Search Results (75)

Background: Although the prevalence of dental caries in children has been decreasing in recent years, many patients still visit tertiary dental institutions with dental caries as their chief complaint. In addition, the COVID-19 pandemic that occurred around the world in 2020 may have affected the lifestyle and oral condition of children. Methods: We investigated the oral condition of new patients whose chief complaint was dental caries, and compared the results for 3 fiscal years: 2013, 2018, and 2023. The caries status was evaluated using the dmft/DMFT index. Results: The number of subjects was 129 in 2013, 163 in 2018, and 127 in 2023. The number of preschoolers in 2023 was lower than in the other years, whereas the number of elementary school students was higher, showing a statistically significant difference (p < 0.05). For the 3 years investigated, there was no change in the incidence of dental caries in primary teeth in elementary school children; however, the incidence in permanent teeth increased over time. Additionally, in the age group, the df and DMF scores were higher in 2023 than in the other years. Conclusions: At this tertiary dental institution, the number of elementary school patients, especially females, increased over the 10-year period, and the amount of dental caries in their permanent teeth also increased. It is important for dental professionals to understand this trend and focus on providing oral hygiene education to this age group. Full article

Seaweeds represent a vital yet often understudied component of the diet and cultural heritage of many coastal communities globally. This study investigated seaweed consumption practices in coastal communities of Tawi-Tawi, Philippines, through one-to-one interviews (n = 280) and focus group discussions (n = 7). The study revealed that nearly all (99%) of the population consumes seaweeds, with women comprising the majority of consumers who have done so since childhood (68% female vs. 32% male). These consumers were predominantly married (79%), within the 21–40 age group (53%), with families of 5–7 members (43%), practicing Islam (97%), and belonging to the Sama tribe (71%). A significant portion (48%) had resided in the area for 21–30 years, attained elementary to high school education (66%), and had a monthly income ranging from 1000 to 10,000 Philippine pesos (72%). Seaweed consumption was a family-wide practice (88%), including children, who typically started around 4–8 years old (61%), driven by perceived nutritional benefits (43%), preferred flavor (80%), affordability (19%), ease of preparation (33%), and cultural integration (23%). The primary edible seaweeds identified were Kappaphycus alvarezii (63%), K. striatus (58%), Kappaphycus spp. (47%), Eucheuma denticulatum (57%), Caulerpa lentillifera (64%), Caulerpa spp. (51%), C. cf. macrodisca ecad corynephora (45%), C. racemosa (30%), and Solieria robusta (49%), with less frequent consumption of K. malesianus (8%), Chaetomorpha crassa (3%), Gracilaria spp. (0.72%), and Hydroclathrus clathratus (0.36%). Specific plant parts were preferred for certain species, and preparation predominantly involved raw (75%) or cooked (77%) salads with spices, primarily prepared by mothers (72%). Consumers generally avoided seaweeds showing signs of ice-ice disease (95%), pale coloration (91%), or epiphyte infestation (84%). Consumption frequency was typically 1–3 times per week (45%), with knowledge largely passed down through generations (95%). Seaweed salads were primarily consumed as a viand (92%) at home (97%), with locals perceiving seaweed consumption as contributing to a healthy diet (40%) and overall well-being [e.g., aiding hunger (76%), improving digestion (20%), preventing obesity (14%), and aiding brain development (3%)]. The study’s findings emphasize the significant yet often overlooked role of seaweeds in the food systems and cultural heritage of Tawi-Tawi’s coastal communities. Future efforts should prioritize the sustainable management of wild resources, explore the cultivation of diverse edible species, and enhance nutritional awareness. Further research into traditional seaweed knowledge holds broader value. Full article

