Search Results (789)

This research discusses the application of Emotional Artificial Intelligence (EAI) in art learning to enhance the character education of elementary school students. The main objective of this research is to explore how EAI can help improve students’ emotional intelligence as well as support their character development through art learning. The method used is a descriptive qualitative approach with case studies in several elementary schools that have integrated EAI into the art learning process. The results showed that the use of EAI can improve students’ ability to recognize and manage their emotions. In addition, EAI also plays a role in creating a more supportive learning environment, strengthening students’ social interactions, and improving their empathy and social skills. Nonetheless, challenges include limited technological infrastructure, teacher readiness, and the cost of implementing this technology. This research provides practical recommendations for schools to develop an EAI-based curriculum and support the development of students’ emotional intelligence through a more personalized and adaptive approach. Full article

Inclusive education represents a central pillar of social sustainability, demanding a nuanced understanding of the factors shaping students’ attitudes toward people with disabilities. Grounded in the social–relational model of disability—which conceptualizes disability as the interaction between individual characteristics and environmental barriers—this study examined the effects of emotionally valenced video stimuli (positive, negative, neutral), gender, and tolerance level on university students’ attitudes, using a randomized quasi-experimental design with repeated measures. The intervention was implemented entirely online to ensure consistency and accessibility. A total of 179 undergraduate students from the National University of Science and Technology Politehnica Bucharest (Romania), aged 20 to 23 years (M = 21.4, SD = 1.6), participated in the study, which lasted approximately two weeks. Participants completed pre- and post-intervention assessments, including the Elementary Tolerance Scale and a 25-item Attitude Scale combining strengths-based descriptors with stereotype-consistent items used diagnostically to detect bias (without endorsing such framings). Results revealed a significant main effect of video type, F(2,176) = 10.07, p < 0.001, with higher post-test scores for the positive condition (M = 93.82) compared to the negative (M = 85.88) and neutral (M = 82.67) conditions. Gender (p = 0.033) and tolerance level (p = 0.034) also emerged as significant moderators. We explicitly reject deficit-oriented terminology, contextualizing its use solely for diagnostic and analytical purposes; wherever possible, affirming, strengths-based, and socially grounded language is prioritized. These findings highlight the value of brief, emotionally tailored interventions for fostering inclusive attitudes in higher education and emphasize the importance of ethically curated, co-designed educational materials and measurement practices grounded in dignity and human rights. Ethical Note (Content Warning): The study adopts a social–relational, human-rights perspective on disability. Deficit-based narratives were analyzed exclusively as subjects of critique and are not endorsed. Descriptions of the “negative” stimulus were deliberately minimized to reduce potential harm and included only for scientific transparency. Negative-valence questionnaire items reflect prevalent stereotypes and were used solely as diagnostic indicators of bias. Future research should prioritize collaborative co-creation with scholars and advocates with disabilities and employ ethically curated, inclusive stimuli. Full article

Background: Parents’ dietary strategies shape children’s eating habits. This study investigated socio-demographic determinants of maternal feeding practices among school-aged children in the Pomeranian province of Poland. Using a cross-sectional survey conducted in July 2025, we compared feeding strategies based on family structure, maternal employment, and number of children, and identified distinct parenting profiles through cluster analysis. Methods: A cross-sectional survey was conducted in July 2025 among 719 mothers of elementary school children in Pomeranian Voivodeship, using a convenience sampling design. An abbreviated version of the Comprehensive Feeding Practices Questionnaire (CFPQ) with 16 items across eight subscales was used. ANOVA compared feeding strategies between groups, Spearman correlations examined associations, and k-means cluster analysis identified maternal parenting profiles. Results: Encouragement and modeling were the most frequent strategies, while monitoring was least common. Mothers raising children with a partner and those employed used monitoring, modeling, and encouragement more often. Single or non-working mothers relied more on food as a reward and for emotion regulation. Mothers of only children applied control and monitoring less intensively than mothers with multiple children. All strategies were positively correlated. Cluster analysis identified three parenting profiles: intensely directive, moderate, and emotional-supportive. Conclusions: Maternal feeding strategies vary with socio-demographic factors. Educational interventions promoting healthy eating should be tailored to family structure and mothers’ employment status. Full article

