientific literacy, yet questions remain about implementing data-rich instruction effectively. This exploratory mixed-methods study examined current practices and professional learning needs through surveys with 155 secondary Earth science educators across the United States and focus groups with 21 participants. Educators reported comprehensive engagement with data practices (91% using 5+ practice categories) but showed critical gaps: only 39% used pre-existing datasets despite their importance for investigating large-scale phenomena, 45% employed dynamic visualization tools that could democratize data exploration, and 18% did not foster dispositions for student data agency. Teachers recognized diverse student assets for data work, including community-based knowledge and problem-solving approaches, with 42% seeking support for community-connected pedagogy. Barriers included accessing relevant datasets (53%), time constraints (42%), and integrating data into lessons (47%)—challenges that reflect systemic rather than individual limitations. These findings reveal that while educators serving diverse communities envision data science as an opportunity to value different strengths and ways of knowing, realizing this transformative potential requires systematic support including accessible tools, relevant datasets, and professional learning that bridges recognition of student assets with classroom implementation. Full article

Background/Objectives: Children in paediatric palliative care often face school attendance barriers due to complex health needs. This study describes post-training perceptions of a training program by a pediatric hospice team to prepare school care assistants to safely include children with complex conditions, focusing on procedural skills, knowledge of the child, and family partnership. Methods: Care assistants who completed a structured course at the Paediatric Palliative Care Centre, University Hospital of Padua (2023–2024), were surveyed immediately after training. The program combined classroom instruction with hands-on simulation using high-fidelity mannequins and standard devices, including suction, pulse oximetry, ventilation, enteral feeding, and tracheostomy care. It also covered modules on urgent and emergency management, as well as family communication. An anonymous online questionnaire gathered socio-demographic data, prior training, clinical tasks performed, self-efficacy levels, and open-ended feedback. Quantitative results were analyzed descriptively, while qualitative comments were subjected to thematic analysis. Results: Of 130 invited assistants, 105 participated (81%). Participants reported strong perceived confidence: 85% selected the upper end of the 5-point scale (“very” or “extremely”) for routine-management ability, and 60% selected these same response options for emergency-management ability. In the most severe events recalled, 60.5% of incidents were resolved autonomously, 7.6% involved contacting emergency services, and 3.8% involved community or hospice nurses. Seventy-five percent judged the course comprehensive; thematic analysis of 102 comments identified satisfaction, requests for regular refreshers, stronger practical components, and requests for targeted topics. Conclusions: Immediately after the session, participants tended to select the upper end of the self-assurance item for both routine and emergency tasks. Combining core emergency procedures with personalized, child-specific modules and family-partnership training may support safety, trust, and inclusion. Regular refreshers and skills checks are advised. Full article

(1) Background: Information and Communication Technology (ICT) integration in secondary education remains a critical challenge despite substantial investments in teacher training and infrastructure. This study investigated ICT certification levels, implementation patterns, and barriers among Greek secondary school teachers to understand the disconnect between policy aspirations and classroom realities. (2) Methods: A quantitative cross-sectional survey design was employed with 108 secondary teachers (61.1% female; mean age 47.3 years; 70.4% with >10 years’ experience) in the Prefecture of Ilia, Greece (response rate: 87.7%). Participants were permanent secondary school teachers employed in public schools during the 2021–2022 academic year; substitute teachers and private school staff were excluded. A three-section structured questionnaire was developed through literature review, expert validation (n = 3), and pilot testing (n = 10). Section A assessed demographics (5 items), Section B measured perceived barriers using a 7-item Likert scale, and Section C assessed implementation practices using a 10-item frequency scale (Cronbach’s α = 0.942). Data were analyzed using descriptive statistics, Mann–Whitney U tests, Kruskal–Wallis tests, and correlation analyses. (3) Results: While 74.1% of teachers held Level A certification, only 25.9% achieved Level B, with overall implementation remaining moderate (M = 2.92/5.00). Leadership support deficiency emerged as the primary barrier (76.9%), followed by inadequate technical support (74.1%). Younger teachers (24–35 years) demonstrated significantly higher ICT implementation than their older colleagues (56+ years), and teachers with less experience showed greater implementation frequency than veteran teachers—a finding that paradoxically challenges the “digital natives” assumption, given the barriers they face. Teachers preferred flexible Internet resources to formal educational software, indicating strategic adaptation to institutional constraints. Key limitations include convenience sampling, cross-sectional design, self-reported measures, and regional specificity. (4) Conclusions: The certification–implementation gap reveals that individual competencies cannot overcome unsupportive institutional environments. Effective ICT integration requires systemic transformation, encompassing leadership development, technical support, and structural reforms beyond traditional teacher training approaches. Full article

