Search Results (1,120)

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

Learning Natural Sciences represents a key opportunity to spark scientific interest and foster fundamental skills across different educational stages. This study aimed to analyze the influence of motivation on academic performance in the learning of Natural Sciences at various educational levels. To this end, a systematic review method was employed following PRISMA guidelines, consulting the Web of Science and Scopus databases, identifying four relevant studies. The results showed that high levels of motivation were associated with a more positive classroom attitude and better conceptual understanding, which enhanced academic performance. The use of innovative methodological strategies, such as implementing immersive virtual reality in the classroom, PhET simulations (Physics Educational Technology), and the use of hypertext, significantly increased both student motivation and academic performance. The meta-analysis revealed a favorable effect in experimental groups, showing moderate heterogeneity (I² = 49) and significance of p = 0.0001. The concurrence analysis reported that current pedagogical practices should focus on strengthening student autonomy and active engagement, integrating critical reflection, the use of innovative methodological strategies, and technological resources that enhance meaningful learning in scientific literacy. Among the instruments used to measure motivation, the Motivation to Learn Science Questionnaire was identified, and for academic performance, the Motivated Strategies for Learning Questionnaire. In conclusion, the importance of implementing the identified methodological strategies across different educational stages is emphasized, in order to promote competency-based learning through meaningful and innovative acquisition of content in Natural Sciences. 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

Background/Objectives: Multi-cancer detection (MCD) tests have emerged as a promising tool to redefine the landscape of early cancer detection. Implementation of this novel technology will likely fall to primary care clinicians (PCC). The purpose of this study is to characterize and explore differences in PCCs perceptions and preferences towards MCD testing. Methods: Between March and May of 2023, this cross-sectional survey was administered to 281 PCCs, including physicians and advanced care providers practicing within an integrated healthcare system spanning five states. The survey collected data on self-reported characteristics, perceptions of MCD testing, and preferences for learning about MCD testing. Analysis was limited to those with no prior experience with MCD testing (N = 181, response rate 22.8%). Descriptive statistics summarized key variables and chi-square tests assessed differences in perceptions and preferences by key characteristics. Results: Most PCCs were interested in MCD testing (66.3%), but limited knowledge/awareness of MCD testing and confidence to manage patients with a positive test were observed, along with concerns around cost (76.7%) and misuse/poor implementation. The primary preferences for learning about MCD testing were online courses or classroom instruction (64.5%). Significant differences in perceptions and preferences for learning were observed by location, degree, and years in practice. Conclusions: PCCs in our study held positive views towards MCD testing, but gaps and variation in knowledge and confidence towards MCD testing and concerns around the cost and misuse/poor implementation were observed. While efforts to train and educate all PCCs on MCD testing is a critical first step, more research is needed to understand how best to support implementation tailored to individual and system-level needs and characteristics. 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

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

This paper introduces CodeDive, a web-based programming environment with real-time behavioral tracking designed to enhance student progress assessment and provide timely support for learners, while also addressing the academic integrity challenges posed by Large Language Models (LLMs). Visibility into the student’s learning process has become essential for effective pedagogical analysis and personalized feedback, especially in the era where LLMs can generate complete solutions, making it difficult to truly assess student learning and ensure academic integrity based solely on the final outcome. CodeDive provides this process-level transparency by capturing fine-grained events, such as code edits, executions, and pauses, enabling instructors to gain actionable insights for timely student support, analyze learning trajectories, and effectively uphold academic integrity. It operates on a scalable Kubernetes-based cloud architecture, ensuring security and user isolation via containerization and SSO authentication. As a browser-accessible platform, it requires no local installation, simplifying deployment. The system produces a rich data stream of all interaction events for pedagogical analysis. In a Spring 2025 deployment in an Operating Systems course with approximately 100 students, CodeDive captured nearly 25,000 code snapshots and over 4000 execution events with a low overhead. The collected data powered an interactive dashboard visualizing each learner’s coding timeline, offering actionable insights for timely student support and a deeper understanding of their problem-solving strategies. By shifting evaluation from the final artifact to the developmental process, CodeDive offers a practical solution for comprehensively assessing student progress and verifying authentic learning in the LLM era. The successful deployment confirms that CodeDive is a stable and valuable tool for maintaining pedagogical transparency and integrity in modern classrooms. Full article

Mathematics teaching is a social practice, shaped by distinct ways of recognizing, interpreting, and responding to situations that emerge in the classroom. This professional noticing, however, requires a kind of mathematical knowledge that is specific to teaching. This study aims to identify discussions have taken place in Brazil regarding the mathematical knowledge necessary for teaching the concept of area of plane surfaces in Basic Education, based on a literature review conducted through the CAPES Theses and Dissertations Catalog. The theoretical framework is grounded in Moreira’s distinctions between school mathematics and academic mathematics, as well as in the body of literature concerning the concept of professional noticing. The analysis of the 17 selected studies revealed, among other aspects, that by understanding area as a magnitude through the lens of the Game with Frames—originally developed by Douady and Perrin-Glorian in the 1980s and later expanded by Brazilian researchers—it is possible to infer mathematical knowledge relevant to teaching the area of plane surfaces in Basic Education. This perspective supports the development of professional noticing of students’ errors, difficulties, and misconceptions observed both in classrooms and in teacher education contexts. Some elements of this knowledge are discussed in the present article. 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