Virtual reality (VR) creates immersive environments that allow users to interact with digital content, fostering a sense of presence and engagement comparable to real-world experiences. VR360 technology, combined with affordable head-mounted displays such as Google Cardboard, enhances accessibility and provides an intuitive learning experience. Drones, or unmanned aerial vehicles (UAVs), are operated through remote control systems and have diverse applications in civilian, commercial, and scientific domains. Taiwan’s Indigenous cultures emphasize environmental conservation, and integrating this knowledge into education supports both biodiversity and cultural preservation. The Amis people, who primarily reside along Taiwan’s eastern coast and central mountain regions, face educational challenges due to geographic isolation and socioeconomic disadvantage. This study integrates VR360 and drone technologies to develop a VR learning system for elementary science education that incorporates Amis culture and local environments. A teaching experiment was conducted to evaluate its impact on learning effectiveness and student responses. Results show that students using the VR system outperformed the control group in cultural and scientific knowledge, experienced reduced cognitive load, and reported greater learning motivation. These findings highlight the potential of VR and drone technologies to improve learning outcomes, promote environmental and cultural awareness, and reduce educational barriers for Indigenous students in remote or socioeconomically disadvantaged communities. Full article

The purpose of this study is to investigate Japanese preservice elementary science teachers’ perceptions of environmental education through the theme of biodiversity. The investigation interpreted the array of meanings pre-service teachers construct for environmental phenomena as part of a curriculum addressing the environment. Participants’ experiences, perceptual differences, and intellectual representations regarding environmental education were epistemologically disclosed by a phenomenographic approach. Research was implemented as part of a curriculum that combined environmental education and biodiversity themes with storytelling activities. The data from a structured questionnaire with open-ended questions were analyzed using inductive thematic analysis. The results suggest that the multilayered nature of environmental education can be better understood through the lens of complex environmental issues, such as biodiversity. Findings indicate that preservice teachers highly valued cognitive and belief aspects of values, while having a less comprehensive understanding of both the social and civic engagement and the cultural dimensions of values. Full article

This study investigated the relationship between preservice elementary mathematics teachers’ beliefs about mathematics and their mathematical modeling competencies. In the study, the belief categories of the preservice teachers were first determined using Q methodology and then classified into traditional and non-traditional belief. A Mathematical Modeling Competencies Rubric was developed in line with the literature and expert opinions. Three independent experts used this rubric to evaluate holistic modeling tasks that the participants completed. The resulting scores were analyzed using the Many-Facet Rasch Model to test for differences in modeling competencies among the belief groups. The findings revealed that preservice mathematics teachers with non-traditional beliefs demonstrated higher modeling competencies than those with traditional beliefs (χ² = 84.7, df = 3, p < 0.001). In conclusion, the study highlights that preservice mathematics teachers’ beliefs about mathematics play a crucial role in developing modeling competencies and suggests that belief structures should be considered in teacher education programs. Full article

Background: A comprehensive medical history is fundamental to dental care, supporting accurate diagnosis, personalized treatment, and the prevention of adverse outcomes. Despite its importance, patients may underestimate its relevance or hesitate to disclose information to dental professionals. This study aimed to assess patients’ awareness and willingness to disclose medical histories to dental professionals, as well as the effect of an educational intervention on their knowledge. Methods: A descriptive cross-sectional study was conducted from 1 December 2023 to 30 September 2024 in Riyadh, Saudi Arabia. Data were collected through a structured bilingual questionnaire assessing demographics, awareness of the importance of medical history, willingness to disclose information, and post-intervention knowledge. The questionnaire’s validity and reliability were established through expert evaluation and test–retest reliability, yielding Aiken’s V values greater than 0.90. Internal consistency was confirmed with a Cronbach’s alpha coefficient of 0.8. A convenience sampling technique was used to recruit the study participants. Results: A total of 515 participants completed the survey, with 43.9% withholding medical information from their dentists. Chi-square analysis revealed that disclosure practices were significantly associated with demographic factors, particularly age (p ≤ 0.05). Although 90.7% acknowledged the importance of sharing their medical history, only 67.8% reported disclosing it to dental professionals. The regression analysis revealed that participants under 18 years of age (Odds Ratio (OR) 7.08, Confidence Interval (CI) 3.53–50.90) and those aged 18–29 years (OR 14.36, CI 3.45–25.26), as well as participants with elementary (OR 4.55, CI 2.72–20.57) and middle school education levels (OR 4.55, CI 2.72–20.57), were less likely to disclose any underlying medical condition to their dentist. The younger age group (under 18) respondents were significantly more likely to indicate that it was not essential to inform the dentist about their medical condition (OR 6.60, CI 1.05–41.42). Additionally, a significant number of these respondents (OR 5.77, CI 1.87–17.84) reported being unaware of the reasons why dentists request this information, compared to the older age groups. Conclusions: The findings reveal a significant knowledge gap concerning patient disclosure of medical history in dental care and highlight the importance of patient education. Implementing targeted educational initiatives is recommended to promote patient disclosure, foster interdisciplinary collaboration, and improve overall patient safety and treatment outcomes. Full article