In today’s multicultural and interconnected societies, as schools and classrooms become more diverse, promoting inclusive attitudes and supportive learning environments is a central challenge for education systems. Present systematic review synthesizes evidence on the effectiveness of peer programs—including mentoring, tutoring, teaching, and peer support initiatives—in enhancing inclusivity within schools. A systematic search was conducted in Web of Science, Scopus, and ERIC for studies published between 2015 and 2024, following PRISMA 2020 guidelines. No review protocol was registered. Fifteen peer-reviewed articles were included based on criteria such as implementation in general education from grade 1 to grade 12 and a clear goal of improving community, social interactions, school climate, students’ attitudes, acceptance of differences, or overall inclusivity. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), with most studies meeting all criteria. Findings demonstrate that peer programs are generally associated with improvements in inclusive attitudes, empathy, and community engagement, contributing to improved school climate and student well-being, while also supporting academic goals. Future research should expand the geographic scope of peer program studies and incorporate longitudinal designs to better understand their sustained impact across diverse educational contexts. Full article

Pragmatic language is a core component of school-based social participation, yet children with Autism Spectrum Disorder (ASD) and Social Communication Disorder (SCD) frequently experience persistent difficulties in using language appropriately across everyday learning contexts. This study investigated the effectiveness of a culturally adapted, school-based immersive Virtual Reality (VR) learning program designed to enhance pragmatic language and social communication skills among Thai primary school children. Eleven participants aged 7–12 years completed a three-week, ten-session VR program that simulated authentic classroom, playground, and canteen interactions aligned with Thai sociocultural norms. Outcomes were measured using the Social Communication Questionnaire (SCQ) and the Pragmatic Behavior Observation Checklist (PBOC). While SCQ scores showed a small, non-significant reduction (p = 0.092), PBOC results demonstrated significant improvements in three foundational pragmatic domains: Initiation and Responsiveness (p = 0.032), Turn-Taking and Conversational Flow (p = 0.037), and Politeness and Register (p = 0.010). Other domains showed no significant changes. These findings suggest that immersive, culturally relevant VR environments can support early gains in core pragmatic language behaviors within educational settings, although broader social communication outcomes may require longer or more intensive learning experiences. Full article

The Immersive Decentralized Digital space (IDDs), derived from blockchain technology and Massively Multiplayer Online Games (MMOGs), enables real-time multisensory interactions that support social connection under metaverse concepts. Although recognized as a technology with significant potential for educational innovation, IDDs remain underutilized in health professions education. Health profession students are often unaware of how IDDs’ features can be applied to their learning through in- or after-classroom activities. This study employs a quantitative research design to evaluate students’ perceptions of next-generation digital learning without any prior exposure to IDDs. An electronic survey was developed to examine four dimensions of learning facilitation: “Remote Learning” for capturing past experiences with digital competence during the COVID-19 era; “Digital Evolution,” reflecting preferences in utilizing digital spaces; “Interactive Communication” and “Knowledge Application” for applicability of IDDs in the health professions education. Statistical analyses revealed no significant differences in perceptions based on gender or major on all factors. Nevertheless, significant differences emerged based on nationality in “Digital Evolution”, “Interactive Communication”, and “Knowledge Application”, highlighting the influence of cultural and educational backgrounds on receptiveness to virtual learning environments. By recognizing the discrepancies and addressing barriers to digital inclusion, IDDs hold strong potential to enhance health professional learning experiences and educational outcomes. Full article