Artificial intelligence (AI) methods have been integrated in education during the last few decades. Interest in this integration has increased in recent years due to the popularity of AI. The use of explainable AI in educational settings is becoming a research trend. Explainable AI provides insight into the decisions made by AI, increases trust in AI, and enhances the effectiveness of the AI-supported processes. In this context, there is an increasing interest in the integration of AI, and specifically explainable AI, in the education of young children. This paper reviews research regarding explainable AI approaches in primary education in the context of teaching and learning. An exhaustive search using Google Scholar and Scopus was carried out to retrieve relevant work. After the application of exclusion criteria, twenty-three papers were included in the final list of reviewed papers. A categorization scheme for explainable AI approaches in primary education is outlined here. The main trends, tools, and findings in the reviewed papers are analyzed. To the best of the authors’ knowledge, there is no other published review on this topic. Full article

Background: Against the backdrop of increasing refugee movements, the integration of refugees is becoming a more and more relevant topic for many European countries. As integration is a bidirectional process, the current study examines the openness of adolescents in Germany to include refugee peers from Syria in leisure time activities. Methods: Participants were presented with a hypothetical scenario in which they had to choose who of two peers (a German peer or a refugee peer from Syria) they would include in their activity. Additionally, we varied the relevant skills of the two protagonists to investigate the role of group functioning aspects for inclusion decisions. Three measures were applied: (1) adolescents’ own decisions, (2) what they expected their peer group to do, and (3) what they thought their peer group should do. Results: The findings demonstrate that the participants were generally very open to include refugees and that the protagonists’ skills were relevant for their decisions, though much more for the expected group decision than for adolescents’ own decisions. Reasoning analyses illustrate adolescents’ considerations for these decisions. Conclusion: This research helps to clarify the interplay of moral considerations and aspects of group functioning in adolescents’ inclusion decisions regarding refugee peers. Full article

Background: With the increasing prevalence of sedentary lifestyles and childhood obesity, physical activity and exercise have emerged as essential pillars of health promotion in childhood. In this context, schools play a fundamental role as key players in the implementation of interventions that promote healthy habits and a more physically active life. Objectives: The purpose of the present study was to conduct a systematic review of the benefits of strength training in primary school students. Methods: The review was carried out using the Web of Science and Scopus databases, following the guidelines of the PRISMA statement and a PICO strategy. The studies were selected according to different inclusion and exclusion criteria, resulting in 11 scientific articles published in English during the last 5 years (2020–2024). The methodological quality of the studies was assessed using the STROBE checklist. Results: The results suggest that strength training with elementary school students improves physical and motor performance variables, as well as cognitive, psychosocial and health variables. Likewise, it can be observed that plyometric strength-training methods and unilateral and combined programs with aerobic and motor skills training are highly effective and favor adherence to physical exercise. This also demonstrates the importance and necessity of developing motor coordination skills from an early age, since they represent a determining factor in strength training as the exercises become more specific and complex. Conclusions: In conclusion, implementing strength training programs in primary education confers several benefits at an integral level for the students and is crucial to improving the lifestyle and quality of life of students. Full article

This study examines the effects of implementing a movement-integrated instruction (MII) program in third-grade mathematics classes with a focus on students’ mathematical learning outcomes and physical literacy development. The program was designed using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional model and was implemented in a public elementary school in South Korea. While the primary instructional emphasis was placed on improving mathematical concept comprehension and problem solving, the study also evaluated outcomes in three core areas of physical literacy: physical competence, motivation and confidence, and knowledge and understanding of physical activity. A descriptive qualitative approach was adopted and supplemented with quantitative data. The data sources included classroom observations, learning artifacts, teacher reflections, semi-structured interviews, and structured student surveys. The results showed that 82.6% of students reported improved bodily control and coordination, while 75.4% indicated that they used skills acquired through physical education (PE) to solve math problems. Student work demonstrated an increasing use of multi-step reasoning, diagrammatic representations, and contextual explanations, suggesting that embodied learning reinforces both cognitive engagement and physical development. Although challenges related to time, space, and varying motor abilities were encountered, they were addressed through interdisciplinary integration and differentiated instructional strategies. This study provides empirical support for MII as a pedagogical model that effectively bridges academic learning and physical development, and offers practical recommendations for broader applications in elementary education. Full article

