Search Results (363)

Urban school environments often face significant thermal discomfort due to extensive paved surfaces, limited vegetation, and outdated building designs. This study examines how green spaces can mitigate temperature extremes and improve thermal comfort at two secondary schools in Coimbra, Portugal: Escola Secundária José Falcão (ESJF) and Escola Secundária D. Dinis (ESDD). Using a mixed-methods approach that combined school community surveys with on-site microclimatic measurements, we integrated user feedback on comfort with data on temperature and humidity variations across different indoor and outdoor spaces. Results revealed that tree-shaded areas consistently maintained lower air temperatures and higher relative humidity than unshaded zones, which experienced intense heat accumulation—up to a 5 °C difference. At ESJF, the older infrastructure and large asphalt surfaces led to severe heat retention, with east-facing classrooms recording the highest indoor temperatures. ESDD’s pavilion-style layout and existing green spaces provided comparatively better thermal conditions, although insufficient vegetation maintenance and limited shade reduced their effectiveness. The findings demonstrate a clear correspondence between the school community’s perceptions of thermal comfort and the measured microclimatic data. Vegetation—particularly deciduous trees—plays a critical role in cooling the school microclimate through shading and evapotranspiration. Strategic interventions such as expanding tree cover in high-exposure areas, installing green roofs and walls, and carefully selecting species can significantly reduce temperature extremes and improve outdoor usability. In addition, fostering environmental education and participatory co-design programs can encourage sustainable behaviors within the school community, underlining the importance of inclusive, nature-based solutions for climate adaptation. This research highlights that integrating green infrastructure in school design and management is a cost-effective strategy for thermal regulation. Green spaces, when co-designed with community involvement, not only enhance climate resilience and student well-being but also contribute to broader sustainable urban development goals. Full article

Classrooms have become increasingly diverse worldwide. Respect for diversity, including the participation of students with disabilities/special educational needs in all aspects of school life, has made the need for adopting an inclusive education model pertinent. The present study has examined how Greek students with and without special educational needs perceive teachers’ roles and responsibilities, as well as their way of learning and participating during co-taught lessons. The sample consisted of 130 primary school children (aged 9–12 years), 16 of whom had special educational needs. Data were collected through the Co-Teaching Student Questionnaire and students’ drawings were analysed following the ‘Teacher Perception Coding List’. According to the results, students perceive that the general education teacher is mostly responsible for planning and implementing teaching, but both teachers, i.e., the mainstream and special education teacher, contribute to students’ learning and academic success. More specifically, students with special educational needs perceive the special education educator as a critical figure in the classroom, and they often seek support from him/her during the lessons. Also, the analyses of children’s drawings have revealed differences in the features (size, position, movements and age) of general and special educators. This research is original in that it offers a novel insight into how students perceive the co-teaching model and the role of teachers in Greek co-taught classrooms. It also gives valuable information on inclusive teaching practices that co-teachers could implement. Students’ perceptions of teachers’ roles and responsibilities can reveal challenges or successful practices of inclusion, thus acting as a valuable tool for both educators and researchers. Full article

Through two case studies from India and the United States, we explore how educational policies and standards focused on multilingualism are interpreted and enacted within early childhood education classrooms. Recent education policies in both contexts are aimed at fostering culturally responsive and linguistically inclusive pedagogy for greater academic success for students whose home language(s) differs from the language of instruction. However, the policy implementation varies significantly based on educators’ language ideologies and cultural beliefs. We examine a critical gap between policy intentions and classroom realities. Our findings suggest that while broad educational policies provide important frameworks, their effectiveness relies upon educators’ interpretation and beliefs, highlighting a need for clearer guidelines to better implement policy to enhance emergent multilingual learners’ language acquisition. Full article