Academic Development (AD) represents a fundamental strategy for improving the quality of university teaching in the digital era. This entry proposes a critical analysis of technologies supporting AD, examining theoretical models, emerging practices, and contemporary challenges through a systematic review of academic literature. The TPACK (Technological Pedagogical Content Knowledge) framework emerges as a crucial model for the effective integration of educational technologies, while innovative approaches such as blended learning, flipped classroom, and communities of practice demonstrate significant potential in promoting teaching innovation. However, the analysis highlights structural criticalities: resistance to change, lack of institutional recognition, technological pedagogical gaps, and identity tensions related to the teaching role. The concept of “Age of Evidence” orients future perspectives toward evidence-based, personalized, and collaborative programs. The entry concludes with operational recommendations for policymakers and institutions, emphasizing the need for systemic investments that valorize teaching as a core scholarly activity. The original contribution lies in the critical integration of established theoretical frameworks with analysis of post-pandemic transformations and in identifying strategic directions to make universities “transformative” in addressing global challenges of sustainability, technological innovation, and critical thinking education. Full article

Background/Objectives: The growing integration of Artificial Intelligence (AI) and chatbots in health professional education offers innovative methods to enhance learning and clinical preparedness. This study aimed to evaluate the educational impact and perceptions in university students of Human Nutrition and Dietetics, regarding the utility, usability, and design of the E+DIEting_Lab chatbot platform when implemented in clinical nutrition training. Methods: The platform was piloted from December 2023 to April 2025 involving 475 students from multiple European universities. While all 475 students completed the initial survey, 305 finished the follow-up evaluation, representing a 36% attrition rate. Participants completed surveys before and after interacting with the chatbots, assessing prior experience, knowledge, skills, and attitudes. Data were analyzed using descriptive statistics and independent samples t-tests to compare pre- and post-intervention perceptions. Results: A total of 475 university students completed the initial survey and 305 the final evaluation. Most university students were females (75.4%), with representation from six languages and diverse institutions. Students reported clear perceived learning gains: 79.7% reported updated practical skills in clinical dietetics and communication were improved, 90% felt that new digital tools improved classroom practice, and 73.9% reported enhanced interpersonal skills. Self-rated competence in using chatbots as learning tools increased significantly, with mean knowledge scores rising from 2.32 to 2.66 and skills from 2.39 to 2.79 on a 0–5 Likert scale (p < 0.001 for both). Perceived effectiveness and usefulness of chatbots as self-learning tools remained positive but showed a small decline after use (effectiveness from 3.63 to 3.42; usefulness from 3.63 to 3.45), suggesting that hands-on experience refined, but did not diminish, students’ overall favorable views of the platform. Conclusions: The implementation and pilot evaluation of the E+DIEting_Lab self-learning virtual patient chatbot platform demonstrate that structured digital simulation tools can significantly improve perceived clinical nutrition competences. These findings support chatbot adoption in dietetics curricula and inform future digital education innovations. Full article