Background: Oral health is a key indicator of general health, well-being, and quality of life. Sociodemographic factors can affect children’s oral health status. The aim of this study was to analyze the sociodemographic factors that influence the oral health of schoolchildren in Mallorca. Materials and methods: We conducted a cross-sectional observational epidemiological study in Mallorca, analyzing different indicators of oral health, such as the DMFT/dmft index and the Community Periodontal Index (CPI), and sociodemographic variables among 718 schoolchildren aged 5–6, 12 and 15 years. Results: The DMFT (Decayed, Missing, and Filled Permanent Teeth) caries index was higher in public (Pub) schools than in private/charter (P/C) schools for children in the sixth grade of elementary school (Pub, 0.6918 ± 1.272; P/C, 0.323 ± 0.824; p < 0.05) and in the fourth year of secondary school (Pub, 1.178 ± 1.724; P/C, 0.627 ± 1.195; p < 0.05), as determined using a t-test. First-grade elementary students with more highly educated mothers/guardians had a lower rate of DMFT (Decayed, Missing, and Filled Primary Teeth) caries than those whose mothers obtained only elementary-level education (higher, 0.800 ± 1.616; elementary, 3.333 ± 3.393; p < 0.05). Regarding periodontal health, we observed that sixth-grade elementary schoolchildren with more highly educated mothers/guardians had more healthy sextants (higher, 3.987 ± 1.977; elementary, 1.333 ± 2.461; p < 0.001). Conclusions: The sociodemographic and parental factors analyzed, such as the type of school and parents’ education levels, significantly affected the oral health of the schoolchildren in this study. Full article

Mathematical activities, which have the potential to engage students cognitively, are an essential component of modern educational approaches. The design of learning environments that facilitate the full realization of the potential of mathematical activities is as crucial as the activities themselves. Well-designed physical, social, and emotional learning environments significantly contribute to students’ holistic development. Pre-service teachers’ perceptions regarding the ideal learning environment for mathematical activities can shape the quality of learning environments they will create professionally. This study explores the perceptions of pre-service primary school teachers and pre-service elementary mathematics teachers regarding the ideal learning environment for mathematical activities through their drawings and related reflections. This study employs a qualitative case study design, and data were collected through freehand drawings depicting ideal learning environments and semi-structured interviews with pre-service teachers. The analysis reveals five prominent components of the ideal learning environment for mathematical activities: purpose, instructional methods and techniques, teacher–student roles, seating arrangements, and interrelations among these components. The findings indicate differences in perceptions between pre-service primary school teachers and pre-service elementary mathematics teachers. Additionally, the results highlight that these components are interrelated within the learning environment, with the purpose component serving as a guiding factor for the others. Full article

Background: Kidney transplantation outcomes are correlated to many factors, including the socioeconomics conditions and the educational level. Methods: We evaluated the role of educational level on patient and graft survival in a population of 456 kidney transplant recipients. Patients were divided into two groups on the basis of their pre-transplant educational status: patients with primary education (elementary or middle school, as low education) were compared with patients with a secondary school education (high school or a university degree, as high education). Results: Among the 456 patients considered for this analysis, 161 patients had a low educational status, and 295 had a high educational status. Patients with a low educational status were more rarely employed (66.1% vs. 32.5%, p < 0.001), with a high rate of retired patients compared to high-educational status patients (35.6% vs. 10.6%, p < 0.001). Although the educational status did not influence the graft function, the 1-year (88.1% vs. 96.2%, p = 0.0008), 5-year (77.6% vs. 88.8%, p = 0.001), and 10-year (62.1% vs. 75%, p = 0.003) graft survival rates were significantly lower in patients with low educational status compared with high-educational status patients, respectively. Patient survival at 1-year (94.4% vs. 97.6%, p = 0.073), 5-year (85% vs. 92.5%, p = 0.011), and 10-year (75.7% vs. 83.4%, p = 0.042) follow-up was significantly lower in patients with low educational status. Conclusions: Low socioeconomic conditions and educational level had a negative impact on kidney transplant outcomes. Improving access to education and providing targeted educational support and health literacy could enhance treatment adherence and reduce disparities in transplant outcomes. Full article