Background/Objectives: Engaging in regular physical activity (PA) and reducing sedentary behaviors benefits youth health, especially for those with disabilities. However, two-thirds of European children remain insufficiently active. In schools, Active Breaks, brief 5–15 min PA sessions led by teachers during or between lessons, offer a feasible strategy to increase movement. This study investigated teachers’ perceptions of ABs by comparing implementers and non-implementers, examining facilitators and barriers to implementation, and exploring their potential to support the inclusion of students with disabilities. Methods: An observational cross-sectional study was conducted among primary and secondary school teachers in the Emilia-Romagna region (Italy), all of whom had completed a 6 h training course on the implementation of ABs. Data were collected using an ad hoc questionnaire consisting of four sections: sociodemographic data, an adapted Attitudes Toward Physical Activity scale, ABs’ practicality/sustainability, and inclusiveness. Results: Overall, 65% of teachers reported implementing ABs, with higher adoption in primary (69.5%) than secondary schools (58.6%). Implementers reported more positive perceptions and attitudes across individual, classroom, and school-support domains (p < 0.05). In addition, primary teachers consistently scored higher than their secondary counterparts, particularly in terms of class characteristics and benefit perceptions (p < 0.001). Most teachers, especially in primary schools (84.2%), reported no difficulties, although one-third of secondary teachers reported challenges. Exploratory factor analysis on barrier items identified two dimensions (practical/logistical feasibility; institutional/procedural difficulties), but internal consistency was low. Teachers mainly reported using motor activities, with sessions lasting 5–10 min, typically scheduled mid-morning. Inclusion analysis revealed that 60% of teachers had students with disabilities in their classes. While most students participated without adjustments, 25% required occasional or consistent modifications. Conclusions: ABs are a practical and inclusive strategy to reduce SBs in schools. However, not all teachers are currently able to implement them, due to varying contextual constraints, levels of support, and perceived barriers. Primary school settings appear more conducive to their integration, whereas secondary schools may require more tailored support. Fostering teacher confidence, peer collaboration, and inclusive planning can enhance both the implementation and long-term sustainability of educational initiatives. Full article

Open Educational Resources (OER) are increasingly recognized as key tools for promoting quality, inclusive, and equitable education. Their ease of access and the possibility of free adaptation to different contexts contribute to continuous improvement in teaching and learning. Drawing on data collected from teachers and students, this study looks at teachers’ perceptions of OER, how they influence collaboration and educational practices, and the impact of OER on students’ learning and motivation. The findings reveal both enabling and constraining factors and highlight how OER foster teacher collaboration and self-reflection on pedagogical practices. Moreover, the use of OER is associated with active and constructive teaching approaches, positively influencing student engagement. These results are triangulated with data from Likert-scale responses, indicating that students who engage with OER demonstrate significantly higher levels of motivation and deep learning compared to those who do not. Based on these findings, the study recommends implementing strategies to encourage broader integration of OER in classroom settings, alongside ongoing professional development to address existing barriers. In this context, institutional support and community-building initiatives emerge as critical levers to scale the adoption of OER. Finally, the importance of further investigation is emphasized to explore long-term impacts on teaching practices and student outcomes across diverse educational settings Full article

This study evaluates the effectiveness of the newly restructured 1st Grade Turkish Language Curriculum within the “Century of Türkiye Education Model” using Stufflebeam’s Context, Input, Process, and Product (CIPP) framework. The aim is to examine the program’s contribution to sustainable and inclusive educational practices and to provide implications for similar developing contexts. In the research, a convergent parallel mixed method design was used simultaneously with 112 primary school teachers working in Adana, one of the largest cities in Türkiye, in the 2024–2025 academic year. Quantitative data were obtained through the CIPP Evaluation Scale, analyzed with descriptive statistics, t-tests, and ANOVA, while qualitative data from semi-structured interviews were subjected to content analysis. Results indicated generally positive teacher perceptions, highlighting contextual relevance, cultural alignment, flexible structure, and engaging content as strengths. However, limitations included insufficient adaptation for disadvantaged students, superficiality in some content, infrastructure inequalities, and assessment inadequacies. Process-related strengths included constructivist activities and instructional guidance, though time constraints and classroom incompatibilities were noted. In terms of outcomes, the program was found to enhance language and social skills. Demographic analyses revealed limited differences, mainly by gender, professional experience, and educational background. This study concludes with multidimensional recommendations addressing teacher training, resource equity, assessment diversity, international best practice adaptation, and future longitudinal research. Full article

Sustainability is a foundational principle in Chilean education, reflected in curricular objectives related to environmental care, economic development, and social well-being. This study analyzes the integration of sustainability concepts and dimensions into the curricular bases of the third year (11th grade) and fourth year (12th grade) in Chilean secondary education. Using a sequential explanatory mixed-methods design and content analysis, the quantitative phase identified six key sustainability-related terms and their presence across curricular components and subject areas. The qualitative phase examined the inclusion of the environmental, social, and economic dimensions within those areas. The results show that sustainability concepts appear in seven subject areas, with greater emphasis on learning objectives and educational purposes. However, the environmental dimension dominates, while the social and economic aspects are underrepresented. These findings reveal conceptual ambiguities and uneven integration, highlighting challenges for implementing a multidimensional sustainability approach in Chilean classrooms. Full article