Urban public spaces increasingly need to address inclusivity, adaptability, and resilience in the face of health, environmental, and social challenges. Urban policies also promote improving the relationship between schools and their surroundings to mitigate and adapt to climate and social risks. This article presents EDUS Point, an experimental prototype developed within the European project FURNISH and tested in Barcelona during the COVID-19 crisis. Conceived as an Urban Living Lab (ULL), the initiative explored how modular, digitally fabricated, and temporary structures could transform school environments into open, inclusive, and human-scale public spaces. Through an inter-scalar and interdisciplinary approach, the project implemented an urban strategy, a participatory community-building process, and a digital collective platform, alongside the design, fabrication, and testing of a pilot classroom device adaptable and replicable in other schools. A mixed-methods methodology combined tactical urbanism and co-design with fabrication feasibility assessments, social observations, and spatial impact analysis. Results demonstrate that EDUS Point fostered new socio-spatial dynamics among students, teachers, and residents, improved accessibility and usability of nearby public spaces, and validated the effectiveness of low-cost, rapidly deployable interventions in addressing urban needs. The findings propose actionable frameworks, tools, and design criteria for the socio-environmental integration of schools as catalysts for inclusive and resilient urban transformation. Full article

Engineering programmes have been giving more weight to experiential learning, largely because many students still find it difficult to see how classroom theory connects to the work that engineers handle on the ground. With this in mind, a robotics-centred Project-based Learning (PBL) module was introduced to first-year general engineering students as part of the faculty’s engineering spine. The module asks students to design, build, and program small autonomous robots capable of navigating and competing in a set arena. Even a simple task of this kind draws together multiple strands of engineering. Students shift between sketching mechanical layouts, wiring basic circuits, writing code, testing prototypes, and negotiating the usual challenges that arise when several people share responsibility for the same piece of hardware. To explore how students learned through the module, a mixed-methods evaluation was carried out using survey responses alongside reflective pieces written by the students themselves. Certain patterns appeared repeatedly. Many students felt that their technical skills had grown, particularly in breaking down a messy problem into smaller, more workable components. Teamwork also surfaced as a prominent theme. Groups often had to sort out issues such as a robot veering off course due to a misaligned sensor or a block of code producing unpredictable behaviour. These issues were undoubtedly challenging for the students, but they also had a certain pedagogical flavour, with many students describing them as a source of frustration as well as a learning opportunity. Later iterations of the module may benefit from more targeted support at key stages. Despite the many challenges, robotics has been shown to be an attractive way for students to step into engineering practice. The project helped them build technical capability, but it also encouraged habits that matter just as much in real work, such as planning, communicating clearly, and returning to a problem until it behaves as expected. Taken together, the experience offers useful guidance for curriculum designers seeking to create early learning environments that feel authentic and manageable and for motivating students who are just beginning their engineering journey. Full article

Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short-term Professional Development (PD) program on three in-service English as a Foreign Language (EFL) teachers in developing their LAL and in shaping their assessment conceptions, knowledge and practices as assessors. The PD training program consisted of a 30 h workshop delivered over one week and integrated theory, practice, collaborative learning, reflection, and feedback. Data collection instruments included classroom observations and interviews. Findings showed that the PD program improved teachers’ LAL by developing their assessment conceptions, knowledge, skills, and confidence, although the degree of improvement varied across participants. The findings also identified challenges teachers encountered in their assessment practices, including limited time, large class sizes, insufficient resources, and sociocultural factors that constrained teachers’ assessment conceptions and restricted their LAL development. The findings showed that PD programs could strengthen teachers’ professional identity as assessors by incorporating relevant content, practice opportunities, feedback, a supportive learning community, and self-reflection. The study findings have broader implications for professional development of LAL in other low-resource and exam-oriented EFL contexts with strong sociocultural constraints. Full article

The growing reliance on AI-powered EdTech solutions has prompted educators at all levels to rethink teaching and learning methodologies. This shift has fostered a renewed partnership among teachers, students, and society, repositioning AI from a passive support tool into a proactive agent in the classroom. This transformation calls for teachers to exercise leadership and judgement in guiding students’ use of AI, emphasising both responsible practices and ethical considerations within their broader socio-cultural contexts. To harness this potential, we leveraged AI-based solutions within the AECT academic association to reinterpret UNESCO’s four foundational pillars of learning, thereby impacting the broader educational community. This initiative underscores literacy in educational communities emerging from intra-national and international inequity. Hence, it is imperative to examine the exigency of fundamental rights in relation to ethics and norms to uphold the innovative opportunities of AI in education globally. In this regard, this study connects the Pedagogical AI-Tact concept to bridge the gap between theory and practice, fostering both interest and ethical engagement across diverse educational communities. This study valuably upholds Margaret Mead’s proposal that every child deserves universal educational rights, a principle in harmony with justice and freedom. Full article