This qualitative study explored how elementary preservice teachers (PSTs) in an equity-centered teacher preparation program understood technology’s role in equity pedagogy. Drawing on two focus groups of five PSTs each—organized to reflect the most recent cohort’s division into separate sub-cohorts—and a short reflective writing activity, we examined (1) how the PSTs conceptualized the relationship between technology and equity pedagogy, (2) what opportunities and challenges they perceived at this intersection, and (3) how various aspects of their program shaped their understanding. While PSTs generally viewed technology as a tool for advancing equity pedagogy, their understanding varied considerably between the two sub-cohorts, particularly in terms of their knowledge, confidence, and perceived barriers to teaching at the intersection of these domains. These differences appeared to stem from how well-supported PSTs felt in making connections between these domains across their coursework, field experiences, and peer interactions. This study reinforces the need for more intentionally integrated coursework that equips PSTs to use technology for advancing equity in the K–12 curriculum. Full article

The “summer slide,” the well-documented tendency for students to lose academic skills during the extended summer break, remains a persistent challenge for educational equity and achievement. Although traditional summer school programs can mitigate these losses, an emerging body of research suggests that summer book distribution initiatives, which provide students with free, high-quality books to read at home, represent a cost-effective and scalable alternative. This study presents results from a quasi-experimental evaluation of Kids Read Now (KRN), an at-home reading program designed to sustain elementary students’ literacy engagement over the summer months. The program’s central feature is the delivery of nine free books directly to students, supported by school-based components that foster home–school connections and promote shared reading between parents and children. Across two districts, five schools, four grade levels (1–4), and 110 KRN and 156 comparison students, we used propensity score matching and doubly robust regression analyses, indicating that KRN participants outperformed their non-participating peers, with an average effect size of nearly d = 0.15. Further, two-stage least squares regression analyses revealed that students who benefited from all nine books achieved an effect size of d = 0.21. These impact estimates correspond to approximately two months of additional learning for the average participant and more than three months for full participants. Collectively, the results contribute to a growing evidence base indicating that book distribution programs are an effective and sustainable means of mitigating summer learning loss and promoting continued growth in reading achievement. Full article

This study examined cultural differences in teachers’ attitudes towards the inclusion of students with disabilities in Jewish and Arab Israeli schools. We explored whether cultural differences influence attitudes and perceptions, considering the distinct educational contexts and cultural values. The research involved 1191 teachers who completed an inclusion questionnaire. Jewish teachers rated inclusion more positively across all domains, with no significant differences between school levels. Arab teachers showed more positive attitudes in elementary schools, but these declined in high schools, reflecting cultural tendencies toward community-oriented practices at the primary level. The study highlights the role of cultural values, such as collectivism in Arab communities, in shaping educational practices and underscores the impact of sociocultural dynamics on the success of inclusive education. Full article

Ensuring equitable access to quality education is essential for Education for Sustainable Development. However, the efficacy of innovative Education for Sustainable Development models like the Dual-Teacher Classroom in promoting teaching equity has not been sufficiently studied. Grounded in the Opportunity to Learn (OTL) theory—a theoretical framework that provides observational constructs for Education for Sustainable Development (ESD), which are operationalized as empirical measures in this study—this study investigates the mechanisms through which teaching equity influences perceived learning effect, with learning engagement as a mediator, among elementary students in Beijing, China. Data were collected from 278 participants using a validated questionnaire. The results reveal significant disparities between urban and rural students, with urban students demonstrating higher levels of teaching equity, learning engagement, and perceived learning effect. Mediation analysis indicated that learning engagement acts as a partial mediator for urban students, whereas it serves as a full mediator for rural students. These findings highlight the importance of context-sensitive instructional strategies to enhance equity and engagement in the Dual-Teacher Classroom. The study contributes to the discourse on educational sustainability by emphasizing the role of equitable teaching practices in fostering inclusive and effective learning environments. Practical implications for teacher collaboration and real-time feedback mechanisms are discussed. Full article

Background: Dental caries, periodontal disease, and malocclusion are common childhood oral diseases strongly influenced by lifestyle factors, including sleep, exercise, and media use. In Korea, the prevalence of dental caries among elementary school children is approximately 20–25%, periodontal disease 1–2%, and malocclusion 12–18%. Sleep is a key determinant of child health; insufficient sleep is linked to weakened immunity, higher systemic inflammation, and greater susceptibility to cariogenic bacteria, suggesting a potential pathway to poor oral health. This study aimed to analyze the combined effects of sleep duration, exercise frequency, and media use on oral health indicators in Korean elementary school students. Methods: We analyzed Student Health Examination data from the Ministry of Education (2021–2023) for 93,220 children aged 6–12 years. Oral health indicators included dental caries prevalence (DCP), required rate of improved oral hygiene (RRIOH), periodontal disease prevalence (PDP), and malocclusion prevalence (MP). Sleep duration was categorized as short (<8 h) or adequate (≥8 h). Exercise (≥3 times/week) and media use (>2 h/day) were assessed as lifestyle factors. Associations were examined using the Rao-Scott χ² test and logistic regression. Results: Short sleep was significantly associated with a higher prevalence of all oral health indicators, with particularly strong associations for DCP and PDP. Low exercise frequency and excessive media use were also linked to increased DCP and RRIOH. These lifestyle factors were closely interrelated with sleep duration. Conclusions: Short sleep, infrequent exercise, and high media use form a lifestyle pattern associated with poor oral health in children. Improving sleep and lifestyle habits should be emphasized as a preventive strategy in pediatric dentistry. Full article