It is important to work on educating children’s emotional intelligence, namely the re-awareness and control of emotions, both their own and those around them so that they feel empathy for others, establish and maintain positive relationships and make conscious decisions. This document describes a proposal for a gamified solution, based on the development of a multimedia product, which aims to help children, parents and teachers in the education of emotional intelligence in children. The solution makes it possible to present everyday scenarios to children, allowing adults to find out how they feel and, based on this information, to work on feelings and social behaviour. The solution was based on research into studies available in scientific databases on children’s emotional intelligence, as well as research into exercises that can help work on this same issue. Once implemented, the solution was tested with children from a primary school, where it was possible to collect feedback from them and their teachers and make improvements. This study presents the design, development and evaluation of a gamified application for children focused on emotional intelligence. The methodology used is based on a systematic literature review following the PRISMA protocol and the development of an iterative multimedia product. The study sample included around 200 elementary school children, where it was possible to collect qualitative feedback to evaluate the effectiveness of the application. The results obtained made it possible to make improvements to the design of the application and to obtain feedback from the teachers, which was very positive, but transmitted by direct interview. Full article

In recent years, rapidly advancing technology has reshaped our world, holding the potential to transform social and economic structures. The United Nations’ Sustainable Development Goals (SDGs) provide a comprehensive roadmap that promotes not only economic growth but also social, environmental, and global sustainability. Meanwhile, artificial intelligence (AI) has emerged as a critical technology contributing to sustainable development by offering solutions to both social and economic challenges. One of the fundamental ideas is that education should always maintain a dynamic structure that supports sustainable development and fosters individuals equipped with sustainability skills. In this study, the impact of various variables related to AI applications in primary education at the elementary school level, in line with sustainable development goals, was evaluated using a mixed meta-method complemented with quantitative analyses. Within the framework of the mixed meta-method, a meta-analysis of data obtained from studies conducted between 2005 and 2025 was performed using the CMA program. The analysis determined a medium effect size of g = 0.51. To validate the meta-analysis results and enhance their content validity, a meta-thematic analysis was conducted, applying content analysis to identify themes and codes. In the final stage of this research, to further support the data obtained through the mixed meta-method, a set of evaluation form questions prepared within the Rasch measurement model framework was administered to primary school teachers. The collected data were analyzed using the FACETS program. The findings from the meta-analysis document review indicated that AI studies in primary education were most commonly applied in mathematics courses. During the meta-thematic analysis process, themes related to the impact of AI applications on learning environments, challenges encountered during implementation, and proposed solutions were identified. The Rasch measurement model process revealed that AI applications were widely used in science and mathematics curricula (FBP-4 and MP-2). Among the evaluators (raters), J2 was identified as the most lenient rater, while J11 was the strictest. When analyzing the AI-related items, the statement “I can help students prepare a presentation describing their surroundings using AI tools” (I17) was identified as the most challenging item, whereas “I understand how to effectively use AI applications in classroom activities” (I14) was found to be the easiest. The results of the analyses indicate that the obtained data are complementary and mutually supportive. The findings of this research are expected to serve as a guide for future studies and applications related to the topic, making significant contributions to the field. Full article