Stress in the workplace has been recognised by the World Health Organization (WHO) as a global health epidemic. Research examining the most stressful industries to work in the UK consistently ranks education among the highest groups, encompassing early years practitioners to higher education academics. One of the most commonly reported contributory factors is poor work–life balance, with high levels of emotional exhaustion and depersonalisation—key components of burnout—endemic. Related research has highlighted unprecedented mental health difficulties among children and young people; while many educators feel ill-equipped to manage the levels of mental distress they encounter in the classroom and playground on a daily basis, contributing to their own diminished wellbeing. The current author posits that at the heart of a well-functioning learning environment is the holistic wellbeing of every member of the education community. This paper brings together evidence from across different levels of education to expose systemic failures to address work-related stressors, highlighting gaps in effective support mechanisms to meet the needs of both learners and educators. Philosophical questions concerning professional identities and the function of a contemporary education system with mental health on its agenda are considered. Finally, recommendations are put forward to help tackle the current crisis and curb the exodus of professionals from across the sector. Full article

Behavioral and educational researchers increasingly rely on rich datasets that capture how students respond to technology-enhanced instruction, yet few open resources document the full pipeline from experimental design to data curation in authentic classroom settings. This data descriptor presents a clustered quasi-experimental dataset on the impact of an instructional architecture that combines virtual reality (VR) simulations with artificial intelligence (AI)-driven formative feedback to enhance undergraduate students’ communication and problem-solving performance. The study was conducted at a large private university in Mexico during the 2024–2025 academic year and involved six intact classes (three intervention, three comparison; n = 180). Exposure to AI and VR was operationalized as a session-level “dose” (minutes of use, number of feedback events, number of scenarios, perceived presence), while performance was assessed with analytic rubrics (six criteria for communication and seven for problem solving) scored independently by two raters, with interrater reliability estimated via ICC (2, k). Additional Likert-type scales measured presence, perceived usefulness of feedback and self-efficacy. The curated dataset includes raw and cleaned tabular files, a detailed codebook, scoring guides and replication scripts for multilevel models and ancillary analyses. By releasing this dataset, we seek to enable reanalysis, methodological replication and cross-study comparisons in technology-enhanced education, and to provide an authentic resource for teaching statistics, econometrics and research methods in the behavioral sciences. Full article

The increasing integration of Artificial Intelligence (AI) in education (AIEd) and its dependence on contemporary communication infrastructures (5G/6G, the Internet of Things (IoT), and Multi-Access Edge Computing (MEC)) has prompted a surge of research into applications, infrastructural dependencies, and deployment constraints. This is giving rise to a new paradigm termed AI-Enabled Telecommunication-Based Education (AITE). This review synthesises the recent literature (2022–2025) to examine how telecommunications and AI technologies converge to enhance educational ecosystems through adaptive learning systems, intelligent tutoring systems, AI-driven assessment, and administration. The findings reveal that low-latency, high-bandwidth connectivity, combined with edge-deployed analytics, enables real-time personalisation, continuous feedback, and scalable learning models that extend beyond traditional classrooms. In addition, persistent critical challenges are also reported, including issues with ethical governance, data privacy, algorithmic fairness, and uneven access to digital infrastructure, all affecting equitable adoption. By linking pedagogical transformation with telecom performance metrics—namely, latency, Quality of Service (QoS), and device interconnectivity—this work outlines a unified cross-layer framework for AITE. This review concludes by identifying future research avenues in ethical AI deployment, resilient architectures, and inclusive policy design to ensure transparent, secure, and human-centred educational transformation. Full article