Inclusive education aims to ensure not only academic development but also social participation among students with intellectual disabilities. However, research consistently shows that students with intellectual disabilities are prone to social exclusion in secondary school settings. While theoretical frameworks increasingly highlight the importance of contextual and systemic factors—particularly classroom social dynamics—empirical studies on teachers’ practices for fostering participation remain scarce. This qualitative study investigates how secondary school teachers in inclusive classrooms perceive and enact their role in promoting social participation. Semi-structured interviews were conducted with 30 teachers from various German secondary schools. The data were analyzed using qualitative content analysis based on the social dynamics management (SDM) framework, which distinguishes between universal, selected, and indicated intervention levels. The results reveal that teachers use a wide range of strategies across all three levels. In addition to the categories proposed by the SDM framework, two further areas were identified inductively: (1) teachers’ pedagogical beliefs and (2) internal and external cooperation. These findings suggest a need to expand the SDM model and provide guidance for the professional development of teachers aiming to promote inclusive classroom environments. Full article

In the face of environmental degradation, social inequality, and technological change—acknowledged as defining challenges of the 21st century—Higher Education Institutions (HEIs) lead educational innovation, integrate sustainability as a transformative axis, and act as key actors in global responses. This study develops and validates a conceptual model that advances the goals of Society 5.0 through the integration of sustainability-oriented STEAM education and AI ethics as strategic drivers of a human-centered, socially inclusive, and technologically relevant learning ecosystem. The model rests on multidisciplinary and project-based learning and active engagement with society and industry. Its validation followed a Design Science Research approach supported by expert interviews, the Sustainable Classroom implementation, and international benchmarking with higher education cases from Indonesia, the United Kingdom, Australia, Uruguay, and the European Union. The combination of the constant comparison method of grounded theory with abductive reasoning ensured theoretical coherence and practical consistency. Triangulation across interviews, classroom implementation, and international cases reinforced robustness, while theoretical saturation, cross-validation, and reflexive safeguards strengthened credibility, controlled bias, and secured data management. Findings confirm that the ethical integration of advanced technologies strengthens citizenship, ecological literacy, and institutional innovation, and establishes a replicable and scalable framework that reorients higher education toward sustainability, ethics, and digital equity, positioning it as a cornerstone of education for Society 5.0 and as a global benchmark for achieving the Sustainable Development Goals. Full article

The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. In response, the revised Austrian middle school curriculum emphasizes “language learning and reading” as a cross-cutting theme, promoting language-sensitive teaching across all subjects, including physics. This study explores how Austrian middle school physics teachers (N = 131) perceive and implement language-sensitive practices in response to the new curriculum. Using a questionnaire, it investigates their attitudes towards (1) the revised curriculum, (2) reading, and (3) the role of language in physics lessons. Findings show that while teachers are highly motivated to implement the curriculum, they often lack the methodological knowledge necessary to effectively support learners with lower German language proficiency. Physics instruction poses specific challenges due to its reliance on subject-specific terminology and academic discourse, further disadvantaging students with lower German language skills. This research highlights the urgent need for targeted professional development to support inclusive, language-sensitive teaching, ensuring all students—regardless of linguistic background—can access and succeed in physics education. Full article

The phenomenon of population ageing indicates an overall improvement in health and quality of life. However, it also presents significant social challenges, particularly with regard to age discrimination and the negative stereotypes and attitudes towards older people known as ageism. Various studies have shown that these prejudices have a negative impact on the social integration and well-being of this group. This quasi-experimental pre-test–post-test study, which involved a non-equivalent comparison group, was carried out at the University of Salamanca with psychology and social work students. This study aimed to reduce negative stereotypes about old age and unfavourable attitudes towards retirement by implementing a three-phase educational programme. The programme incorporated flipped classroom methodology and intergenerational collaborative projects. Participants were divided into two groups: an intervention group responsible for designing intergenerational projects and a comparison group which did not participate in the intervention. The Negative Stereotypes towards Old Age Questionnaire (CENVE) and the Attitudes towards Retirement Scale (ARS) were administered before and after the programme. The results showed a significant decrease in negative stereotypes in the intervention group, with no changes observed in the comparison group. The impact varied according to academic discipline. Integrating active and intergenerational methodologies into educational contexts is proposed as a means of mitigating ageism, promoting inclusion, and fostering social justice. Full article

