Search Results (1,842)

The flipped classroom model is increasingly recognised as a viable alternative to traditional teaching methods; however, its effectiveness largely depends on factors such as instructional design, implementation strategies, and the specific educational context. The current literature does not adequately address specific strategies for teachers to implement the flipped classroom model in practice. Therefore, the purpose of this study was twofold: first, to design a teaching sequence as a practical product that can be used to deliver lessons, and second, to assess the effectiveness of the teaching sequence as a tool for enhancing knowledge development in geometrical optics. The participants were third-year physical science students (N = 93) enrolled in a Bachelor of Education degree programme, who took a geometrical optics course lasting one semester. The methodology employed was design-based research, and this article provides a detailed description of the first iteration, including how the teaching sequence evolved over four years. The initial results obtained from tests performed during and after the implementation of the initial iteration of the teaching sequence showed that the teaching sequence was more effective in enhancing students’ recall of facts and basic concepts than in promoting their ability to explain ideas or concepts and apply that knowledge to new situations. The teaching sequence was refined over four years, suggesting that while the flipped classroom model is a viable tool in physics teacher education, it is not a one-size-fits-all solution. Instead, a continuously evolving, context-sensitive design is necessary. 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

While there has been a recent focus on reforming kindergarten curricula to emphasize a play-based learning (PBL) approach, a lingering dichotomy remains between play-based learning and pedagogical instruction aimed at academic preparation. Early music education is a critical component of the current policy emphasis on arts education and PBL, yet there is scarce research on play-based pedagogy in music education, particularly regarding children’s engagement and the applied instructional models. This study investigates how instructional practices affect children’s behavioral and emotional engagement in musical play. Data were collected at two Hong Kong kindergartens (K1–K3) using classroom observations and the Engagement Check II (ECII) tool. Thematic content analysis revealed three instructional approaches: teacher-directed routines with minimal aspects of play, guided play within structured musical contexts, and open-ended, child-initiated musical play. Analysis of the ECII data revealed high levels of behavioral engagement, with guided-play contexts yielding higher levels of behavioral and emotional engagement compared to highly teacher-directed instructional approaches. Differences in engagement levels during musical play were revealed to be correlated with age. This study highlights the need for culturally responsive music teacher training, supportive school culture, and aligned curriculum and policy implementation. Full article

Background: Evidence-based practice (EBP) is a cornerstone of high-quality and safe nursing care. However, undergraduate nursing students often experience cognitive, methodological, and contextual barriers to learning and applying EBP. Active teaching strategies, such as the flipped classroom, may support the development of EBP competencies, yet qualitative evidence exploring students’ learning experiences remains limited. Objectives: To explore nursing students’ perceptions and experiences of learning evidence-based practice through a flipped classroom model. Methods: A qualitative descriptive study was conducted at the Faculty of Nursing of the University of Murcia (Spain). Purposeful maximum variation sampling was used to recruit undergraduate nursing students from the second and fourth academic years who had completed an EBP course delivered using a flipped classroom approach supported by an online learning platform. Twenty semi-structured interviews were conducted via videoconference. Data were transcribed verbatim and analyzed using reflexive thematic analysis with independent coding by two researchers and consensus procedures. Ethical approval and confidentiality were ensured. Results: Three main themes were identified: (1) transformation of the meaning of EBP learning and professional role, (2) cognitive and metacognitive processes in EBP learning, and (3) the learning experience as a catalyst for deep learning. Students described a shift from initial fear and perceived difficulty toward recognizing the practical value of EBP, accompanied by increased critical thinking, autonomous learning, and a growing evidence-informed professional identity. The flipped classroom model facilitated engagement and understanding, while the transfer of learning to clinical practice was influenced by contextual facilitators and barriers. Conclusions: Learning EBP through a flipped classroom was experienced as a transformative process that fostered critical thinking, self-regulated learning, and the construction of an evidence-oriented professional identity among nursing students. Strengthening information literacy skills and improving alignment between academic and clinical environments may enhance the sustainable application of EBP in clinical practice. Full article

