Search Results (350)

In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage with AI-mediated multimodal creation to address environmental challenges. Using grounded theory methodology with 57 twelfth-grade students from technology-integrated high schools, we analyzed their experiences creating environmental stories and digital cultural artifacts using MidJourney, Kling, and Sora. Data collection involved classroom observations, semi-structured interviews, and reflective journals, analyzed through systematic coding procedures (κ = 0.82). Five central themes emerged: writing as algorithmic design for sustainability (89.5%), emotional scaffolding for environmental awareness (78.9%), aesthetics of imperfection in cultural preservation (71.9%), collaborative dynamics in sustainable creativity (84.2%), and pedagogical value of prompt literacy (91.2%). Findings indicate that AI deepens environmental consciousness and reframes writing as a computational process for addressing global issues. This research contributes a theoretical framework integrating expressive writing with algorithmic thinking in AI-assisted sustainability education, aligned with SDGs 4, 11, and 13. Full article

Hand hygiene (HH) is essential for preventing disease transmission, particularly in schools where children are in close contact with other children. This study evaluated a school-based intervention on observed HH practices and hand cleanliness in six primary schools in Guatemala. Hand cleanliness was measured using the Quantitative Personal Hygiene Assessment Tool. The intervention included (1) HH behavior change promotion through Handwashing Festivals, and (2) increased access to HH materials at HH stations. Handwashing Festivals were day-long events featuring creative student presentations on HH topics. Schools were provided with soap and alcohol-based hand rub throughout the project to support HH practices. Appropriate HH practices declined from 51.2% pre-intervention to 33.1% post-intervention, despite an improvement in median Quantitative Personal Hygiene Assessment Tool scores from 6 to 8, indicating cleaner hands. Logistic regression showed higher odds of proper HH when an assistant was present. The decline in HH adherence was likely influenced by fewer assistants and changes in COVID-19 policies, while improvements in hand cleanliness may reflect observational bias. These findings emphasize the importance of sustained behavior change strategies, reliable HH material access, and targeted interventions to address gaps in HH practices, guiding school health policy and resource allocation. Full article

Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article

This study explores the potential of craft-based activities in the context of special education, focusing on a papier mâché sculpting workshop implemented at the Special Kindergarten of Komotini, Greece, as part of the Horizon Europe Craeft project. The initiative aimed to assess how such creative activities could enhance the learning experience of children with intellectual and motor impairments, foster socialization, and develop fine motor skills. With reference to literature in art therapy, craft education, and inclusive pedagogy, the study applied a mixed-methods approach combining observation, visual analysis, and a survey. The findings indicate that, despite varied levels of participation based on individual needs, all students engaged meaningfully with the materials and activities. School professionals observed increased student engagement, emotional comfort, and communication, while also identifying the activity as well adapted and replicable in similar contexts. The results highlight the value of crafts in special education, not only as a sensory and cognitive stimulus but also as a means of fostering inclusion and self-expression. The study concludes with a call for further research into the role of tactile materials and hand gestures in relation to specific impairments. Full article

This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation, and self-regulation in high school biology classes in East Jerusalem. The random multi-stage cluster sample consisted of 347 high school students from three schools who learned biology concepts constructively during the first semester using VR-based instruction, complying with the principles of the Cognitive Affective Model of Immersive Learning (CAMIL). The results of PLS-SEM revealed that VRI significantly affected critical and creative thinking directly and indirectly. Cases of partial and complete mediation intervened, showing the effects of mediators on enhancing habits of mind through a sequence of mediation flowing from flow experience through motivation to self-regulation, which functioned as a key intermediary factor in the relationship between virtual reality immersion and habits of mind. Based on the results of the study, the complex structure warrants further investigation. The results of the study suggest that VRI’s impact on critical and creative thinking was intensified through mediation effects. In addition, the findings confirm that flow experience and motivation played essential roles in fostering a conducive learning environment that supports cognitive skill development. The results highlight that the enhancement of self-regulation was a necessary step for the enhancement of critical and creative thinking. The study recommends integrating VRI into teaching biology to enhance students’ higher-order thinking skills. Further studies on self-regulation should explore adaptive interventions that strengthen self-regulatory strategies to maximize the cognitive benefits of virtual reality immersion. Full article

This research is focused on exploring the importance of STEM (Science, Technology, Engineering, and Mathematics) education in the development of critical competencies among secondary school students in the 21st century. This was aimed to assess the impact of STEM-based activities on students’ creative and computational thinking skills. A quasi-experimental design that included 77 secondary school students from public and private schools in Bandar Lampung, Indonesia, who participated in STEM interventions for over 5 weeks, was adopted. Data were collected through creative thinking tests and questionnaires on CT and STEM attitudes. The results showed that students who participated in STEM activities exhibited significantly higher creative thinking scores compared to peers taught with the traditional curriculum. Specifically, the experimental group showed a progressive increase in weekly test scores, suggesting that STEM methods improved students’ performance over time. Structural equation modeling (SEM) disclosed strong positive associations between attitudes towards STEM, CT, and creativity. The implications of these results outlined the need to integrate STEM education into curricula to foster essential skills for future challenges. This research contributes to the understanding of effective educational strategies and also advocates for a shift towards more interactive and integrative methods in secondary education to meet the demands of the contemporary workforce. Full article