This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape inclusive education in rural multigrade settings. Data were collected through semi-structured interviews and focus group discussions with twenty teachers and ten principals. Thematic analysis revealed five key themes: instructional challenges, emotional and professional strain on teachers, systemic resource limitations, leadership constraints, and long-term developmental implications for learners with disabilities. Participants reported that multigrade settings hinder differentiated instruction, leading to frustration and disengagement among learners with disabilities. Teachers expressed emotional exhaustion and a lack of training tailored to inclusive multigrade contexts. Principals highlighted chronic resource shortages and unclear policy directives, which limited their ability to support inclusive practices. Despite these challenges, some school principals demonstrated strong commitment and agency, suggesting that leadership can be a catalyst for change even in under-resourced environments. The study contributes to the literature by disentangling the lived experiences of teachers from policy interpretations and by foregrounding the voices of those navigating inclusive education in complex rural settings. It recommends structural reforms, including context-sensitive teacher training, improved resource allocation, and leadership development. These findings align with international commitments such as Article 24 of the UNCRPD and offer practical insights for policymakers, teachers, and researchers committed to advancing equity in education. Full article

Brain–computer interfaces (BCIs) hold promise in enhancing accessibility in education by enabling students with physical disabilities to interact with digital learning environments without barriers. However, no comprehensive review has explored the landscape and role of BCIs in inclusive learning. Hence, this review sets out to identify relevant literature on BCI-based educational technologies, highlight their key themes, characteristics, and research methodologies, and identify research gaps. The secondary aim is to evaluate how these educational technologies contribute to inclusive learning frameworks by fostering communication, collaboration, engagement, and accessibility among students with disabilities. Overall, the reviewed studies demonstrate that BCIs can facilitate assistive communication among non-verbal students and provide motor control support for physically impaired persons. While these interventions show strong potential, challenges remain, including high implementation costs, user adaptability, and ethical concerns related to neural data privacy. Specifically, there is a need to (1) shift from experimental applications towards real-world classroom integration by developing user-friendly, cost-effective, and ethically sound BCI-based educational technologies, and (2) extend ongoing research efforts to include underserved populations to assess the generalizability of current and future BCI-based interventions. More importantly, future work should focus on enhancing BCI usability, improving adaptability for diverse learners, and establishing ethical guidelines for the development of socially responsible and inclusive neuro-educational technologies for all people with disabilities everywhere. This will go a long way in fostering the fourth and tenth United Nations Sustainable Development Goals of Quality Education and Reduced Inequalities, respectively. Full article

Even in highly developed countries such as Japan, urban–rural disparities in inclusion and digitalization persist, offering lessons for other nations confronting similar divides. Diversity and inclusion in school environments appear to be associated with children’s well-being. However, few studies have examined how children perceive inclusion in the classroom or how such perceptions—along with digital device use and interpersonal factors—relate to their subjective well-being (SWB). This study broadens the scope of research by incorporating inquisitiveness and generativity, examining these associations among children in rural Japan. A cross-sectional survey was conducted with 2158 elementary and junior high school students in Kochi Prefecture. Students were classified into five diversity-related categories, and multinomial logistic and median regression models were applied to analyze associations with the core outcomes. Notably, two-thirds of the students were classified into the inclusion category. SWB was positively associated with inclusion and negatively with exclusion, while inquisitiveness and generativity were higher among students in the inclusion and differentiation categories. Both traits were positively associated with adult responsiveness, as well as adherence to digital use rules. The findings suggest that inclusive classroom climates and supportive digital practices foster children’s inquisitiveness, generativity, and SWB, although associations are correlational, not causal. Full article

Background/Objectives: School-based universal mental health interventions offer an inclusive and scalable approach to promote mental health and well-being among children. This study evaluates the Let’s Learn About Emotions (Opitaan tunteista in Finnish) program, an evidence-based, teacher-led universal school-based intervention originally developed in Japan and culturally adapted for Finnish primary schools. Methods: A total of 512 fourth-grade students from 14 schools participated in the 12-week program during spring 2023. Using a mixed-methods design, we assessed (1) the program’s acceptability among students, parents, teachers, and school principals, (2) fidelity of implementation, and (3) changes in students’ mental well-being pre- to post-intervention. Quantitative data included standardized questionnaires with valid responses collected from 233 students at baseline and 209 students at post-intervention, as well as parents and teachers. Qualitative data were collected through focus group discussions involving parents, teachers, and school principals during spring 2024. Results: Acceptability was high across all respondent groups. Teachers adhered closely to the teaching manual, as confirmed by self-reports and direct classroom observations. Statistically significant improvements were observed in parent-reported conduct problems, hyperactivity, and peer problems, though student self-reports did not show similar benefits. Conclusions: The program was found to be both acceptable and culturally appropriate in the Finnish context. Findings from this study provide valuable insights for refining and improving the program for future implementation. To more rigorously examine its effectiveness, future studies should employ a randomized controlled trial design. Full article