Early childhood is a critical period in which religious and moral foundations are established, and the materials used in this process directly influence the quality of learning. In Türkiye, institutional religious education for early childhood is provided through Qur’an courses for children aged 4–6 years, affiliated with the Presidency of Religious Affairs. This study examines the attitudes of instructors working in these courses toward material use and the types of materials preferred in the educational process. Designed within a quantitative research approach using a survey model, the study aimed to collect data from instructors working in Qur’an courses for 4–6-year-old children during the 2023–2024 academic year in Türkiye. Based on voluntary participation, 363 instructors took part in the study. Data were collected through the Material Use Questionnaire and the Attitude Scale Toward Material Use in the Classroom Environment questionnaire and analyzed using SPSS 22.0. Due to the non-normal distribution of the data, the Kruskal–Wallis H test and the Mann–Whitney U test were applied. The findings show that instructors have positive attitudes toward the use of instructional materials and that printed and auditory materials are the most frequently used in the educational process. Full article

Inclusive education (IE) aims to promote meaningful participation and a sense of belonging for all learners. However, limited research has examined how students with learning difficulties (LDs) experience inclusion in everyday school life. This study explored how primary school students with mild LDs perceive their participation, relationships with teachers and peers, and the role of inclusive classes (ICs) within mainstream Greek primary education. A qualitative design was adopted, and data were collected through semi-structured interviews with ten Grade 6 students receiving support through ICs. Transcripts were analyzed using thematic analysis. Findings indicated that participation was associated with perceived competence in academic tasks, with language-based activities frequently described as cognitively demanding and stressful. Belonging was predominantly felt through peer acceptance and supportive teacher practices rather than solely through classroom placement. The ICs were perceived as providing individualized support and emotional safety, although some ambivalence regarding withdrawal from the mainstream classroom was reported. Students stressed the need for flexible assessment and clearer instructional guidance to enhance fairness and participation. Overall, the findings show that inclusion is experienced as a dynamic interaction between academic accessibility, interpersonal relationships, and supportive learning environments. They also underline the importance of incorporating student voice into inclusive practice. Full article

Contemporary education increasingly emphasises transferable competencies that enable learners to analyse situations, evaluate information, and make responsible decisions. This study examined the effects of a structured educational intervention based on inquiry, problem-solving, and role-play activities on the development of decision-making competence in primary school students. A quasi-experimental pre-test–post-test design with a control group was employed. The initial sample consisted of 64 second-grade students, with final analyses conducted on 39 complete cases. Decision-making competence was assessed using a researcher-developed multidimensional scale encompassing six dimensions: identification of alternatives, justification of decisions, anticipation of consequences, autonomy, collaboration, and responsibility. The results indicated a significant improvement in decision-making competence from pre-test (M = 13.23, SD = 1.68) to post-test (M = 20.05, SD = 4.49), t(38) = 8.45, p < 0.001, d = 1.35. Additionally, analysis of covariance revealed a significant effect of group on post-test scores, F(1, 36) = 9.82, p = 0.003, ηp² = 0.21, with the experimental group demonstrating greater improvement than the control group. A 2 × 2 repeated-measures ANOVA further indicated that gains were more pronounced in the cognitive domain than in the socio-emotional domain. These findings suggest that structured classroom activities involving inquiry, problem-solving, and role-play can support primary school students’ ability to analyse situations, generate alternatives, and justify decisions, particularly within the cognitive dimensions of decision-making competence. At the same time, the more moderate gains observed in collaboration and responsibility highlight the need for sustained, interaction-based learning contexts to support the development of socio-emotional dimensions. Full article