This research investigates the challenges and opportunities rural elementary teachers perceive in using AI as a pedagogical tool to support student learning in rural schools. Using a convergent parallel mixed methods approach, we analyzed the responses from 45 rural teachers who participated in professional development on AI integration in rural education. Through both closed-ended and open-ended survey responses, we employed an adaptation of the TPACK framework (I-TPACK) and the AI literacy framework proposed by UNESCO to identify the primary challenges and opportunities in utilizing AI for pedagogical purposes in rural education. The results highlight resource accessibility and teacher professional development as critical challenges and opportunities to reduce the digital divide in rural communities. Teachers see the inclusion of AI as an opportunity to personalize learning, reduce workload, and facilitate teaching in multigrade classrooms without perceiving it as a job threat. At the same time, they emphasize the need for technological and didactic resources aligned with the specific characteristics of their contexts, such as offline resources and adaptable AI curricula to address the prevalent issue of limited or absent internet connectivity in many rural schools. Full article

Debugging is a growing topic in K-12 computer science (CS) education research. Although some previous studies have examined debugging behaviors, only a few have focused on an in-depth analysis of elementary students’ debugging behaviors in block-based programming environments. This qualitative study explored the debugging behaviors of four students, including their strategies and challenges. The study employed thematic video analysis of students’ computer screens as they engaged in block-based programming activities. The findings reveal five types of debugging strategies and three primary challenges during the debugging process. This study aims to help researchers and educators understand elementary students’ debugging strategies and the challenges they face. Suggestions for teaching debugging strategies to elementary students and the implications for future research are discussed. Full article

Spanish teachers, in general, are committed, sensitised and in favour of integrating gender equality into their professional development. Despite this, the gender perspective has not been systematically integrated into the training of future teachers. One of the reasons for this is education professionals’ lack of knowledge about the most elementary constructs of gender mainstreaming. The present study explores primary school teachers’ perceptions and knowledge. To this end, it considers some critical elements of gender equality (gender, gender equality, the glass ceiling, and feminism). A qualitative and quantitative approach was adopted, and the methodological design was based on Grounded Theory. An intervention programme was designed to make students aware of and able to distinguish between these terms. Ninety-two prospective primary school teachers took part in the study. Of these, 69% were female, and 61% were between 17 and 18. To assess students’ perceptions of gender equality, students completed an initial and final questionnaire before and after the educational innovation. The findings show that future primary school teachers had superficial and limited knowledge about gender, gender equality, the glass ceiling, and feminism. In this regard, the design and implementation of transversal and innovative educational actions can help overcome these deficiencies. Full article

Background and Objectives: Global research has shown that 60–90% of school children have caries, and that oral health care is of great public health significance. We present the data of an oral health promotion Program conducted in the Primorje-Gorski Kotar County (PGC), Croatia, from 2008 to 2019. The Program includes comprehensive preventive oral status assessments of first- and fifth-grade elementary school students, as well as oral health promotional and preventative activities for preschool children, pregnant women, and new mothers. Here, we aimed to analyze the Program data and determine its applicability and sustainability. Materials and Methods: We assessed the changes in caries prevalence in first- and fifth-grade PGC students by comparing the 2008–2019 dental registry data on decayed, missing, and filled teeth for primary teeth (dmft)/decayed, missing, and filled teeth for permanent teeth (DMFT) index means. We also analyzed the data from the administrative Program reports. Results: We analyzed the dental registry data of 44,422 children in the PGC (21,714 first and 22,708 fifth grade). The average Program response rate was 83%. We noted a dmft/DMFT index decrease from 4.66 to 3.73 (first graders) and from 2.50 to 1.00 (fifth graders). The 2017–2019 dmft was significantly smaller than that of 2008–2009. There were 2336 workshops conducted in kindergartens, 1240 in first grades, and 1015 in fifth grades; health visitors educated 26,559 women. There was an increasing trend in the number of insured people under the age of six using pediatric oral health care. Conclusions: The Program improved the behavior and oral health of children and included various stakeholders, avoided additional financial expenses, increased the number of children in care, and proved its necessity and sustainability. It has been recognized on a national level and has led to the creation of two oral health care programs. Full article