The TOWCHED project explores how arts and heritage-based educational methodologies can support sustainable development by enhancing key transversal competencies in learners, particularly children and youth. In response to the global challenges outlined in the sustainable development goals (SDGs), this project promotes inclusive and participatory approaches to education that foster social cohesion, intercultural understanding, and civic engagement. Partnering with museums, TOWCHED develops cross-curricular pedagogical interventions, such as experiential, blended, and collection-mediated learning, that link cultural heritage with contemporary social and environmental concerns. These approaches aim to strengthen creativity, critical thinking, collaboration, and self-awareness. TOWCHED demonstrates that heritage collection-based education can play a vital role in transforming schools and other learning environments into hubs for sustainable, lifelong learning. By embedding cultural expression and heritage into educational practices, the project offers a compelling model for empowering individuals to navigate and shape a more equitable and interconnected world. This paper has two aims. First, we introduce TOWCHED, an interdisciplinary project recently funded by the Horizon Europe program of the European Union to preserve and promote education for sustainability in the heritage context. Second, we introduce a set of tools related to the project. Full article

Objective: The aim of this study was to determine the relationship between the components of physical fitness (PF), creativity and fluid intelligence, as well as to determine which components of PF are predictors of the analysed cognitive potential. Material and Methods: A total of 584 Spanish schoolchildren (6−11 years old; age = 8.62 ± 1.77 years) took part in this study. Creativity was assessed using the Torrance Tests of Creative Thinking (TTCT) and fluid intelligence through TEA-1. Moreover, PF components were evaluated using a 25 m sprint, handgrip strength, standing long jump and 20 m SRT. Results: Boys exhibited a better PF performance than girls (p range from = < 0.001 to 0.05), as well as higher creativity score (p < 0.001), the fluid intelligence score and QI score (p < 0.05, respectively). Moreover, PF components (CRF, strength and speed) were positively associated with creativity (p range from = < 0.001 to 0.001) and fluid intelligence (p range from = < 0.001 to 0.015). Regression analysis showed that the creativity model explained between 31.4% and 36.6% of the variance (R² = 0.314−0.366, p < 0.001), while the fluid intelligence model accounted for 25.5% to 33.1% of the variance (R² = 0.255−0.331, p < 0.001 to 0.001). Conclusions: A positive relationship was found between creativity, fluid intelligence, and PF components. Children with higher PF levels scored better in creativity, with notable differences between boys and girls. These findings highlight the educational value of incorporating structured physical activity into school settings to support both cognitive and physical development. Full article

This study examined the influence of student–teacher relationships and school infrastructure on preschool children’s motor creativity, encompassing fluency, originality, and imagination. Twenty teachers completed the Student–Teacher Relationship Scale for 200 children (10 children per teacher). The research team recorded aspects of the school’s physical environment through Movement Play Scale and assessed children’s motor creativity via the Thinking Creatively in Action and Movement test. The results revealed that dimensions of the student–teacher relationship, such as conflict and dependency, negatively impacted fluency, and originality components of motor creativity. Contrary to expectations, teacher participation in movement activities did not significantly contribute to motor creativity, potentially due to over-direction limiting children’s autonomy. Similarly, the school’s infrastructures were negatively linked to fluency and originality. The findings underscore the importance of nurturing autonomy-supportive environments and balancing guidance with opportunities for independent exploration. Teachers should also invest in adaptable educational spaces to foster creativity without encouraging dependency. This study emphasizes the critical role of supportive relational and environmental factors in shaping preschool children’s creative movement abilities. Full article

Many meals are consumed in public settings such as schools, hospitals, and elderly care. These meals have the potential to impact public health as well as promote sustainable lifestyles. However, gastronomic values can be important for loading the meals with other dimensions. The aim of this article is to explore how the concept of gastronomy is understood, used, and described in the scientific literature in the context of public meals. For this scoping review, a systematic approach was adopted, including articles that use the concept of gastronomy in the context of public meals, as defined in this paper. A total of 3676 articles were initially identified, of which eight were finally included for assessment in this review. Three main themes emerged in the analysis, illustrating how the concept of gastronomy was used: gastronomy as local food and national cuisine; gastronomy as ideas of ‘the good’; and gastronomy as a framework. The concept of gastronomy is seldom clearly defined but is often used to emphasize ideas of ‘the good’, local food, and culinary traditions. Through gastronomy, healthy and sustainable public meals can be loaded with additional value, creativity, and innovation, enhancing the overall meal experience. Full article