Digital game-based learning environments (DGBLEs) are increasingly integrated into classrooms as learning tools, yet limited research exists regarding the impact of students’ discrete emotions on digital gameplay performance. This study examined the role of emotions and arousal in predicting performance outcomes during digital gameplay. Thirty-two grade 5 students (M_age = 10.99, 62.5% male) played four digital games (two math; two identically designed non-math). During gameplay, real-time heart rate and affective data were collected and analyzed using an interpretable machine learning approach (XGBoost). Results suggest that students performed better on non-math games, as compared to math games. Real-time anger was associated with lower performance, particularly in games, whereas other emotions and physiological measures were not significant predictors. This pilot investigation suggests that discrete emotions, particularly anger, may play a more important role in performance during math gameplay than in comparable non-math activities. The results highlight the importance of supporting emotional regulation during digital math learning, as unmanaged anger may impact performance. This study contributes to the growing literature on affective dynamics in digital game-based learning. Full article

Generative AI (GenAI) is transforming higher education assessments, yet empirical research on students’ lived experiences with GenAI during graded, time-constrained classroom assessments remains scarce. This study investigates how direct experience with GenAI in examinations shapes student perceptions of learning, metacognition, and engagement. Drawing on self-regulated learning research and cognitive load theory, we employed a retrospective pre–post design to analyze qualitative reflections and quantitative data from 90 undergraduate computer science and engineering students. Our qualitative analysis suggests a complex recalibration from idealized expectations of efficiency toward what may be described as a state of measured pragmatism. Interpretive analysis of Post-experience reflections indicates that direct practical engagement appeared to make students more conscious of the need for metacognitive engagement, with a focus on real-time output verification and the restrictive role of time pressure. Concerns regarding assessment authenticity and fairness emerged only after direct engagement. Quantitative results show that although 68.5% preferred the GenAI format, this preference did not correlate significantly with academic performance (r = 0.014, p = 0.89). Those findings suggest that student engagement is driven by pedagogical and professional relevance rather than grade improvement alone. Overall, the findings underscore the need for assessment designs that balance cognitive support with active student monitoring and responsibility. Full article

The European Union (EU) relies heavily on voluntary tax compliance, yet evidence on how tax literacy (TL) and tax education (TE) relate to tax morale (TM) and voluntary tax compliance or compliance intentions (VTC) remains fragmented across partly disconnected strands of the literature. This systematic review examined EU-relevant evidence on the stakeholder contexts in which TL/TE are discussed in relation to TM and VTC, with particular attention to schools, communities, and public institutions. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020, searches in Scopus and Web of Science (2000–2025) applied two complementary query streams focused on TL/TE and TM/VTC-related mechanisms. The searches identified 1327 records; after deduplication and screening, 402 studies were included. Based on structured coding of titles, abstracts, and author keywords, the review maps patterns of emphasis and framing rather than causal effects. Public-institutional and education-related contexts were the most frequently signposted stakeholder environments, while digital and outreach-oriented delivery cues were more visible than classroom-based cues. Trust and fairness/justice dominated the explanatory vocabulary. Overall, the review supports an ecosystem-oriented interpretation of stakeholder coordination in EU tax literacy research. Full article

Children’s everyday routes to school are increasingly recognised as important environments shaping physical and mental well-being. Yet, their emotional dimension remains insufficiently integrated into health-oriented urban design research, particularly in cities without formalised School Street policies. This study examines how children in Belgrade perceive and emotionally experience their everyday school routes and how such evidence can inform context-sensitive urban design. A mixed-method, child-centred participatory approach was applied with primary school pupils, combining participatory evaluation boards, cognitive route mapping, photo documentation, and facilitated classroom discussion. The material was analysed through qualitative coding, triangulation, and a health-oriented reinterpretation of the SCORELINE framework (h_SCORELINE). The findings reveal recurring stress nodes associated with traffic-dominated streets, complex crossings, obstructed sidewalks, and poorly legible route segments, which children linked to fear, discomfort, and insecurity. By contrast, greenery, recognisable landmarks, visually calm environments, and wider pedestrian spaces emerged as joy nodes associated with comfort, enjoyment, and emotional ease. These patterns suggest that children’s emotional-spatial evidence can enrich the assessment of school-route environments beyond conventional traffic indicators alone. By linking children’s lived experiences with health-oriented urban design, the study provides evidence-based support for the gradual introduction of School Streets in Belgrade. It offers a transferable framework for integrating child-centred experiential knowledge into healthier street design. Full article