Citizen science is not only a participatory means of contributing to scientific knowledge but also an effective approach to addressing a wide range of societal challenges. Integrating citizen science with sustainability entails leveraging public engagement in scientific research to promote sustainable practices and advance the United Nations 2030 Agenda for Sustainable Development Goals (SDGs). The degree of public participation can influence the learning outcomes achieved. This study investigated the benefits and limitations of a co-creation citizen science approach implemented in a school context for monitoring species distribution on rocky shores, aligned with SDGs 4, 13, and 14. A mixed-methods design was applied, combining questionnaires administered to students (n = 100); participant observations of students, teachers, and researchers; and the analysis of observations submitted by one class (C2) to the iNaturalist platform. Students recorded 21 valid observations representing 13 different taxa, and developed skills such as critical thinking, problem-solving, collaboration, and interpersonal communication. They also recognised the potential of co-creation as a means of addressing scientific questions. However, teachers reported constraints in implementing the project, notably the breadth of the school curriculum and the lack of local support. This study reinforces the potential of co-creation citizen science projects to foster sustainable education. Full article

This paper presents a novel visual approach to teaching multiplication to elementary school pupils using stick intersections. Within the South African context, where students consistently demonstrate low mathematics achievement, particularly in foundational arithmetic operations, this research explores an alternative pedagogical strategy that transforms abstract multiplication concepts into visual, concrete, countable representations. Building on theories of embodied cognition and visual mathematics, this study implemented and evaluated the stick intersection method with 45 Grade 4 students in Polokwane, Limpopo Province. Using a mixed-methods approach combining quantitative assessments with qualitative observations, the results revealed statistically significant improvements in multiplication performance across all complexity levels, with particularly substantial gains among previously low-performing students (61.3% improvement, d = 1.87). Qualitative findings demonstrated enhanced student engagement, deeper conceptual understanding of place value, and overwhelmingly positive learner perceptions of the method. The visual approach proved especially valuable in the multilingual South African classroom context, where it transcended language barriers by providing direct visual access to mathematical concepts. High retention rates (94.9%) one-month post-intervention suggest the method facilitated lasting conceptual understanding rather than temporary procedural knowledge. This research contributes to mathematics education by demonstrating how visually oriented, culturally responsive pedagogical approaches can address persistent challenges in developing mathematics proficiency, particularly in resource-constrained educational environments. Full article

Outdoor learning offers dynamic, real-world educational opportunities that extend beyond traditional classrooms and foster sustainability awareness. This quantitative study endeavors to assess teachers’ competency in facilitating outdoor learning, aiming for a more engaging and impactful introduction. Employing a relational survey design in the form of a multi-survey model, the research engaged 586 teachers representing diverse academic disciplines across public and private elementary and secondary schools. Central to the investigation was the utilization of the “Outdoor Learning Regulation Scale [OLRS]” as the primary data collection instrument. The evaluation of teachers’ aptitude in regulating outdoor learning encompassed various variables, including gender, subject specialization, prior online or in-person training in outdoor learning, use of non-school environments for teaching, childhood environment, and teaching location. To analyze the collected data, a nuanced approach to statistical analysis was undertaken, aiming to provide a clearer and more specific explanation of the data analysis methods employed. The findings of the study unveiled no significant disparities in teachers’ outdoor learning regulation capabilities based on gender, subject specialization, childhood environment, or teaching location. However, discernible differences surfaced in their proficiency in outdoor learning regulation concerning previous online or in-person training in outdoor learning and their utilization of outdoor environments for teaching, thus providing deeper insights into the factors shaping teachers’ efficacy in facilitating outdoor learning experiences. Additionally, the study emphasizes the link between outdoor learning and sustainability education. By equipping teachers with the skills to regulate outdoor learning, this research supports the integration of sustainability into educational practices, promoting students’ ecological awareness and sustainable thinking. These results highlight the importance of professional development and targeted training in outdoor education, with direct implications for strengthening sustainability-oriented teaching practices. Full article