In recent years, there has been growing interest in the pedagogical use of ChatGPT within arts education, including literature, drama, music, and painting. This research investigates the beliefs of primary and secondary school teachers who teach arts regarding the pedagogical use of ChatGPT, exploring potential use, expected benefits or risks, support or rejection from the educational community, and possible barriers or facilitators, based on Ajzen’s Theory of Planned Behavior. A qualitative study was conducted with a sample of 67 teachers familiar with or having used ChatGPT in education. Data were collected through semi-structured interviews and analyzed thematically based on behavioral, normative, and control beliefs. Teachers identified expected benefits such as increased student interest, creativity, and critical thinking, as well as the facilitation of research and support for students with special needs. Concerns included copying, misinformation, and reduced critical thinking and creativity. They expressed ambivalence and skepticism toward ChatGPT’s pedagogical use, being optimistic about educational benefits and community support but concerned about future challenges. Finally, they emphasized the need for training and adequate technological infrastructure. The findings highlight the importance of equipping teachers with the necessary skills and institutional support to ensure the responsible and effective integration of AI in arts education. Full article

In order to improve education for sustainability (EfS) in English-speaking schools in North Cyprus, this study investigates the use of playful learning and video feedback as cutting-edge pedagogical techniques. Engaging students in transformative learning experiences is crucial in an era characterized by environmental issues and the pressing need for sustainable development. Students better understand their learning processes when paired with video feedback, which facilitates reflective practice. This study uses a qualitative case study methodology to investigate how instructors employ video feedback and playful learning activities to help students grasp sustainability ideas. Data were gathered through teacher interviews, classroom observations, and evaluations of student performance and feedback. The results demonstrate how these approaches can promote active learning, boost student enthusiasm, and enhance comprehension of sustainability-related topics. This study’s conclusion includes recommendations for educators and legislators looking to integrate creative, student-centered approaches into EfS curricula. Full article

The COVID-19 pandemic necessitated an urgent shift to emergency remote learning, significantly affecting the education of bilingual students. This study examines the use of technology-enhanced drama-based methods, specifically digital Readers Theater, as an emergency measure to enhance reading literacy and psychosocial support during the pandemic amid multiple concurrent crises. Using an action research approach, 37 Greek teachers implemented remote literacy activities involving digital drama in their virtual classrooms over a period of four weeks. Data were collected from semi-structured interviews, teachers’ reflective journals, and student participation and were analyzed through Ajzen’s Theory of Planned Behavior. The findings indicate that, despite technological challenges and adaptation difficulties, the creative use of digital drama activities contributed to improvements in students’ reading skills, motivation, and engagement. The intervention also fostered students’ emotional expression and social connection, contributing to their psychosocial support during the disruption. This study highlights the dual role of technology as both an enabler and a barrier, emphasizing the need for better digital infrastructure and comprehensive teacher training for effective emergency response. The results stress the value of technology-supported, arts-based approaches in maintaining student engagement and promoting bilingual literacy in crisis contexts. These findings provide useful guidance for teachers and school leaders on how to support students’ learning and well-being, both during crises and in everyday practice. Full article

Despite the recognized importance of creativity in secondary education, the role of design as a faculty for teaching abstract creative concepts effectively is seldom explored in depth, hindering students’ development. To address these issues, this study aimed to motivate secondary students to engage more deeply in innovative design by proposing a university-led workshop approach within a design competition module. This module was first implemented at Hong Kong Polytechnic University in the 2023/24 academic year, involving 301 students from 52 secondary schools in Hong Kong. Grounded in Kolb’s Experiential Learning Cycle, this research examines the current challenges of design education and explores the role of the proposed competition in cultivating secondary students’ innovative design capabilities. The findings contribute to understanding how this creative pedagogy can enhance secondary students’ interest and motivation in developing creative design skills by integrating university-led workshops into competitions, thereby enabling both secondary and tertiary educational institutions to address creative design challenges. Full article

Integrating sustainability into STEAM education is crucial for fostering environmental awareness among students. The Erasmus+ project Clean Environment–Clean School Climate with Creative Environmental Practices in School Education—Clean&Creative aims to develop environment-themed curriculum content that seamlessly integrates into ten different STEAM school disciplines. This initiative enhances multidisciplinary learning by connecting scientific knowledge with creative environmental practices, equipping students with the skills and mindset needed for sustainable problem solving. This paper presents the project’s key findings, highlighting innovative pedagogical approaches that merge sustainability with STEAM and humanities-based education. By incorporating hands-on, creative activities into school curricula, the project fosters active student engagement and a deeper understanding of environmental challenges. The results demonstrate how multidisciplinary strategies can bridge the gap between scientific principles and real-world sustainability issues, reinforcing the role of education in shaping eco-conscious citizens. Furthermore, the study discusses the challenges and opportunities in implementing these practices, providing insights into their long-term impact on students and educators. The findings contribute to the ongoing discourse on sustainability education, offering practical solutions for integrating environmental themes into diverse educational contexts. Ultimately, this research underscores the importance of creative, inter- and multidisciplinary methods in promoting sustainability within STEAM and humanistic education. Full article