This study examines the role of religious–moral values in supporting the inclusion of students with special educational needs (SEN) within the broader framework of inclusive education. Using a sequential explanatory mixed-methods design, the research combines a qualitative phase based on semi-structured interviews with special education teachers (N = 9 participants) and a quantitative phase involving a questionnaire administered to a larger sample (N = 324 respondents). The qualitative findings indicate that teachers associate religious–moral values with the development of socio-emotional competencies, such as empathy, respect, solidarity, and a sense of belonging, which are considered essential for inclusion. The quantitative results support these perspectives, showing high levels of agreement regarding the contribution of these values to fostering positive attitudes, social acceptance, and the classroom integration of students with SEN. The findings also suggest that teachers attribute greater importance to core values than to formal religious instruction and prefer adaptive, student-centered strategies, including narrative and experiential approaches. Overall, the study highlights the potential of religious–moral values as a resource for inclusive education when applied in a flexible, interdisciplinary, and context-sensitive manner. These findings contribute to ongoing discussions on the role of religion in education, particularly in relation to inclusion, equality, and respect for diversity. Full article

Classrooms in severe cold regions face the dual challenge of ensuring high-quality daylighting while minimizing heating energy consumption. To address this challenge, this study develops a data-driven workflow that integrates building performance simulation, multi-objective optimization and a classification-based surrogate model, aiming to explore integrated improvements in daylighting and heating energy consumption in university classrooms. The results show that: (1) multi-objective optimization significantly enhances overall performance. Daylighting performance improves, with Spatial Daylight Autonomy (sDA) and Useful Daylight Illuminance (UDI) increasing by 0.15 and 10.67%, respectively, and Daylight Glare Probability (DGP) decreasing by 16.35%. Meanwhile, Heating Energy Consumption (E_h) is reduced by 6.20 kWh/m²; (2) SHAP analysis further identifies classroom depth, height, and glazing option as key design parameters influencing integrated daylight–thermal performance; (3) the MLP classification model achieves stable predictive accuracy, with accuracy, recall, and F1-score exceeding 0.95, demonstrating strong generalization ability. This study provides quantitative insights into the relationship between spatial parameters and daylight–thermal performance, offering researchers a method for rapidly evaluating design schemes at the early design stage. Full article

Brain–Computer Interfaces (BCIs) have increasingly been explored as tools for monitoring and modulating cognitive processes relevant to learning. However, their application to learning disorders, and especially to mathematical learning difficulties such as dyscalculia and ageometria, remains conceptually promising but empirically underdeveloped. The present study offers a scoping review with structured narrative synthesis of recent empirical research on BCI-based interventions in learning disorder populations, with particular attention paid to their possible translational relevance for mathematical learning. Following PRISMA-ScR principles and a Population–Concept–Context framework, studies published between 2020 and 2025 were identified through database searches in Scopus, IEEE Xplore, and PubMed. A total of 30 studies met the inclusion criteria. All eligible studies focused on Attention-Deficit/Hyperactivity Disorder (ADHD), while no eligible BCI intervention studies were found for dyscalculia or ageometria. The reviewed literature was dominated by EEG-based neurofeedback interventions. To move beyond descriptive summary, the included studies were organized using a structured analytical framework based on intervention modality, primary cognitive target, methodological robustness, and translational proximity to mathematical learning disorders. Across the evidence base, the most consistent findings concerned attention regulation and executive function outcomes, whereas academic and mathematics-related outcomes were sparse and methodologically less developed. Although several studies suggested improvements in domain-general cognitive mechanisms relevant to mathematical learning, the absence of direct evidence in dyscalculia and ageometria prevents confirmatory conclusions. The review therefore identifies both the promise and the limits of current BCI applications in learning disorder contexts and argues that future research should prioritize theory-driven, disorder-specific trials targeting numeracy, visuospatial reasoning, and executive processes in mathematical learning disabilities. Although current findings suggest promising cognitive and educational potential, these technologies are not yet ready for routine implementation in standard classroom environments without further validation, teacher training, ethical safeguards, and cost-effective deployment models. Full article