This paper explores how primary school teachers integrate digital technologies into their classroom practice, with a particular focus on the extent to which their stated intentions align with what actually takes place during lessons. Drawing on data from the Bulgarian SUMMIT project on digital transformation in education, the study employed a mixed-methods design combining semi-structured interviews, structured lesson observations, and analysis of teaching materials. The sample included 44 teachers from 26 Bulgarian schools, representing a range of educational contexts. The analysis was guided by the Digital Technology Integration Framework (DTIF), which distinguishes between three modes of technology use—Support, Extend, and Transform—based on the depth of pedagogical change. The findings indicated a strong degree of consistency between teachers’ accounts and observed practices in areas such as the use of digital tools for content visualisation, lesson enrichment, and reinforcement of knowledge. At the same time, the study highlights important gaps between teachers’ aspirations and classroom realities. Although many spoke of wanting to promote independent exploration, creativity, collaboration, and digital citizenship, these ambitions were rarely realised in observed lessons. Pupil autonomy and opportunities for creative digital production were limited, with extended and transformative practices appearing only occasionally. No significant subject-specific differences were identified: teachers across disciplines tended to rely on the same set of familiar tools, while more advanced or innovative uses of technology remained rare. Rather than offering a definitive account of progress, the study raises critical questions about teachers’ digital pedagogical competencies, contextual constraints and the depth of technology integration in everyday classroom practice. While digital tools are increasingly present, their use often remains limited to supporting traditional instruction, with extended and transformative applications still aspirational rather than routine. The findings draw attention to context-specific challenges in the Bulgarian primary education system and the importance of aligning digital innovation with pedagogical intent. This highlights the need for sustained professional development focused on learner-centred digital pedagogies, along with stronger institutional support and equitable access to infrastructure. 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

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

This empirical paper explores South African preservice accounting teachers’ perceptions of ICT integration in secondary schools’ accounting curriculum practices. Since 2020, curriculum practices have been characterised by disruptions to traditional teaching and learning methods, including those brought on by the COVID-19 pandemic. Curriculum practices in accounting were not unnoticed. These sparked discussions about pedagogical changes, academic continuity, and the future of accounting curriculum practices. The theoretical framework used to guide the research process is connectivism. The theory is about forming connections between people and technology and teaching and learning in a connectivist learning environment. Connectivism promotes a lifelong learning perspective by training teachers and students to adapt to a fast-changing environment. An interpretive paradigm underpins this qualitative research paper. The data were collected from semi-structured interviews with five preservice accounting teachers about how they navigated pedagogy while switching to digital curriculum practices. Thematic analysis was used. The findings revealed that preservice accounting teachers faced challenges in ICT integration during school-based training, including limited resources, inadequate infrastructure, and insufficient hands-on training. While ICT tools enhanced learner engagement, barriers such as low digital skills and a lack of technical support hindered effective use. Participants highlighted a disconnect between theoretical training and classroom practice, prompting self-directed learning to bridge skill gaps. The study underscores the need for teacher education programs to provide practical, immersive ICT training to equip future educators for technology-driven classrooms. Full article

Background/Objectives: Childhood trauma significantly hinders the developmental and academic outcomes of learners, particularly in under-resourced schools such as those in Limpopo province, South Africa. Teachers in these settings often face challenges in supporting trauma-exposed learners due to a lack of knowledge, training, and appropriate resources. Addressing this gap requires the development of structured, trauma-informed educational support systems. Methods: This study forms the final phase of a multi-phase research project aimed at developing a trauma-informed curriculum for primary school teachers. A multi-phase mixed method design was adopted across four phases: (1) a global scoping review to identify effective trauma-informed interventions; (2) empirical interviews with primary school teachers, trauma center managers, clinical psychologists, and social workers to understand local needs and experiences; (3) development of a conceptual framework grounded in theoretical and empirical findings; and (4) curriculum development guided by El Sawi’s curriculum design model. The curriculum was validated using structured questionnaires with a panel of stakeholders including educators, mental health professionals, and curriculum experts. Results: The study identified critical issues, including teachers’ limited understanding of childhood trauma, lack of standardized training, and inadequate classroom strategies. Key curriculum components were developed to address these gaps, including modules on the nature of trauma, early identification of symptoms, trauma-informed teaching practices, and collaboration with mental health professionals. Validation results indicated strong agreement on the curriculum’s clarity, relevance, and potential impact. Conclusions: The developed trauma-informed curriculum provides primary school teachers in Limpopo with the knowledge, tools, and confidence to support trauma-exposed learners. It emphasizes early identification, responsive classroom strategies, and inter-professional collaboration. This curriculum has the potential to enhance learning environments and promote better educational and psychosocial outcomes for trauma-affected learners. Full article